TTUISD - TEKS Tracker
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Evaluator_______________________
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TTUISD: MATH 4A ‐ Math, Grade 4 (v.3.0), First Semester
TEKS: §111.16 ‐ Mathematics, Grade 4
TEKS Requirement (Elementary)
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
§111.16. Mathematics, Grade 4.
(a) Introduction.
(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 4 are
comparing and ordering fractions and decimals, applying multiplication and division, and
developing ideas related to congruence and symmetry.
(2) Throughout mathematics in Grades 3-5, students build a foundation of basic
understandings in number, operation, and quantitative reasoning; patterns, relationships, and
algebraic thinking; geometry and spatial reasoning; measurement; and probability and
statistics. Students use algorithms for addition, subtraction, multiplication, and division as
generalizations connected to concrete experiences; and they concretely develop basic concepts
of fractions and decimals. Students use appropriate language and organizational structures
such as tables and charts to represent and communicate relationships, make predictions, and
solve problems. Students select and use formal language to describe their reasoning as they
identify, compare, and classify two- or three-dimensional geometric figures; and they use
numbers, standard units, and measurement tools to describe and compare objects, make
estimates, and solve application problems. Students organize data, choose an appropriate
method to display the data, and interpret the data to make decisions and predictions and solve
problems.
(3) Throughout mathematics in Grades 3-5, students develop numerical fluency with
conceptual understanding and computational accuracy. Students in Grades 3-5 use knowledge
of the base-ten place value system to compose and decompose numbers in order to solve
problems requiring precision, estimation, and reasonableness. By the end of Grade 5, students
know basic addition, subtraction, multiplication, and division facts and are using them to
work flexibly, efficiently, and accurately with numbers during addition, subtraction,
multiplication, and division computation.
(4) Problem solving, language and communication, connections within and outside
mathematics, and formal and informal reasoning underlie all content areas in mathematics.
Throughout mathematics in Grades 3-5, students use these processes together with technology
and other mathematical tools such as manipulative materials to develop conceptual
understanding and solve meaningful problems as they do mathematics.
(b) Knowledge and skills.
(1) Number, operation, and quantitative reasoning. The student uses place value to represent
whole numbers and decimals. The student is expected to:
(A) use place value to read, write, compare, and order whole numbers through 999,999,999;
and
(B) use place value to read, write, compare, and order decimals involving tenths and
hundredths, including money, using concrete objects and pictorial models.
(2) Number, operation, and quantitative reasoning. The student describes and compares
fractional parts of whole objects or sets of objects. The student is expected to:
(A) use concrete objects and pictorial models to generate equivalent fractions;
(B) model fraction quantities greater than one using concrete objects and pictorial models;
(C) compare and order fractions using concrete objects and pictorial models; and
(D) relate decimals to fractions that name tenths and hundredths using concrete objects and
pictorial models.
(3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve
meaningful problems involving whole numbers and decimals. The student is expected to:
A
A
A
A
A
A
1/ 17-19; 1/ 22-25;
1/ 28-30; 1/ 32-35;
1; 2; 4; 5; 6; 35;
1/ 36-39; 5/188191
Apply
Apply
TEKS Requirement (Elementary)
(A) use addition and subtraction to solve problems involving whole numbers; and
(B) add and subtract decimals to the hundredths place using concrete objects and pictorial
models.
(4) Number, operation, and quantitative reasoning. The student multiplies and divides to
solve meaningful problems involving whole numbers. The student is expected to:
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
8; 11; 12; 14;
34; 35;
2/55-75; 2/64-67;
2/70-75; 2/80-83;
5/183-185; 5/192193
Apply
A
4/137-139; 4/144147; 4/150-152;
4/156-159; 6/250251
4/137-138; 4/144147; 4/150-152;
4/156-159; 4/166169; 6/250-251;
7/267-267; 7/269271
4/144-147; 4/150152; 4/156-159;
4/166-169;
7/7/278-280
4/162-165; 6/236238; 6/242-245;
6/248-249; 6/250255; 7/272-275
7/267-268; 7/269271; 7/272-275;
7/282-285; 7/288290; 7/292-294;
7/298-301; 8/318321
(A) model factors and products using arrays and area models;
A
26; 27; 29; 30
Analyze
(B) represent multiplication and division situations in picture, word, and number form;
A
26; 27; 29; 30;
32; 47; 51; 52;
(C) recall and apply multiplication facts through 12 x 12;
A
27; 39; 30; 32;
55
(D) use multiplication to solve problems (no more than two digits times two digits without
technology); and
A
31; 44; 45; 46;
47; 53
(E) use division to solve problems (no more than one-digit divisors and three-digit dividends
without technology).
