of Saxon Math 3 to Texas Essential Knowledge and Skills

Correlationof Saxon Math 3 to

Texas Essential Knowledge and Skills for Mathematics

SXMTX15_G3_Corr.indd 1 2/12/13 2:21:03 PM

Houghton Mifflin Harcourt Specialized Curriculum Saxon Math 3 © 2015 Correlated to Texas Essential Knowledge and Skills for Mathematics, Grade 3

TEKS DescriptorTeacher’s ManualVolumes 1 and 2

Monitoring Student Progress Binder

Student Workbook

§111.3. Grade 3, Beginning with School Year 2013-2014.

(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

Teacher’s Manual, Vol 1:Lesson 1, New Concept Lesson 2, The Meeting (time)Lesson 4, The Meeting (time)Lesson 4, New Concept Lesson 40-2, New Concept Lesson 52, New Concept Lesson 60-2, New Concept

Teacher’s Manual, Vol 2:Lesson 65-2, New Concept Lesson 66, New Concept Lesson 70-2, New ConceptLesson 100-1, Problem-Solving

StrategiesLesson 102, New Concept

Math Center Activities:MCA 31, MCA 66, MCA 88, MCA 91

Test-Taking Strategies Practice:TTSP Master 2, TTSP Master 6,

TTSP Master 8, TTSP Master 12, TTSP Master 15

Lesson Worksheet:LW 52A/B, LW 60-2A, LW 65-2,

LW 70-2A, LW 89B

Guided Class Practice:GCP 2A, GCP 3A, GCP 4A,

GCP 52A, GCP 102A, GCP 104A, GCP 107A

Homework:HW 2B, HW 3B, HW 4B, HW 52B,

HW 102B, HW 104B, HW 107B, HW 109B, HW 128B

Problem-Solving Worksheet/ Performance Task Worksheet:

PSW 100A, PTW 100B




Student Workbook

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

Teacher’s Manual, Vol 1:Lesson 10-1, Problem-Solving

StrategiesLesson 30-1, Problem-Solving

Strategies Lesson 40-1, Problem-Solving


Strategies Lesson 52, New Concept Lesson 53, New ConceptLesson 60-1, Problem-Solving

Strategies

Teacher’s Manual, Vol 2:Lesson 125-1, New Concept Lesson 130-1, Problem-Solving

Strategies


TTSP Master 5, TTSP Master 8, TTSP Master 10, TTSP Master 11

Lesson Worksheet:LW 52B

Homework:HW 52B


PSW 10A, PTW 10BPSW 30A, PTW 30BPSW 40A, PTW 40BPSW 50A, PTW 50BPSW 60A, PTW 60BPSW 130A, PTS 130B

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

Teacher’s Manual, Vol 1:Lesson 4, New ConceptLesson 6, New Concept Lesson 10-1, Problem-Solving



StrategiesLesson 30-2, New Concept Lesson 31, New Concept Lesson 32, New ConceptLesson 33, New ConceptLesson 35-2, New ConceptLesson 37, New ConceptLesson 40-1, Problem-Solving

Strategies

Math Center Activities:MCA 21, MCA 24, MCA 27,MCA 31, MCA 35, MCA 96,MCA 44, MCA 50, MCA 52,MCA 57, MCA 68, MCA 84,MCA 91, MCA 98, MCA 100



Extend and Challenge Activity, Activity Recording Form:

EC 7

Lesson Worksheet:LW 30-1, LW 35-2, LW 61,

LW 60-2A, LW 108


GCP 32A, GCP 33A, GCP 35A, GCP 37A, GCP 38A, GCP 39A, GCP 57A, GCP 59A, GCP 61A, GCP 64A


HW 32B, HW 33B, HW 34B, HW 35B, HW 37B, HW 38B, HW 40B, HW 57B, HW 61B, HW 64B

© Houghton Mifflin Harcourt Publishing Company and Nancy Larson




Student Workbook

Lesson 40-2, Problem-Solving Strategies

Lesson 50-2, New ConceptLesson 55-2, New Concept Lesson 60-1, Problem-Solving

StrategiesLesson 60-2,New Concept

Teacher’s Manual, Vol 2:Lesson 61, New Concept Lesson 62, New ConceptLesson 63, New Concept Lesson 64, New Concept Lesson 73, New ConceptLesson 95-2, New ConceptLesson 108, New ConceptLesson 112, New ConceptLesson 120-1, Problem-Solving

