 |
 |
|
|
| Witzzle Pro Mental Math Game |
| RELATED WITZZLE SERIES PRODUCTS |
| by KAIDY EDUCATIONAL RESOURCES |
| Correlation to Texas Assessment of Knowledge and Skills (TAKS) |
| TEKS Gr. 1 - 2 / TAKS Gr. 3 - 8 |
| TEKS/Grade 1 | Products recommended: Witzzle Jr. Activity Book, Witzzle Square Off, Level Jr. | |||
| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 3 | The student recognizes and solves problems in addition and subtraction situations. The student is expected to: | |||
| (A) | model and write addition and subtraction sentences | |||
| (B) | learn and apply addition facts--sums to 18 | |||
|
|
||||
| 11 | The student applies Grade 1 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, with guidance as needed, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness | |||
| (C) | select or develop an appropriate problem-solving strategy. | |||
|
|
| TEKS/Grade 2 | Products recommended: Witzzle Jr. Activity Book, Witzzle Square Off, Level Jr. |
|||
| TEKS # | Description | |||
| Numbers, operations, and quantitative reasoning. | ||||
| 3 | The student adds and subtracts whole numbers to solve problems. The student is expected to: | |||
| (A) | recall and apply basic addition facts--sums to 18 | |||
|
|
||||
| Underlying processes and mathematical tools. | ||||
| 12 | The student applies Grade 2 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. | |||
|
|
||||
| 13 | The student communicates about Grade 2 mathematics using informal language. The student is expected to: | |||
| (A) | explain and record observations using objects, words, pictures, numbers, and technology. | |||
| (B) | relate informal language to mathematical language and symbols. | |||
|
|
| TAKS/Grade 3 | Products recommended: Witzzle Pro Mental Math Game, Witzzle Resource Book, Witzzle Puzzle Activity Book, Witzzle Pro Activity Book, Witzzle Square Off, Levels Jr. and 1. |
|||
|
TAKS # |
Description | |||
|
Obj. 1 |
- |
Numbers, operations, and quantitative reasoning. | ||
| (3.3) | The student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to: | |||
| (A) | model addition and subtraction | |||
|
|
||||
| (3.4) | The student recognizes and solves problems in multiplication and division situations. The student is expected to: | |||
| (B) | multiply using one-digit multiplier. | |||
| (C) | use models to solve division problems and use number sentences to record the solutions. | |||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools. | ||
| (3.15) | The student applies 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 | |||
|
|
||||
| (3.16) | The student communicates about Grade 3 mathematics using informal language. The student is expected to: | |||
| (B) | relate informal language to mathematical language and symbols. | |||
|
|
| TAKS/Grade 4 | Products recommended: Witzzle Pro Mental Math game, Witzzle Resource Book, Witzzle Puzzle Activity Book, Witzzle Pro Activity Book, Witzzle Square Off, Levels 1, 2, |
|||
| TAKS # | Description | |||
| Obj. 1 |
- |
Numbers, operations, and quantitative reasoning. | ||
| (4.3) | The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. The student is expected to: | |||
| (A) | add and subtract whole numbers | |||
|
|
||||
| (4.4) | The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to: | |||
| (B) | represent multiplication and division | |||
| (C) | recall and apply multiplication facts | |||
| (D) | divide with a one-digit divisor | |||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools | ||
| (4.14) | 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: | |||
| (B) | use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. | |||
| (C) | select or develop an appropriate problem-solving strategy. | |||
|
|
||||
| (4.15) | The student communicates about Grade 4 mathematics using informal language. The student is expected to: | |||
| (B) | relate informal language to mathematical language and symbols. | |||
|
|
| TAKS/Grade 5 | Products recommended: Witzzle Pro Mental Math game, Witzzle Resource Book, Witzzle Puzzle Activity Book, Witzzle Pro Activity Book, Witzzle Square Off, Levels 2, 3, 4 |
|||
| TAKS # | Description | |||
| Obj. 1 | - | Numbers, operations, and quantitative reasoning. | ||
| (5.3) | The student adds, subtracts, multiplies and divides to solve meaningful problems. The student is expected to: | |||
| (A) | use addition and subtraction whole number to solve problems. | |||
| (B) | use multiplication to solve problems involving whole numbers. | |||
| (C) | use division to solve problems involving whole numbers. | |||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools. | ||
| (5.14) | The student applies 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 that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. | |||
| (C) | select or develop an appropriate problem-solving strategy. | |||
|
|
||||
| (5.15) | The student communicates about Grade 5 mathematics using informal language. The student is expected to: | |||
| (B) | relate informal language to mathematical language and symbols. | |||
|
|
| TAKS/Grade 6 | Products recommended: Witzzle Pro Mental Math game, Witzzle Resource Book, Witzzle Puzzle Activity Book, Witzzle Pro Activity Book, Witzzle Square Off, Levels 2, 3, 4 |
|||
| TAKS # | Descrition | |||
| Obj. 1 |
- |
Numbers, operations, and quantitative reasoning. | ||
| (6.2) | The student adds, subtracts, multiplies, and divides to solve problems and justify solutions. | |||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools. | ||
| (6.11) | The student applies 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: | |||
| (B) | use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. | |||
| (C) | select or develop an appropriate problem-solving strategy. | |||
|
|
||||
| (6.12) | The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models. The student is expected to: | |||
| (A) | communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. | |||
|
|
| TAKS/Grade 7 | Products recommended: Witzzle Pro Mental Math game, Witzzle Resource Book, Witzzle Puzzle Activity Book, Witzzle Pro Activity Book, Witzzle Square Off, Levels 3 and 4 |
|||
| TAKS # | Description | |||
| Obj. 1 |
- |
Numbers, operations, and quantitative reasoning. | ||
| (7.2) | The student adds, subtracts, multiplies or divides to solve problems and justify solutions. The student is expected to | |||
| (C) | add, subtract, multiply and divide integers and connect to algorithms | |||
| (E) | use order of operations | |||
| (F) | select and use appropriate operations and justify selection | |||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools. | ||
| (7.13) | The student applies 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 that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. | |||
| (C) | select an appropriate problem-solving strategy. | |||
|
|
||||
| (7.14) | The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models. The student is expected to: | |||
| (A) | communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. | |||
|
|
| TAKS/Grade 8 | Products recommended: Witzzle Pro Mental Math game, Witzzle Resource Book, Witzzle Puzzle Activity Book, Witzzle Pro Activity Book, Witzzle Square Off, Levels 3 and 4 |
|||
| TAKS # | Description | |||
| Obj. 1 |
- |
Numbers, operations, and quantitative reasoning. | ||
| (8.2) | The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to: | |||
| (A) | select and use appropriate operations and justify selection | |||
|
|
||||
| Obj. 6 |
- |
Underlying processes and mathematical tools. | ||
| (8.14) | The student applies 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 that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. | |||
| (C) | select or develop an appropriate problem-solving strategy. | |||
|
|
||||
| (8.15) | The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models. The student is expected to: | |||
| (A) | communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. | |||
|
|
Witzzle is a trade mark of Kaidy Educational Resources |
©2003, Kaidy Educational Resources |