A
51; 52; 56; 58;
59; 60; 63
A
6; 9; 11; 18; 38;
A
7/278-280; 7/28255; 56; 58; 59; 285; 7/288-290;
60
7/292-294; 7/298301
Evaluate
(A) use patterns and relationships to develop strategies to remember basic multiplication and
division facts (such as the patterns in related multiplication and division number sentences
(fact families) such as 9 x 9 = 81 and 81 ÷ 9 = 9); and
A
4/137-139; 4/140143; 4/150-152;
26; 27; 29; 30; 4/156-159; 4/16632; 38; 39; 47; 169; 5/198-201;
5/204-207; 6/25253; 62;
255; 7/272-275;
8/315-317
Apply
(B) use patterns to multiply by 10 and 100.
A
(7) Patterns, relationships, and algebraic thinking. The student uses organizational structures
to analyze and describe patterns and relationships. The student is expected to describe the
relationship between two sets of related data such as ordered pairs in a table.
A
Apply
Apply
Apply
Apply
(5) Number, operation, and quantitative reasoning. The student estimates to determine
reasonable results. The student is expected to:
(A) round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable
results in problem situations; and
(B) use strategies including rounding and compatible numbers to estimate solutions to
multiplication and division problems.
1/ 36-39; 2/58-61;
2/64-67; 3/100102; 5/198-201
Apply
(6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication
and division. The student is expected to:
6/227-229; 7/272275; 7/278-280
2/80-83; 5/18814; 35; 37; 38; 191; 5/194-196;
40; 47
5/198-201; 5/210213; 6/252-255
42; 53; 55;
Apply
Analyze
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
(A) identify and describe right, acute, and obtuse angles;
A
65; 66;
8/324-326; 8/328331
Understand
(B) identify and describe parallel and intersecting (including perpendicular) lines using
concrete objects and pictorial models; and
A
(C) use essential attributes to define two- and three-dimensional geometric figures.
A
TEKS Requirement (Elementary)
(8) Geometry and spatial reasoning. The student identifies and describes attributes of
geometric figures using formal geometric language. The student is expected to:
(9) Geometry and spatial reasoning. The student connects transformations to congruence and
symmetry. The student is expected to:
(A) demonstrate translations, reflections, and rotations using concrete models;
(B) use translations, reflections, and rotations to verify that two shapes are congruent; and
(C) use reflections to verify that a shape has symmetry.
(10) Geometry and spatial reasoning. The student recognizes the connection between
numbers and their properties and points on a line. The student is expected to locate and name
points on a number line using whole numbers, fractions such as halves and fourths, and
decimals such as tenths.
(11) Measurement. The student applies measurement concepts. The student is expected to
estimate and measure to solve problems involving length (including perimeter) and area. The
student uses measurement tools to measure capacity/volume and weight/mass. The student is
expected to:
(A) estimate and use measurement tools to determine length (including perimeter), area,
capacity and weight/mass using standard units SI (metric) and customary;
(B) perform simple conversions between different units of length, between different units of
capacity, and between different units of weight within the customary measurement system;
8/315-317; 8/31862; 63; 66; 67 321; 8/328-331;
8/332-334
Apply
A
A
A
A
A
A
(C) use concrete models of standard cubic units to measure volume;
(D) estimate volume in cubic units; and
(E) explain the difference between weight and mass.
(12) Measurement. The student applies measurement concepts. The student measures time
and temperature (in degrees Fahrenheit and Celsius). The student is expected to:
(A) use a thermometer to measure temperature and changes in temperature; and
(B) use tools such as a clock with gears or a stopwatch to solve problems involving elapsed
time.
(13) Probability and statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data. The student is expected to:
(A) use concrete objects or pictures to make generalizations about determining all possible
combinations of a given set of data or of objects in a problem situation; and
A
A
A
A
16; 21; 22
(B) interpret bar graphs.
