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| FraxKit (PieCulator, BarCulator, "Fraction Fun" Activity Book), |
| FraCards, FracMulti, FracDivide |
| by KAIDY EDUCATIONAL RESOURCES |
| Correlation to Texas Assessment of Knowledge and Skills (TAKS) |
| TEKS K - 2 / TAKS 3 - 8 |
| Kindergarten: | Products recommended: PieCulator and BarCulator |
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| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 3 | Recognize quantities less than a whole. The student is expected to | |||
| (A) | separate a whole into equal parts. | |||
| (B) | explain half of the whole. | |||
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| Underlying processes and mathematical tools. | ||||
| 13 | Apply Kindergarten mathematics to solve problems connected to everyday experiences and activities. The student is expected to | |||
| (D) | use tools such as real objects, manipulatives, and technology to solve problems. | |||
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| 15 | Use logical reasoning to make sense of student’s world. The student is expected to reason and support his or her thinking using objects, words, pictures, numbers and technology. | |||
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| TEKS/Grade 1: | Products recommended: PieCulator and BarCulator |
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| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 2 | Use pairs of whole numbers to describe fractional parts. The student is expected to | |||
| (A) | separate a whole into equal parts and describe the parts using appropriate language. | |||
| (B) | describe the parts of a set using appropriate language. | |||
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| Underlying processes and mathematical tools. | ||||
| 11 | Apply Grade 1 mathematics to solve problems connected to everyday experiences and activities. The student is expected to | |||
| (D) | use tools such as real objects, manipulatives, and technology to solve problems. | |||
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| 13 | Use logical reasoning to make sense of student’s world. The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology. | |||
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| TEKS/Grade 2: | Products recommended: PieCulator, BarCulator Fraction Fun Activity Book |
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| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 2 | Use fraction words naming parts of whole or sets of objects. The student is expected to | |||
| (A) | name fractional parts of a whole object given a concrete representation. | |||
| (B) | name fractional parts of a set of objects given a concrete representation. | |||
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| Underlying processes and mathematical tools. | ||||
| 12 | Applies Grade 2 mathematics to solve problems connected to everyday experiences and activities. The student is expected to | |||
| (D) | use tools such as real objects, manipulatives, and technology to solve problems. | |||
| 14 | Use logical reasoning to make sense of student’s world. The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology. | |||
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| TAKS/Grade 3: | Products recommended: FraxKit, FraCards |
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| TAKS # | Description | |||
| Obj. 1 |
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Numbers, operations, and quantitative reasoning. | ||
| (3.2) | Use fraction names and symbols describing fractional parts of whole or sets. The student is expected to | |||
| (B) | compare fractions with concrete models. | |||
| (C) | name the fractional parts of a whole or a set with denominator of 12 or less | |||
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| Obj. 6 | Underlying processes and mathematical tools. | |||
| (3.15) | Apply Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (B) | use a problem-solving model | |||
| (C) | select or develop an appropriate problem-solving strategy | |||
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| TAKS/Grade 4: | Products recommended: FraxKit, FraCards |
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| TAKS # | Description | |||
| Obj. 1 |
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Numbers, operations, and quantitative reasoning. | ||
| (4.2) | Describe and compare fractional parts of whole objects or sets of objects. The student is expected to | |||
| (A) | generate equivalent fractions using models. | |||
| (B) | model fractions greater than one. (PieCulator only). | |||
| (C) | compare and order fractions using concrete and picture models. | |||
| (D) | relate fractions and decimals for tenths and hundredths using models. (BarCulator only). | |||
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| Obj. 6 |
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Underlying processes and mathematical tools. | ||
| (4.14) | Apply Grade 4 mathematics to solve problems connect to everyday experiences and activities in and outside of school. The student is expected to | |||
| (B) | use a problem-solving model | |||
| (C) | select or develop an appropriate problem-solving strategy | |||
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| TAKS/Grade 5: | Products recommended: FraxKit, FraCards |
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| TAKS # | Description | |||
| Obj. 1 |
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Numbers, operations, and quantitative reasoning. | ||
| (5.2) | Use fractions in problem-solving situations. The student is expected to | |||
| (A) | generate equivalent fractions. | |||
| (B) | compare fractions using a variety of methods, including common denominators. | |||
| (C) | relate fractions to decimals using models to the thousandths. (BarCulator only). | |||
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| (5.3) | Add, subtract, multiply, and divide to solve meaningful problems. The student is expected to | |||
| (E) | model adding and subtracting fractions with like denominators. | |||
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| Obj. 6 |
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Underlying processes and mathematical tools. | ||
| (5.14) | Apply Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to | |||
| (B) | use a problem-solving model | |||
| (C) | select or develop an appropriate problem-solving strategy | |||
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| TAKS/Grade 6: | Products recommended: FraxKit, FraCards, FracMulti, FracDivide |
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| TAKS # | Description | |||
| Obj. 1 |
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Numbers, operations, and quantitative reasoning. | ||
| (6.1) | Represent and use rational numbers in a variety of equivalent forms The student is expected to | |||
| (A) | compare and order non-negative rational numbers. | |||
| (B) | generate equivalent forms of rational numbers including whole numbers, fractions, and decimals. | |||
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| (6.2) | Add, subtract, multiply, and divide to solve problems and justify solutions. The student is expected to | |||
| (A) | model addition and subtraction situations involving fractions with objects, pictures, words, and numbers. | |||
| (B) | use addition and subtraction to solve problems involving fractions and decimals. | |||
| (C) | use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates. | |||
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| Obj. 6 |
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Underlying processes and mathematical tools. | ||
| (6.11) | 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 | |||
| (C) | 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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| TAKS/Grade 7: | Products recommended: FraxKit, FraCards, FracMulti, FracDivide |
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| TAKS # | Description | |||
| Obj. 1 |
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Numbers, operations, and quantitative reasoning. | ||
| (7.1) | Represent and use numbers in a variety of equivalent forms. The student is expected to | |||
| (A) | compare and order integers and positive rational numbers | |||
| (B) | convert between fractions, decimals, whole numbers and percents. | |||
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| (7.2) | Add, subtract, multiply, and divide to solve problems and justify solutions. The student is expected to | |||
| (A) | represent multiplication and division situations involving fractions and decimals with [concrete] models, pictures, words, and numbers; | |||
| (B) | add, subtract, multiply and divide to solve problems involving fractions and decimals. | |||
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| Obj. 6 |
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Underlying processes and mathematical tools. | ||
| (7.13) | Apply Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to | |||
| (B) | use a problem-solving model | |||
| (C) | select or develop an appropriate problem-solving strategy | |||
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| TAKS/Grade 8: | Products recommended: FraxKit, FraCards, FracMulti, FracDivide |
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| TAKS # | Description | |||
| Obj. 1 |
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Numbers, operations, and quantitative reasoning. | ||
| (8.1) | Understand that different forms of numbers apply to different situations. The student is expected to | |||
| (A) | compare and order rational numbers in various forms. | |||
| (B) | select and use appropriate forms of rational numbers to solve real-life problems including proportional relationships. | |||
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| (8.2) | Select and use appropriate operation to solve problems and justify solutions. The student is expected to | |||
| (B) | add, subtract, multiply and divide rational numbers in problem situations. | |||
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| Obj. 6 |
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Underlying processes and mathematical tools. | ||
| (8.14) | Apply Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to | |||
| (B) | use a problem-solving model | |||
| (C) | select or develop an appropriate problem-solving strategy | |||
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BarCulator, PieCulator, FraCard, FracMulti, and FracDivide are trademarks of Kaidy Educational Resources |
©2003, Kaidy Educational Resources |