Readiness+Vs.+Supporting+Standards

=Readiness Vs. Supporting Standards=

**(C)** use fraction names and symbols to describe fractional parts of whole objects or sets of objects.  **(3.3) Number, operation, and quantitative reasoning**. The student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to **(B)** select addition or subtraction and use the operation to solve problems involving whole numbers through 999.  **(3.4) Number, operation, and quantitative reasoning.** The student recognizes and solves problems in multiplication and division situations. The student is expected to **(B)** solve and record multiplication problems (up to two digits times one digit); and **(C)** use models to solve division problems and use number sentences to record the solutions.  **(3.7) Patterns, relationships, and algebraic thinking.** The student uses lists, tables, and charts to express patterns and relationships. The student is expected to **(B)** identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.  **(3.8) Geometry and spatial reasoning.** The student uses formal geometric vocabulary. The student is expected to **(A)** 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. **(3.10) Geometry and spatial reasoning.** The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to **(A)** locate and name points on a number line using whole numbers and fractions, including halves and fourths. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.11) Measurement.** The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(B)** use standard units to find the perimeter of a shape; and <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.13) Probability and statistics.** The student solves problems by collecting, organizing, displaying, and interpreting sets of d <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">ata. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(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; || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.1) Number, operation, and quantitative reasoning.** The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(A)** use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(B)** use place value to compare and order whole numbers through 9,999; and <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(C)** determine the value of a collection of coins and bills. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.3) Number, operation, and quantitative reasoning.** The student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(A)** model addition and subtraction using pictures, words, and numbers; <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.4) Number, operation, and quantitative reasoning.** The student recognizes and solves problems in multiplication and division situations. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(A)** learn and apply multiplication facts through 12 by 12 using [concrete] models [and objects]; <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.5) Number, operation, and quantitative reasoning.** The student estimates to determine reasonable results. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(A)** round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(B)** use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(A)** identify and extend whole-number and geometric patterns to make predictions and solve problems; <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(B)** identify patterns in multiplication facts using [concrete objects,] pictorial models, [or technology]; and <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(C)** identify patterns in related multiplication and division sentences (fact families) such as 2 3 = 6, 3 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.7)** Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(A)** generate a table of paired numbers based on a real-life situation such as insects and legs; and <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.9) Geometry and spatial reasoning.** The student recognizes congruence and symmetry. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(A)** identify congruent two-dimensional figures; and <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(C)** identify lines of symmetry in two-dimensional geometric figures. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;"> <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.11) Measurement.** The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(A)** use linear measurement tools to estimate and measure lengths using standard units; <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(C)** use [concrete and] pictorial models of square units to determine the area of two-dimensional surfaces. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.12) Measurement.** The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(A)** use a thermometer to measure temperature; and <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(B)** tell and write time shown on analog and digital clocks. <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(3.13) Probability and statistics.** The student solves problems by collecting, organizing, displaying, and interpreting sets of d <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">ata. The student is expected to <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**(B)** interpret information from pictographs and bar graphs; and**(C)** use data to describe events as more likely than, less likely than, or equally likely as. ||
 * = =Readiness Standards= ||= =Supporting Standards= ||
 * < **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">(3. **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">**2) Number, operation, and quantitative reasoning**. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The student is expected to
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(3.6) Patterns, relationships, and algebraic thinking. **<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">The student uses patterns <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">to solve problems. The student is expected to

Reference: <span style="font-family: 'APKEFK+Verdana','sans-serif'; font-size: 11px;">STAAR Grade 3 Mathematics Pages 1-8 Texas Education Agency Student Assessment Division Fall 2010