# 1st Grade Math TEKS - DOC by 87qxFj6

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```									TAKS Grade 3 Problems - 1
Objective 1

Student Expectation
(3.1.A) Use place value to read, write (in symbols and words), and describe the value of
whole numbers through 999,999.

2003                                                2004

Tested in 2005 - #2

2006

TAKS Grade 3 Problems - 2
Objective 1

Student Expectation
(3.1.B) Use place value to compare and order whole numbers through 9,999.
   Sequence numbers or the words associated with numbers (for example, listing the names of cities in order
from greatest to least based on their populations).
   Work with comparisons using pictorial models, word phrases (is less than, is equal to, etc.), or symbols
(>, <, =).

2003                                                        2004

2006

Tested in 2005 - #4

TAKS Grade 3 Problems - 3
Objective 1

Student Expectation
(3.1.C) Determine the value of a collection of coins and bills.
 Recognize U.S. currency in the dollars-and-cents form (\$1.53, \$0.45) or the cents-only form (82¢).

Info 2002                                                             Info 2004

TAKS Grade 3 Problems - 4
2003                                          2004

Tested in 2005 - #5

2006

TAKS Grade 3 Problems - 5
Objective 1

Student Expectation
(3.2.A) Construct concrete models of fractions.

TAKS Grade 3 Problems - 6
Objective 1

Student Expectation
(3.2.B) Compare fractional parts of whole objects or sets of objects in a problem
situation using concrete models.
   Match fractions with models or models with fractions.

Info 2002                                                   2003

Tested in 2005 - #14

TAKS Grade 3 Problems - 7
2006

TAKS Grade 3 Problems - 8
Objective 1

Student Expectation
(3.2.C) Use fraction names and symbols to describe fractional parts of whole objects or
sets of objects with denominators of 12 or less.

2003                                                2004

TAKS Grade 3 Problems - 9
2004                      Tested in 2005 - #39

2006

TAKS Grade 3 Problems - 10
Objective 1

Student Expectation
(3.2.D) Construct concrete models of equivalent fractions for fractional parts of
whole objects.

TAKS Grade 3 Problems - 11
Objective 1

Student Expectation
(3.3.A) Model addition and subtraction using pictures, words, and numbers.

2003                                            2004

2004                                            Tested in 2005 - #7

2004                                       2006

TAKS Grade 3 Problems - 12
Objective 1

Student Expectation
(3.3.B) Select addition or subtraction and use the operation to solve problems
involving whole numbers through 999.

Info 2002                                  2003

2004

Tested in 2005 - #37

TAKS Grade 3 Problems - 13
2006

TAKS Grade 3 Problems - 14
Objective 1

Student Expectation
(3.4.A) Learn and apply multiplication facts through the tens using concrete models.

TAKS Grade 3 Problems - 15
Objective 1

Student Expectation
(3.4.B) Solve and record multiplication problems (one-digit multiplier).
   Perform multiplication that involves at least one single-digit factor (for example, 4 3 = 12, 25 3 = 75,
and 123 3 = 369).

Info 2002                                                       2003

Tested in 2005 - #21

TAKS Grade 3 Problems - 16
2006

TAKS Grade 3 Problems - 17
Objective 1

Student Expectation
(3.4.C) Use models to solve division problems and use number sentences to record the
solutions.

2003                                            2004

Tested in 2005 - #31

TAKS Grade 3 Problems - 18
2006

TAKS Grade 3 Problems - 19
Objective 1

Student Expectation
(3.5.A) Round two-digit numbers to the nearest ten and three-digit numbers to the
nearest hundred.
   Round numbers before performing any computations when estimating.

2003                                                     2006

TAKS Grade 3 Problems - 20
Objective 1

Student Expectation
(3.5.B) Estimate sums and differences beyond basic facts.
   Round numbers before performing any computations when estimating.

Info 2004                                                2004

Tested in 2005 - #25

TAKS Grade 3 Problems - 21
Objective 2

Student Expectation
(3.6.A) Identify and extend whole-number and geometric patterns to make
predictions and solve problems.
   Recognize and extend patterns with whole numbers or geometric shapes presented in lists, tables, or
pictorial models.

Info 2002                                                    Info 2004

2003

TAKS Grade 3 Problems - 22
2003                            2003

2004                            Tested in 2005 - #8 & #28

TAKS Grade 3 Problems - 23
2006

TAKS Grade 3 Problems - 24
Objective 2

Student Expectation
(3.6.B) Identify patterns in multiplication facts using concrete objects, pictorial
models, or technology.

Info 2002                                         2003

2004

TAKS Grade 3 Problems - 25
Tested in 2005 - #38

2006

2006

TAKS Grade 3 Problems - 26
Objective 2

Student Expectation
(3.6.C) Identify patterns in related multiplication and division sentences (fact
families) such as 2 x 3 = 6, 3 x 2 = 6, 6  2 = 3, 6  3 = 2.

