A | B | C | D | E | F | G | H | I | J | K | |
---|---|---|---|---|---|---|---|---|---|---|---|

1 | 4th Grade TEKS Correlation by Unit x = Focus c = Computational Fluency s = Spiral Review | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |

2 | (2) Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: | ||||||||||

3 | (A) interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left; - Supporting RC1 | x | s | x | s | x | |||||

4 | (B) represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals; - Readiness RC1 | x | s | x | s | x | |||||

5 | (C) compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =; - Supporting RC1 | x | s | x | |||||||

6 | (D) round whole numbers to a given place value through the hundred thousands place; - Supporting RC1 | x | s | x | |||||||

7 | (E) represent decimals, including tenths and hundredths, using concrete and visual models and money; - Supporting RC1 | x | s | ||||||||

8 | (F) compare and order decimals using concrete and visual models to the hundredths; - Supporting RC1 | x | s | ||||||||

9 | (G) relate decimals to fractions that name tenths and hundredths; and - Readiness RC1 | x | s | ||||||||

10 | (H) determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line. - Supporting RC1 | x | s | ||||||||

11 | (3) Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: | 3.3A-H s | |||||||||

12 | (A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b; - Supporting RC1 | x | s | ||||||||

13 | (B) decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations; - Supporting RC1 | x | s | ||||||||

14 | (C) determine if two given fractions are equivalent using a variety of methods; - Supporting RC1 | x | s | ||||||||

15 | (D) compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <; - Readiness RC1 | x | s | ||||||||

16 | (E) represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations; - Readiness RC2 | x | s | ||||||||

17 | (F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and - Supporting RC2 | x | s | ||||||||

18 | (G) represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. - Supporting RC1 | x | x | s | |||||||

19 | (4) Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: | 3.4E-F c 3.4A-C s | 3.4E-F c 3.4G-H 3.4J-K s | 3.4E-F c | 3.4E-F c | ||||||

20 | (A) add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; - Readiness RC2 | x | c/s | s | x | c | s | ||||

21 | (B) determine products of a number and 10 or 100 using properties of operations and place value understandings; - Supporting RC2 | x | x | x/s | c/s | c | x/c | c | |||

22 | (C) represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15; - Supporting RC2 | x | |||||||||

23 | (D) use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; - Supporting RC2 | x | x | c/s | c | c | c | ||||

24 | (E) represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations; - Supporting RC2 | x | x | ||||||||

25 | (F) use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor; - Supporting RC2 | x | x | c/s | c | c | c | ||||

26 | (G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and - Supporting RC2 | x | x | x/c/s | c/s | c | c | c | c | ||

27 | (H) solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. - Readiness RC2 | x | x | s | |||||||

28 | (5) Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: | 3.5A 3.5E s | 3.5B-E s | 3.5C
x | 3.5C x | ||||||

29 | (A) represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; - Readiness RC2 | x | x | x/s | s | x | s | ||||

30 | (B) represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence; - Readiness RC2 | x | s | ||||||||

31 | (C) use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); and - Not Tested | x | s | ||||||||

32 | (D) solve problems related to perimeter and area of rectangles where dimensions are whole numbers. - Readiness RC3 | x | s | ||||||||

33 | (6) Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to: | 3.6A-D s | 3.6E 3.7A s | ||||||||

34 | (A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines; - Supporting RC3 | x | s | ||||||||

35 | (B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure; - Supporting RC3 | x | s | ||||||||

36 | (C) apply knowledge of right angles to identify acute, right, and obtuse triangles; and - Supporting RC3 | x | s | ||||||||

37 | (D) classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. - Readiness RC3 | x | s | ||||||||

38 | (7) Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: | ||||||||||

39 | (A) illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers; - Not Tested | x | s | ||||||||

40 | (B) illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers; - Not Tested | x | s | ||||||||

41 | (C) determine the approximate measures of angles in degrees to the nearest whole number using a protractor; - Readiness RC3 | x | s | ||||||||

42 | (D) draw an angle with a given measure; and - Supporting RC3 | x | s | ||||||||

43 | (E) determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. - Supporting RC3 | x | s | ||||||||

44 | (8) Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to: | 3.7B-C s | |||||||||

45 | (A) identify relative sizes of measurement units within the customary and metric systems; - Supporting RC3 | x | s | ||||||||

46 | (B) convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and - Supporting RC3 | x | s | ||||||||

47 | (C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. - Readiness RC3 | x | x | x/s | x/s | x | x | s | s | ||

48 | (9) Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: | 3.8B s | 3.8B s | ||||||||

49 | (A) represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and - Readiness RC4 | x | x | x | x | x | |||||

50 | (B) solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. - Supporting RC4 | x | x | x/s | x/s | x | s | x/s | |||

51 | (10) Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to: | ||||||||||

52 | (A) distinguish between fixed and variable expenses; - Supporting RC4 | x | |||||||||

53 | (B) calculate profit in a given situation; - Supporting RC4 | x | |||||||||

54 | (C) compare the advantages and disadvantages of various savings options; - Not Tested | x | |||||||||

55 | (D) describe how to allocate a weekly allowance among spending; saving, including for college; and sharing; and - Not Tested | x | |||||||||

56 | (E) describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending. - Supporting RC4 | x |

Loading...

Main menu