StrategiesLesson D, New Concept Lesson E, New Concept


PSW 10A, PTW 10BPSW 20A, PTW 20BPSW 40A, PTW 40BPSW 60A, PTW 60BPSW 120A, PTW 120B

Oral Assessment:OA 13

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Teacher’s Manual, Vol 1:Lesson 2, New ConceptLesson 10-1, Problem-Solving


StrategiesLesson 28, New Concept Lesson 36, Extension Activity 2Lesson 40-1, Problem-Solving

StrategiesLesson 40-2, New ConceptLesson 45-1, New Concept Lesson 47, New Concept Lesson 55-2, New Concept

Math Center Activities:MCA 2, MCA Center Master 24,

MCA 31, MCA 44, MCA Center Master 50, MCA 59, MCA 68, MCA Center Master 79


TTSP Master 3, TTSP Master 4, TTSP Master 8, TTSP Master 11, TTSP Master 16


EC 8

Lesson Worksheet:LW 40-2, LW 55-2A/B, LW 80-2,

LW 86B, LW 105-2

Guided Class Practice:GCP 3A, GCP 4A, GCP 5A, GCP 13A, GCP 14A, GCP 28A,

GCP 29A, GCP 31A, GCP 47A, GCP 48A, GCP 86A, GCP 95A


HW 29B, HW 31B, HW 47B, HW 48B, HW 54B, HW 86B, HW 95B, HW 99B





Student Workbook


StrategiesLesson 70-2, New ConceptLesson 80-2, New ConceptLesson 81, New Concept Lesson 84, New Concept Lesson 86, New Concept Lesson 105-2, New Concept


PSW 10A, PSW 20A, PTW 20BPSW 40A, PTW 70B


Written Assessment:WA 20

(E) create and use representations to organize, record, and communicate mathematical ideas;


StrategiesLesson 11, New Concept Lesson 13, The Meeting

(Number of the Day)Lesson 14, The Meeting

(Number of the Day)Lesson 15-2,New Concept Lesson 22, New Concept Lesson 30-2, New Concept Lesson 35-2, New Concept Lesson 40-1, Problem-Solving

Strategies Lesson 40-2, New ConceptLesson 50-1, Problem-Solving

Strategies Lesson 55-2,New ConceptLesson 56, New Concept

Teacher’s Manual, Vol 2:Lesson 80-2, New ConceptLesson 100-1, Problem-Solving

Strategies

Math Center Activities:MCA 2, MCA 10, MCA 21,

MCA 31, MCA 27, MCA 44, MCA 68


TTSP Master 7, TSSP Master 19

Lesson Worksheet:LW 30-2, LW 35-2, LW 40-2A,

LW 55-2A/B, LW 80-2

Guided Class Practice:GCP 11A, GCP 12A, GCP 22A, GCP 57A

Homework:HW 11B, HW 12B, HW 22B,

HW 56B, HW 57B


PSW 10A, PTW 10BPSW 40A, PTW 40BPSW 50A, PTW 50BPSW 60A, PTW 60BPSW 100A


Written Assessment:WA 2, WA 7





Student Workbook

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and



Strategies Lesson 36, Extension Activity Lesson 59, New Concept

Teacher’s Manual, Vol 2:Lesson 77, New Concept Lesson 110-2, New ConceptLesson 117, New Concept

Math Center Activities:MCA 98

Test-Taking Strategies Practice:TTSP Master 7, TTSP Master 10

Extension Oral Assessment:EOA B

Lesson Worksheet:LW 110-2


GCP 117A


HW 117B, HW 119B


PSW 10A, PTW 10B, PTW 20B


(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.


StrategiesLesson 80-2, New Concept Lesson 90-2, New Concept Lesson 110-1, Problem-Solving

Strategies Lesson C, New ConceptLesson D, New Concept

Math Center Activities:MCA Center Master 16, MCA

Center Master 28, MCA 68, MCA 79


TTSP Booklet 2, TTSP Master 3, TTSP Master 4, TTSP Booklet 4, TTSP Master 5, TTSP Booklet 5, TTSP Master 6, TTSP Master 8, TTSP Booklet 8, TTSP Booklet 10, TTSP Master 12, TTSP Booklet 15, TTSP Booklet 17, TTSP Master 18, TTSP Master 19, TTSP Booklet 21