A
18; 19; 21
A
18; 40
A
A
3/95-97; 3/114119; 3/120-123
3/100-102; 3/104109; 3/116-119
Create
Evaluate
(14) Underlying processes and mathematical tools. The student applies Grade 4 mathematics
to solve problems connected to everyday experiences and activities in and outside of school.
The student is expected to:
(A) identify the mathematics in everyday situations;
(B) solve problems that incorporate understanding the problem, making a plan, carrying out
the plan, and evaluating the solution for reasonableness;
A
3/100-102; 5/210213
1/ 40-41; 2/2/6263; 2/64-67; 2/7677; 2/80-83; 3/9899; 3/110-111;
6; 10; 11; 13;
3/114-115; 4/14814; 17; 20; 21;
149; 4/160-161;
28; 30; 36; 38;
5/192-193; 5/19840; 53; 54; 57;
201; 5/208-209;
64; 66; 68
7/272-275; 7/276277; 7/286-287;
8/322-323; 8/328331; 8/336-337
Remember
Apply
TEKS Requirement (Elementary)
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
(C) select or develop an appropriate problem-solving plan or strategy, including drawing a
picture, looking for a pattern, systematic guessing and checking, acting it out, making a table,
working a simpler problem, or working backwards to solve a problem; and
A
1/ 40-41; 2/62-63;
2/76-77; 3/98-99;
3/110-111; 3/116119; 4/148-149;
6; 10; 13; 17;
4/150-152; 4/16020; 21; 28; 30;
161; 5/192-193;
36; 38; 40; 47;
5/198-201; 5/20854; 57; 64; 68
209; 6/252-255;
7/276-277; 7/286278; 8/322-323;
8/336-337
(D) use tools such as real objects, manipulatives, and technology to solve problems.
A
11; 22; 44; 45;
58
2/68; 3-123; 6/236238; 6/242-245;
7/291
Apply
2; 8; 9; 16; 18;
19; 21; 22; 34'
36; 37; 39; 40;
47; 51; 53; 55;
56; 58; 60; 67
1/22; 2/55-57;
2/58-61; 3/95-97;
3/100-102; 3/108109; 3/114-115;
3/1235/183-187;
5/192-193; 5/194196; 5/204-207;
5/210-213; 6/252255; 7/267-268;
7/272-275; 7/278280; 7/291; 7/298301; 8/332-334
Apply
A
9; 11; 12; 14;
16; 19; 22; 35;
38; 39; 42; 43;
44; 45; 46; 47;
52; 55; 59; 60;
62; 65; 66; 67;
2/58-61; 2/64-67;
2/72-75; 2/80-83;
3/95-97; 3/104106; 3/1201225/188-191;
5/198-201; 5/204207; 6/227-229;
6/232-235; 6/236238; 6/248-249;
6/242-245; 6/252255; 7/269-271;
7/278-280; 7/292294; 7/298-301;
8/315-317; 8/324326; 8/328-331;
8/332-334;
Analyze
A
2/70-71; 5/194196; 6/236-238;
12; 37; 44; 46;
6/248-249; 6/25247; 58; 60; 62;
255; 7/288-290;
66
7/298-301; 8/315317; 8/328-331
Apply
(15) Underlying processes and mathematical tools. The student communicates about Grade 4
mathematics using informal language. The student is expected to:
(A) explain and record observations using objects, words, pictures, numbers, and technology;
and
(B) relate informal language to mathematical language and symbols.
A
(16) Underlying processes and mathematical tools. The student uses logical reasoning. The
student is expected to:
(A) make generalizations from patterns or sets of examples and nonexamples; and
Understand
TEKS Requirement (Elementary)
(B) justify why an answer is reasonable and explain the solution process.
Source: The provisions of this §111.16 adopted to be effective September 1, 1998, 22 TexReg
7623; amended to be effective August 1, 2006, 30 TexReg 7471.
Sem. A
A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
2/55-57; 2/64-67;
2/72-75; 3/1008; 11; 12; 18;
102; 3/116-119;
21; 38; 45; 52; 5/198-201; 6/24258; 59; 63
245; 7/269-271;
7/288-290; 7/292294; 8/318-321
Bloom's
Taxonomy
Evaluate