2003                                             2003

2004                                             2004

Tested in 2005 - #36

TAKS Grade 3 Problems - 27
2006

TAKS Grade 3 Problems - 28
Objective 2

Student Expectation
(3.7.A) Generate a table of paired numbers based on a real-life situation such as
insects and legs.
 Identify patterns in tables based on the relationship between paired numbers.
 Work with tables of related number pairs that may not begin with 1 and/or may not be sequential.

Info 2002                                                             2004

Tested in 2005 - #15

TAKS Grade 3 Problems - 29
2006

TAKS Grade 3 Problems - 30
Objective 2

Student Expectation
(3.7.B) Identify patterns in a table of related number pairs based on a real-life
situation and extend the table.
 Identify patterns in tables based on the relationship between paired numbers.
 Work with tables of related number pairs that may not begin with 1 and/or may not be sequential.

2004                                                                  Tested in 2005 - #10

2006

TAKS Grade 3 Problems - 31
Objective 3

Student Expectation
(3.8.A) Name, describe, and compare shapes and solids using formal geometric
vocabulary.
   Recognize the relationship between pictures, descriptions, and formal geometric terms, which include
two-dimensional and three-dimensional figures (for example, a quadrilateral has four vertices).

Info 2002                                                   2003

2003

TAKS Grade 3 Problems - 32
Info 2004                            2004

2004                                 Tested in 2005 - #1 & #12

TAKS Grade 3 Problems - 33
2006                            2006

TAKS Grade 3 Problems - 34
Objective 3

Student Expectation
(3.9.A) Identify congruent shapes.

2003                                            2004

Tested in 2005 - #27

TAKS Grade 3 Problems - 35
2006

TAKS Grade 3 Problems - 36
Objective 3
Objective 3

Student Expectation
(3.9.B) Create shapes with lines of symmetry using concrete models and technology.

TAKS Grade 3 Problems - 37
Objective 3
Objective 3

Student Expectation
(3.9.C) Identify lines of symmetry in shapes.
   Work with symmetrical figures on which lines of symmetry may be drawn.

Info 2002                                         2003

2004

Tested in 2005 - #34

TAKS Grade 3 Problems - 38
2006

2006

TAKS Grade 3 Problems - 39
Objective 3
Objective 3

Student Expectation
(3.10.A) Locate and name points on a line using whole numbers and fractions such as
halves.
   Work with number lines that may or may not show the location of zero but will have at least two points
numbered to indicate the interval being used.

Info 2002                                                   2003

2003                                                        Info 2004

TAKS Grade 3 Problems - 40
2004                                      2004

Tested in 2005 - #3 & #17

2006

TAKS Grade 3 Problems - 41
Objective 3
Objective 4

Student Expectation
(3.11.A) Estimate and measure lengths using standard units such as inch, foot, yard,
centimeter, decimeter, and meter.
   Utilize the conversions on the Mathematics Chart to solve problems.
   Measure with the ruler on the Mathematics Chart only if the item specifically instructs students to use the
ruler.

Info 2002                                                     2003

2004                                                          Tested in 2005 - #32

2006

TAKS Grade 3 Problems - 42
Objective 3
Objective 4

Student Expectation
(3.11.B) Use linear measure to find the perimeter of a shape.
   Utilize the conversions on the Mathematics Chart to solve problems.
   Measure with the ruler on the Mathematics Chart only if the item specifically instructs students to use the
ruler.
   Use the given dimensions of a figure to solve a problem.
   Recognize abbreviations of measurement units.

Info 2002                                                     2003

TAKS Grade 3 Problems - 43
2004                            Tested in 2005 - #9

2006

TAKS Grade 3 Problems - 44
Objective 3
Objective 4

Student Expectation
(3.11.C) Use concrete models of square units to determine the area of shapes.
   Use pictorial models of a square unit to determine the area of a figure. Grid lines may be shown inside or
outside the figure. Partial squares will be limited to halves.

Info 2002                                                     2003

TAKS Grade 3 Problems - 45
2004                            Tested in 2005 - #24

2006

TAKS Grade 3 Problems - 46
Objective 3
Objective 4

Student Expectation
(3.12.A) Tell and write time shown on traditional and digital clocks.
   Match a pictorial representation of a clock with a time or with a range of times (for example, at 7:12 or
between 7:00 and 7:15). Times can be written in numerals or words and may or may not be shown on

Info 2004                                                     2003

TAKS Grade 3 Problems - 47
2004                      Tested in 2005 - #16

2006

TAKS Grade 3 Problems - 48
Objective 3
Objective 4

Student Expectation
(3.12.B) Use a thermometer to measure temperature.
   Solve problems with temperatures given in degrees Fahrenheit (°F) or degrees Celsius (°C).
   Find the amount of elapsed time or change in temperature.