EC 6, EC 8, EC 9

Lesson Worksheet:LW 80-2, LW 90-2A


PTW 80B, PSW 110A, PTW 110B





Student Workbook

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

(A) compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;

Teacher’s Manual, Vol 1:Lesson 22, New Concept Lesson 27, New Concept Lesson 41, New Concept

Teacher’s Manual, Vol 2:Lesson 64, New ConceptLesson 91, New Concept Lesson 104, New Concept Lesson 112, New Concept Lesson 134, New Concept

Math Center Activities:MCA 19, MCA 53

Test-Taking Strategies Practice:TTSP Master 6, TTSP Master 7, TTSP Master 11, TTSP Master 12


EC 7


GCP 64A, GCP 91A, GCP 104A, GCP 105A, GCP 106A, GCP 108A


HW 64B, HW 91B, HW 104B, HW 105B, HW 106B, HW 108B


(B) describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;




Lesson WorksheetLW 91


GCP 92A


HW 92B


(C) represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and

Teacher’s Manual, Vol 1:Lesson 18, New Concept Lesson 19, New ConceptLesson 51, New Concept Lesson 55-2, New Concept

Teacher’s Manual, Vol 2:Lesson 72, New ConceptSection Overview 13, Formative

AssessmentLesson 130-2, Lesson Extension



TTSP Master 13, TTSP Master 18

Lesson Worksheet:LW 55-2A/B


GCP 75A, GCP 86A


HW 75B, HW 86B





Student Workbook

(D) compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.

Teacher’s Manual, Vol 1:Lesson 8, New Concept Lesson 34, New ConceptLesson 47, New Concept

Teacher’s Manual, Vol 2:Lesson 130-2, New ConceptSection Overview 13, Formative

Assessment



TTSP Master 9

Lesson Worksheet:LW 8


GCP 52A, GCP 55A, GCP 133A, GCP 134A


HW 55B, HW 133B


(3) Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:

(A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;

Teacher’s Manual, Vol 1:Lesson 17, New Concept Lesson 21, New ConceptLesson 24, New ConceptLesson 25-2, New Concept Lesson 54, New Concept

Teacher’s Manual, Vol 2:Lesson 61, New ConceptLesson 73, New Concept Lesson 93, New ConceptLesson 94, New Concept Lesson 99, New Concept




Lesson Worksheet:LW 25-2A/B, LW 73A/B,

LW 74B, LW 94, LW 99


GCP 24A, GCP 26A, GCP 54A, GCP 61A, GCP 62A, GCP 73A, GCP 74A, GCP 93A, GCP 94A, GCP 95A, GCP 99A


HW 24B, HW 26B, HW 61B, HW 62B, HW73B, HW 74B, HW 93B, HW 94B, HW 95B, HW 99B






Student Workbook

(B) determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;

Teacher’s Manual, Vol 1:Lesson 54, New Concept

Teacher’s Manual, Vol 2:Lesson 99, New Concept Lesson 99, Extension Activity

— Lesson Worksheet:LW 99

(C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number;



Test-Taking Strategies Practice:TTSP Master 3


GCP 29A


HW 29B


(D) compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;

Teacher’s Manual, Vol 1:Lesson 17, New Concept Lesson 24, New Concept


TTest-Taking Strategies Practice:

TTSP Master 3

Lesson Worksheet:LW 74B, LW 94


GCP 95A


HW 95B






Student Workbook

(E) solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;

Teacher’s Manual, Vol 1:Lesson 17, New Concept Lesson 21, New ConceptLesson 24, New ConceptLesson 25-2, New Concept

Teacher’s Manual, Vol 2:Lesson 61, New ConceptLesson 74, New Concept Lesson 93, New Concept Lesson 94, New ConceptLesson 111, New Concept



Lesson Worksheet:LW 25-2A/B, LW 74A, LW 94,

LW 111


GCP 22A, GCP 23A, GCP 24A, GCP 61A, GCP 62A, GCP 74A, GCP 94A, GCP 111A


HW 22B, HW 23B, HW 24B, HW 61B, HW 62B, HW 65B, HW 73B, HW 94B


(F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines;

