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| BasicMulti |
| Math Manipulative by KAIDY EDUCATIONAL RESOURCES |
| Correlation to Texas Essential Knowledge and Skills (TEKS) |
| TEKS |
| Grade 2 | ||||
| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 4 | Model multiplication and division. The student is expected to | |||
| (A) | model, create, and describe multiplication situations | |||
| (B) | model, create and describe division situations | |||
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| Underlying processes and mathematical tools. | ||||
| 12 | Apply Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (D) | use tools such as real objects, manipulatives, and technology to solve problems. | |||
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| Grade 3 | ||||
| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 4 | Recognize and solve problems in multiplication and division situations. The student is expected to | |||
| (A) | learn and apply multiplication facts through the tens using concrete models. | |||
| (B) | multiply using a one-digit multiplier | |||
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| Patterns, relationships, and algebraic thinking. | ||||
| 6 | Use patterns to solve problems. The student is expected to | |||
| (B) | identify patterns in multiplication facts | |||
| (C) | identify fact families for multiplication and division | |||
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| Measurement | ||||
| 13 | Apply measurement concepts. The student is expected to measure to solve problems involving length, area, temperature and time. | |||
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| Underlying processes and mathematical tools. | ||||
| 15 | Apply Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (D) | use tools such as real objects, manipulatives, and technology to solve problems. | |||
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| Grade 4 | ||||
| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 4 | Multiply and divide to solve meaningful problems involving whole numbers. The student is expected to | |||
| (B) | represent multiplication and division in picture, word, and number form | |||
| (C) | recall and apply multiplication facts through 12 x 12. | |||
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| Patterns, relationships, and algebraic thinking. | ||||
| 6 | Use patterns in multiplication and division. The student is expected to | |||
| (A) | use patterns to develop strategies to remember basic multiplication facts. | |||
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| Measurement | ||||
| 12 | Apply measurement concepts. The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area. | |||
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| Underlying processes and mathematical tools. | ||||
| 14 | Apply Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (D) | use tools such as real objects, manipulatives, and technology to solve problems. | |||
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| Grade 5 | ||||
| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 3 | Add, subtract, multiply and divide to solve meaningful problems. The student is expected to | |||
| (B) | use multiplication to solve problems involving whole numbers. | |||
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| Patterns, relationships, and algebraic thinking. | ||||
| 6 | Describe relationships mathematically. The student is expected to select from and use diagrams and number sentences to represent real-life situations. | |||
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| Measurement | ||||
| 11 | Apply measurement concepts. The student is expected to | |||
| (A) | measure to solve problems involving length, weight, capacity, time, temperature, and area. | |||
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| Underlying processes and mathematical tools. | ||||
| 14 | Apply Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (D) | use tools such as real objects, manipulatives, and technology to solve problems. | |||
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| Grade 6 | ||||
| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 2 | Add, subtract, multiply and divide to solve problems and justify solutions. The student is expected to | |||
| (C) | use multiplication and division of whole numbers to solve problems. | |||
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| Measurement | ||||
| 8 | Solve application problems involving estimation and measurement. The student is expected to | |||
| (B) | select and use appropriate units, tools, or formulas to measure and to solve problems involving length, area, time, temperature, capacity, and weight. | |||
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| Underlying processes and mathematical tools. | ||||
| 11 | Apply Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to | |||
| (D) | select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. | |||
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Applications above 6th grade would be on an as needed basis, related to multiplication, division and area concepts.
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