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Throughout Unit 3, students are expected to continue to
recall and apply basic addition facts. Students select
addition and subtraction using two-digit numbers.
Students will continue constructing picture and bar-type
graphs using two-digit numbers. Students will draw
conclusions and answer questions based on picture and
bar-type graphs using two-digit numbers. Students will
problem solve by making a Systematic list and by making
an Organized list. Language and communication,
connections within and outside mathematics, and formal
and informal reasoning underlie this unit. Students use
these processes, along with technology and manipulative
materials to develop conceptual understanding and solve
problems as they do mathematics.
Critical Questions:
- How do pictographs and bar graphs show you
information?
- Why would basic patterns help you remember
addition and subtraction facts?
- How do you know when to use a systematic list and
when to use an organized list?
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Student Performance Expectations |
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Key Information in the brackets that is not in bold (8.2A) is the
Texas Essential Knowledge and Skill (TEKS) that this objective
is aligned to.
Information in
the brackets that is in bold
(8.2.11B) (8.2.12A)
(11.2US10A)
is the specific Texas Assessment of Knowledge and Skills (TAKS-
test) objective this objective is aligned to. |
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Every Day Counts Calendar Math |
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Select addition and subtraction using two-digit numbers with
or without regrouping (2.3B) |
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Continue describing time on a clock using hours and minutes
(2.10B) |
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Continue determining the value of a collection of coins less
than one dollar (2.3C) |
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Problem Solving: Look For A Pattern and Make A Table
(2.12A-D)(2.13A-B)(2.14A) |