Teacher’s Manual, Vol 1:Lesson 36, Extension Activity

Teacher’s Manual, Vol 2:Lesson 73, New ConceptSection Overview 8, Formative

AssessmentLesson 94, New Concept

— Lesson Worksheet:LW 94

Guided Class Practice:GCP 73A, GCP 91A, GCP 95A

Homework:HW 73B, HW 95B

(G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; and

Teacher’s Manual, Vol 2:Section Overview 8, Formative

Assessment

— —





Student Workbook

(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

Teacher’s Manual, Vol 2:Lesson 73, New Concept Lesson 74, New Concept Lesson 93, New ConceptLesson 94, New ConceptLesson 94, Extension Activity

— Lesson Worksheet:LW 74B, LW 94


Homework:HW 73B, HW 74B, HW 94B


(4) Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to

(A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;

Teacher’s Manual, Vol 1:Lesson 5, New Concept Lesson 10-1, New ConceptLesson 11, New ConceptLesson 14, New Concept Lesson 20-1, New ConceptLesson 25-1, New ConceptLesson 30-1, New ConceptLesson 35-2, New Concept Lesson 40-1, New ConceptLesson 49, Extension Activity Lesson 52, New Concept Lesson 53, New Concept

Teacher’s Manual, Vol 2:Lesson 67, New ConceptLesson 72, New Concept Lesson 76, New ConceptLesson 91, New Concept Lesson 92, New Concept


MCA 57, MCA 65


Lesson Worksheet:LW 5, LW 20-1, LW 25-1,

LW 30-1, LW 35-2, LW 52B, LW 67, LW 91


GCP 15A, GCP 16A, GCP 18A, GCP 25A, GCP 31A, GCP 36A, GCP 67A, GCP 72A, GCP 76A, GCP 77A, GCP 82A, GCP 87A, GCP 91A, GCP 92A, GCP 94A, GCP 96A


HW 15B, HW 16B, HW 18B, HW 25B, HW 35B, HW 36B, HW 46B, HW 53B, HW 67B, HW 72B, HW 76B, HW 77B, HW 82B, HW 87B, HW 91B, HW 92B, HW 94B, HW 96B, HW 98B

Oral Assessment:OA 9, OA 12






Student Workbook

(B) round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;


Teacher’s Manual, Vol 2:Lesson 62, New ConceptLesson 72, New Concept





GCP 36A, GCP 62A, GCP 72A


HW 36B, HW 62B, HW72B

(C) determine the value of a collection of coins and bills;

Teacher’s Manual, Vol 1:Lesson 13, New Concept Lesson 14, The Meeting (Money)Lesson 15-1, The Meeting (Money)Lesson 23, New Concept Lesson 36, New ConceptLesson 41, New Concept

Teacher’s Manual, Vol 2:Lesson 79, Extension ActivitySection Overview 9, Formative

AssessmentLesson 122, The Meeting (Money)Lesson 123, The Meeting (Money)Lesson 124, The Meeting (Money)Lesson 125-1, The Meeting (Money)Lesson 125-2, The Meeting (Money)





GCP 23A, GCP 44A, GCP 46A, GCP 49A, GCP, 128A


HW 23B, HW 24B, HW 44B, HW 46B, HW 49B, HW 128B



(D) determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;





Lesson Worksheet:LW 87A


GCP 87A


HW 57B, HW 87B






Student Workbook

(E) represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;


Teacher’s Manual, Vol 2:Lesson 87, New Concept Lesson 109, New Concept Lesson 112, Extension ActivityLesson 126, New Concept



Lesson Worksheet:LW 87A, LW 126B




(F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;

Teacher’s Manual, Vol 1:Lesson 47, Fact Practice

Teacher’s Manual, Vol 2:Lesson 85-1, New Concept Lesson 95-1, New Concept Lesson 100-1, New Concept Lesson 105-1, New ConceptLesson 105-1, Extension ActivityLesson 122, New Concept Lesson 125-1, New Concept


MCA 72



Lesson Worksheet:LW 105-1A

Class Fact Practice:47A

Fact Practice:FP 105A

Fact Homework:FH: 47B, FH 105B


GCP 124A


HW 125B

(G) use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

Teacher’s Manual, Vol 2:Lesson 85-1, New Concept Lesson 112, New Concept Lesson 112, Extension Activity Lesson 116, New ConceptLesson 118, New Concept Lesson 120-1, New Concept

Math Center Activities:MCA 72, MCA 106, MCA 109






HW 116B, HW 117B, HW 118B





Student Workbook

(H) determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;





