TEKS = Texas Essential Knowledge and Skills
Math Homework:
Skill Builder 23-24 is due on Friday, March 1st.
Skill Builder 23-24 is due on Friday, March 1st.
Check out the links page on this site for a website called Math4Texas which explains these concepts.
What we will be learning this next week
What we learned 2/1 - in our data unit:
TEKS 4.9A - The student is expected to: represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions;
TEKS 4.9B - The student is expected to: 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.
What we learned 1/9 - 1/31
- TEKS 4.3A - The student is expected to: 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.
- TEKS 4.3B - The student is expected to: 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.
- TEKS 4.3C - determine if two given fractions are equivalent using a variety of methods.
- TEKS 4.3D - compare two fractions with different numerators and different denominators and represent the comparison using the symbols >,< or =
- TEKS 4.3E - 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;
- TEKS 4.3F - 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
- TEKS 4.3G - represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.
- TEKS4.5A - The student is expected to represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing in for the unknown quantity.
- TEKS 4.5B - The student is expected to represent problems using an input-output table and numberical 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.
- TEKS 4.10A - The student is expected to distinguish between fixed and variable expenses.
- TEKS 4.10B - The student is expected to calculate profit in a given situation.
- TEKS 4.4H - The student is expected to solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.
- TEKS4.5A - The student is expected to represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing in for the unknown quantity.
- TEKS 4.4EF - The student is expected to represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations including the standard algorithm.
- TEKS 4.4GH - The student is expected to: round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and solve with fluency one- and two-step problems involving mutliplication and division, including interpreting remainders.
- 4.4D I can use strategies, 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 standard)
- 4.4CI can represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 X 15 (supporting standard
- 4.5A I can represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity (variable).
- 4.2D Rounding whole #s to a given place value through the hundred thousands place
- 4.4A Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
- 4.4G Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate
- 4.10B Calculate profit in a given situation
- 4.10E Describe the basic purpose of financial institutions, including keeping money safe, borrowing/lending money
- 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.[TEKS4.2A]
- represent the value of the digit in whole numbers through 1, 000, 000, 000 and decimals to the hundredths using expanded notation and numerals.[TEKS4.2B]
- compare and order whole numbers to 1, 000, 000, 000 and represent comparisons using the symbols >, <, or =.[TEKS4.2C]
- represent decimals, including tenths and hundredths, using concrete and visual models and money.[TEKS4.2E]
- compare and order decimals using concrete and visual models to the hundredths.[TEKS4.2F]
- determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.[TEKS4.2H]
- represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.[TEKS4.3G]