Search Standards

Standard Name STAAR Student Expectation
2.9.D select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.
2.10.A read a thermometer to gather data;
2.10.B read and write times shown on analog and digital clocks using five-minute increments; and
2.10.C describe activities that take approximately one second, one minute, and one hour.
2.11.A construct picture graphs and bar-type graphs;
2.11.B draw conclusions and answer questions based on picture graphs and bar-type graphs; and
2.11.C use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.
2.12.A identify the mathematics in everyday situations;
2.12.B solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
2.12.C select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and
2.12.D use tools such as real objects, manipulatives, and technology to solve problems.
2.13.A explain and record observations using objects, words, pictures, numbers, and technology; and
2.13.B relate informal language to mathematical language and symbols.
2.14.A The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
3.1.A use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999;
3.1.B use place value to compare and order whole numbers through 9,999; and
3.1.C determine the value of a collection of coins and bills.
A construct concrete models of fractions;
B compare fractional parts of whole objects or sets of objects in a problem situation using concrete models;
C use fraction names and symbols to describe fractional parts of whole objects or sets of objects; and
D construct concrete models of equivalent fractions for fractional parts of whole objects.
3.3.A model addition and subtraction using pictures, words, and numbers; and
3.3.B select addition or subtraction and use the operation to solve problems involving whole numbers through 999.
3.4.A learn and apply multiplication facts through 12 by 12 using concrete models and objects;
3.4.B solve and record multiplication problems (up to two digits times one digit); and
3.4.C use models to solve division problems and use number sentences to record the solutions.
3.5.A round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and
3.5.B use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.
3.6.A identify and extend whole-number and geometric patterns to make predictions and solve problems;
3.6.B identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and
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.
3.7.A generate a table of paired numbers based on a real-life situation such as insects and legs; and
3.7.B identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.
3.8.A The student is expected to identify, classify, and describe two- and three-dimensional geometric figures by their attributes. The student compares two- dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary.
3.9.A identify congruent two-dimensional figures;
3.9.B create two-dimensional figures with lines of symmetry using concrete models and technology; and
3.9.C identify lines of symmetry in two-dimensional geometric figures.
3.10.A The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths.
3.11.A use linear measurement tools to estimate and measure lengths using standard units;
3.11.B use standard units to find the perimeter of a shape;
Resource ID Author Select Subject(s) Grade Title
TEKS12_MATH_03_001 bgraham Mathematics 3

Finding the Perimeter of a Polygon

This activity provides an opportunity for students to investigate the perimeter of polygons.

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3.11.C use concrete and pictorial models of square units to determine the area of two-dimensional surfaces;
3.11.D identify concrete models that approximate standard units of weight/mass and use them to measure weight/mass;
3.11.E identify concrete models that approximate standard units for capacity and use them to measure capacity; and
3.11.F use concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure.
3.12.A use a thermometer to measure temperature; and
3.12.B tell and write time shown on analog and digital clocks.
3.13.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;
3.13.B interpret information from pictographs and bar graphs; and
3.13.C use data to describe events as more likely than, less likely than, or equally likely as.
3.14.A identify the mathematics in everyday situations;

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