Lesson Worksheet:LW 87A


GCP 87A


HW 57B, HW 87B

(I) determine if a number is even or odd using divisibility rules;




Guided Class Practice:GCP 9A, GCP 12A




(J) determine a quotient using the relationship between multiplication and division; and


Teacher’s Manual, Vol 2:Lesson 105-1, New ConceptLesson 105-1, Extension Activity Lesson 122, New Concept Lesson 125-1, New Concept




Class Fact Practice:CFP 105A

Fact Homework:FH 105B



HW 125B





Student Workbook

(K) solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

Teacher’s Manual, Vol 1:Lesson 37, New ConceptLesson 56, New Concept Lesson 57, New Concept

Teacher’s Manual, Vol 2:Lesson 63, New ConceptLesson 85-1, New Concept Lesson 87, New Concept Lesson 88, Extension ActivityLesson 105-1, New ConceptLesson 105-1, Extension Activity Lesson 107, New Concept Lesson 108, New Concept Lesson 109, New Concept Lesson 112, New ConceptLesson 122, New ConceptLesson 125-1, New ConceptLesson 132, New Concept


MCA 96




Lesson Worksheet:LW 63, LW 87B, LW 107

Class Fact Practice:CFP 105



GCP 57A, GCP 58A, GCP 63A, GCP 87A, GCP 107A, GCP 108A, GCP 112A, GCP 122A, GCP 123A, GCP 124A, GCP 125A, GCP 132A


HW 57B, HW 58B, HW 63B, HW 87B, HW 88B, HW 107B, HW 108B, HW 112B, HW 122B, HW 123B, HW 124B, HW 125B, HW 132B






Student Workbook

(5) Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:

(A) represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations;

Teacher’s Manual, Vol 1:Lesson 11, New Concept Lesson 14, New Concept Lesson 15-1, New Concept

Teacher’s Manual, Vol 2:Lesson 66, New Concept Lesson 67, New ConceptLesson 76, New ConceptLesson 91, New ConceptLesson 95-2, Extension Activity Lesson 126, New ConceptLesson 128, New Concept

Math Center Activities:MCA 27, MCA 56, MCA Center

Master 57, MCA 65, MCA 114


TTSP Master 5

Lesson Worksheet:LW 15-1A, LW 126A, LW 35-1,

LW 128


GCP 16A, GCP 17A, GCP 21A, GCP 65A, GCP 67A, GCP 76A, GCP 91A, GCP 92A, GCP 98A, GCP 126A, GCP 127A, GCP 128A


HW 16B, HW 17B, HW 21B, HW 65B, HW 67B, HW 76B, HW 91B, HW 98B, HW 126B, HW 127B, HW 128B



(B) represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;

Teacher’s Manual, Vol 1:Lesson 56, New Concept Lesson 57, New ConceptLesson 59, New Concept

Teacher’s Manual, Vol 2:Lesson 87, New ConceptLesson 90-1, New ConceptLesson 105-1, Extension Activity Lesson 107, New Concept Lesson 108, New ConceptLesson 109, New Concept Lesson 110-1, New Concept Lesson 120-1, New Concept


MCA 109


Lesson Worksheet:LW 87, LW 90-1, LW 107,

LW 108, LW 120-1B

Fact Homework:FH 108B, HW 120B


GCP 59A, GCP 87A, GCP 88A, GCP 107A, GCP 108A, GCP 111A, GCP 115A





Student Workbook


HW 87B, HW 88B, HW 107B, HW 108B, HW 109B, HW 111B, HW 115B



(C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;

Teacher’s Manual, Vol 1:Lesson 45-1, New Concept Lesson 55-1, New Concept Lesson 56, New Concept



Lesson Worksheet:LW 45-1B, LW 55-1

Guided Class Practice:GCP 56A

Homework:HW 56B


(D) determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and


Assessment

Teacher’s Manual, Vol 2:Lesson 105-1, New Concept Lesson 105-1, Extension Activity Lesson 110-1, New ConceptSection Overview 13, Formative

Assessment



TTSP Master 21

Class Fact Practice:CFP 55A, CFP 105A, CFP 115A




Fact Assessment:FA 22





Student Workbook

(E) represent real-world relationships using number pairs in a table and verbal descriptions.