2003

TAKS Grade 3 Problems - 49
2004                                Tested in 2005 - #40

2006

TAKS Grade 3 Problems - 50
Objective 3
Objective 4

Student Expectation
(3.13.A) Measure to solve problems involving length, area, temperature, and time.
   Find the amount of elapsed time or change in temperature.

Info 2004                                                   2003

Tested in 2005 - #33

2006

2004

TAKS Grade 3 Problems - 51
Objective 3
Objective 5

Student Expectation
(3.14.A) Collect, organize, record, and display data in pictographs and bar graphs
where each picture or cell might represent more than one piece of data.
   Identify the graph that fits a given set of data or the information that would complete a portion of the
graph.
   Read graphs that are oriented either vertically or horizontally.

Info 2002                                                      Info 2002

TAKS Grade 3 Problems - 52
Info 2004                                2003

2003

Tested in 2005 - #13

TAKS Grade 3 Problems - 53
2006

TAKS Grade 3 Problems - 54
ve
Objective 5

Student Expectation
(3.14.B) Interpret information from pictographs and bar graphs.
   Read information directly from a graph to answer a question or interpret a graph by combining or
separating some of the information from the graph.
   Read graphs that are oriented either vertically or horizontally.

Info 2002                                                   Info 2004

TAKS Grade 3 Problems - 55
2004                            2004

2006

TAKS Grade 3 Problems - 56
2006

TAKS Grade 3 Problems - 57
Objective 3
Objective 5

Student Expectation

(3.14.C) Use data to describe events as more likely, less likely, or equally likely.
   Use the information presented in written or graphic form to make a decision about the likelihood of an
event. The terms impossible or certain may be used to describe that likelihood.

Info 2002                                              2003

TAKS Grade 3 Problems - 58
2003                             2004

Tested in 2005 - #6 & #35

2006

TAKS Grade 3 Problems - 59
Objective 3
Objective 6

Student Expectation

(3.15.A) Identify the mathematics in everyday situations.
   Select the description of a mathematical situation when provided with a written or pictorial prompt.
   Identify the information that is needed to solve a problem.
   Select or describe the next step or a missing step in a problem-solving situation.

Info 2002                                             Info 2002

Info 2002                                               2003

TAKS Grade 3 Problems - 60
2003                                2004

2004                      Tested in 2005 - #11 & #30

2006

TAKS Grade 3 Problems - 61
2006

TAKS Grade 3 Problems - 62
Objective 3
Objective 6

Student Expectation
(3.15.B) Use a problem-solving model that incorporates understanding the
problem, making a plan, carrying out the plan, and evaluating the solution for
reasonableness.

2003                                                         2004

Tested in 2005 - #18
2006

TAKS Grade 3 Problems - 63
ective 3
Objective 6

Student Expectation
(3.15.C) Select or develop an appropriate problem-solving strategy, including
drawing a picture, looking for a pattern, systematic guessing and checking,
acting it out, making a table, working a simpler problem, or working backwards
to solve a problem.

Info 2004                                       2003

TAKS Grade 3 Problems - 64
2003                                      2004

Tested in 2005 - #23

2006                                      2006

TAKS Grade 3 Problems - 65
Objective 3
Objective 6

Student Expectation
(3.15.D) Use tools such as real objects, manipulatives, and technology to solve
problems.

TAKS Grade 3 Problems - 66
Objective 3
Objective 6

Student Expectation
(3.16.A) Explain and record observations using objects, words, pictures, numbers, and
technology.

TAKS Grade 3 Problems - 67
Objective 3
Objective 6

Student Expectation
(3.16.B) Relate informal language to mathematical language and symbols.
   Match informal language to mathematical language or symbols.

Info 2004                                                 2003

TAKS Grade 3 Problems - 68
2004                            2004

Tested in 2005 - #20 & #25

2006

TAKS Grade 3 Problems - 69
2006

TAKS Grade 3 Problems - 70
Objective 3
Objective 6

Student Expectation
(3.17.A) Make generalizations from patterns or sets of examples and
nonexamples.
   Identify the common characteristic among examples.
   Select an example or a nonexample based on a common characteristic. A nonexample proves a general
statement to be false.
   Understand that nonsensical words may be used to label sets of examples and/or nonexamples.

Info 2004                                                 2003

TAKS Grade 3 Problems - 71
2003                            2004

Tested in 2005 - #19 & #22

2003                            2006

TAKS Grade 3 Problems - 72
Objective 3
Objective 6

Student Expectation
(3.17.B) Justify why an answer is reasonable and explain the solution process.

TAKS Grade 3 Problems - 73
TAKS Grade 3 Problems - 74
TAKS Grade 3 Problems - 75
TAKS Grade 3 Problems - 76

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