Teacher’s Manual, Vol 1:Lesson 9, New Concept Lesson 55-1, New Concept


Strategies Lesson 80-2, New Concept Lesson 90-1, New Concept Lesson 100-1, New Concept Lesson 110-1, Problem-Solving


Strategies Lesson 125-1, New Concept

Math Center Activities:MCA 7, MCA 59, MCA 68, MCA 97




PSW 70A, PTW 70BPSW 80A, PTW 80BPSW 110A, PTW 110B

(6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:

(A) classify and sort two-and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language;

Teacher’s Manual, Vol 1:Lesson 7, New ConceptLesson 10-2, New ConceptLesson 10-2, Extension ActivityLesson 20-2, New Concept

Teacher’s Manual, Vol 2:Lesson 100-2, New ConceptLesson 115-2, New ConceptLesson 115-2, Teacher Master


Lesson Worksheet:LW 100-2, LW 115-2, LW 121




HW 121B, HW 122B, HW 125B






Student Workbook

(B) use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories;

Teacher’s Manual, Vol 1:Lesson 7, New ConceptLesson 10-2, Extension Activity Lesson 20-2, New Concept

Teacher’s Manual, Vol 2:Lesson 100-2, New ConceptLesson 100-2 Extension ActivitySection Overview 11, Formative

Assessment



Lesson Worksheet:LW 7, LW 20-2A/B, LW 29–2A,

LW 100-2A/B


GCP 23A, GCP 58A

Homework:HW 8B, HW 23B, HW 24B, HW 35B


(C) determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row;



Test-Taking Strategies Practice: TTSP 15, TTSP 20

Lesson Worksheet:LW 88Guided Class Practice:GCP 88A, GCP 89A, GCP 92A,

GCP 93A


HW 93B, HW 97B

(D) decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and

Teacher’s Manual, Vol 2:Lesson 88, Extension ActivityLesson 88, Activity MasterSection Overview 10, Formative

Assessment


—

(E) decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.

Teacher’s Manual, Vol 1:Lesson 25-2Lesson 25-2 Extension Activity

— —





Student Workbook

(7) Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to:

(A) represent fractions of halves, fourths, and eighths as distances from zero on a number line;





(B) determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems;

Teacher’s Manual, Vol 1:Lesson 49, New Concept Lesson 49, Extension Activity Lesson 50-2, New Concept



Lesson Worksheet:LW 49B


GCP 55A


HW 55B


(C) determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;


Teacher’s Manual, Vol 2:Lesson 65-2, New Concept Lesson 71, New ConceptLesson 80-1, The Meeting (Time)Lesson 96, The Meeting (Time)Lesson 113, The Meeting (Time)




GCP 76A


HW 76B







Student Workbook

(D) determine when it is appropriate to use measurements of liquid volume (capacity) or weight; and

Teacher’s Manual, Vol 1:Lesson 45-2, New Concept

Teacher’s Manual, Vol 2:Lesson 60-2, New ConceptSection Overview 7, Formative

AssessmentLesson 95-2, New Concept



Guided Class Practice:GCP 121A

Homework:HW 121B

(E) determine liquid volume (capacity) or weight using appropriate units and tools.



AssessmentLesson 95-2, New Concept


Lesson Worksheet:LW 60-2B



(8) Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:

(A) summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and

Teacher’s Manual, Vol 1:Lesson 2, New Concept Lesson 40-2, New Concept Lesson 55-2, New Concept




Lesson Worksheet:LW 55-2B, LW 80-2




(B) solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Teacher’s Manual, Vol 1:Lesson 2, New Concept Lesson 40-2, New Concept Lesson 55-2, New Concept


Test-Taking Strategies Practice:TTSP Master 6, TTSP Master 8, TTSP Master 9


GCP 99A, GCP 105A


HW 105B






Student Workbook

(9) 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:

(A) explain the connection between human capital/labor and income;

— — —

(B) describe the relationship between the availability or scarcity of resources and how that impacts cost;

— — —

(C) identify the costs and benefits of planned and unplanned spending decisions;

— — —

(D) explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower’s responsibility to pay it back to the lender, usually with interest;

— — —

(E) list reasons to save and explain the benefit of a savings plan, including for college; and

— — —

(F) identify decisions involving income, spending, saving, credit, and charitable giving.


Strategies

— Problem-Solving Worksheet/ Performance Task Worksheet:

PSW 90A, PTW 90B



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Documents

of Saxon Math 3 to Texas Essential Knowledge and Skills