Chapter111.

TexasEssentialKnowledgeandSkillsforMathematics
SubchapterA.Elementary
StatutoryAuthority:TheprovisionsofthisSubchapterAissuedundertheTexasEducationCode,
7.102(c)(4),28.002,and28.0021(a)(1),unlessotherwisenoted.
111.1.ImplementationofTexasEssentialKnowledgeandSkillsforMathematics,Elementary,Adopted
2012.
(a)Theprovisionsof111.2111.7ofthissubchaptershallbeimplementedbyschooldistricts.
(b)NolaterthanAugust31,2013,thecommissionerofeducationshalldeterminewhetherinstructionalmaterials
fundinghasbeenmadeavailabletoTexaspublicschoolsformaterialsthatcovertheessentialknowledgeand
skillsformathematicsasadoptedin111.2111.7ofthissubchapter.
(c)Ifthecommissionermakesthedeterminationthatinstructionalmaterialsfundinghasbeenmadeavailable
undersubsection(b)ofthissection,111.2111.7ofthissubchaptershallbeimplementedbeginningwiththe
20142015schoolyearandapplytothe20142015andsubsequentschoolyears.
(d)Ifthecommissionerdoesnotmakethedeterminationthatinstructionalmaterialsfundinghasbeenmade
availableundersubsection(b)ofthissection,thecommissionershalldeterminenolaterthanAugust31ofeach
subsequentschoolyearwhetherinstructionalmaterialsfundinghasbeenmadeavailable.Ifthecommissioner
determinesthatinstructionalmaterialsfundinghasbeenmadeavailable,thecommissionershallnotifytheState
BoardofEducationandschooldistrictsthat111.2111.7ofthissubchaptershallbeimplementedforthe
followingschoolyear.
Source:Theprovisionsofthis111.1adoptedtobeeffectiveSeptember10,2012,37TexReg7109amendedto
beeffectiveDecember31,2014,39TexReg10470.
111.2.Kindergarten,Adopted2012.
(a)Introduction.
(1)ThedesiretoachieveeducationalexcellenceisthedrivingforcebehindtheTexasessential
knowledgeandskillsformathematics,guidedbythecollegeandcareerreadinessstandards.By
embeddingstatistics,probability,andfinance,whilefocusingoncomputationalthinking,mathematical
fluency,andsolidunderstanding,TexaswillleadthewayinmathematicseducationandprepareallTexas
studentsforthechallengestheywillfaceinthe21stcentury.
(2)Theprocessstandardsdescribewaysinwhichstudentsareexpectedtoengageinthecontent.The
placementoftheprocessstandardsatthebeginningoftheknowledgeandskillslistedforeachgradeand
courseisintentional.Theprocessstandardsweavetheotherknowledgeandskillstogethersothat
studentsmaybesuccessfulproblemsolversandusemathematicsefficientlyandeffectivelyindailylife.
Theprocessstandardsareintegratedateverygradelevelandcourse.Whenpossible,studentswillapply
mathematicstoproblemsarisingineverydaylife,society,andtheworkplace.Studentswillusea
problemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblemsolvingprocessandthe
reasonablenessofthesolution.Studentswillselectappropriatetoolssuchasrealobjects,manipulatives,
algorithms,paperandpencil,andtechnologyandtechniquessuchasmentalmath,estimation,number
sense,andgeneralizationandabstractiontosolveproblems.Studentswilleffectivelycommunicate
mathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentationssuchassymbols,

diagrams,graphs,computerprograms,andlanguage.Studentswillusemathematicalrelationshipsto
generatesolutionsandmakeconnectionsandpredictions.Studentswillanalyzemathematical
relationshipstoconnectandcommunicatemathematicalideas.Studentswilldisplay,explain,orjustify
mathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
(3)Forstudentstobecomefluentinmathematics,studentsmustdeveloparobustsenseofnumber.The
NationalResearchCouncil'sreport,"AddingItUp,"definesproceduralfluencyas"skillincarryingout
proceduresflexibly,accurately,efficiently,andappropriately."Asstudentsdevelopproceduralfluency,
theymustalsorealizethattrueproblemsolvingmaytaketime,effort,andperseverance.Studentsin
Kindergartenareexpectedtoperformtheirworkwithouttheuseofcalculators.
(4)TheprimaryfocalareasinKindergartenareunderstandingcountingandcardinality,understanding
additionasjoiningandsubtractionasseparating,andcomparingobjectsbymeasurableattributes.
(A)Studentsdevelopnumberandoperationsthroughseveralfundamentalconcepts.Students
knownumbernamesandthecountingsequence.Countingandcardinalitylayasolidfoundation
fornumber.Studentsapplytheprinciplesofcountingtomaketheconnectionbetweennumbers
andquantities.
(B)Studentsusemeaningsofnumberstocreatestrategiesforsolvingproblemsandresponding
topracticalsituationsinvolvingadditionandsubtraction.
(C)Studentsidentifycharacteristicsofobjectsthatcanbemeasuredanddirectlycompareobjects
accordingtothesemeasurableattributes.
(5)Statementsthatcontaintheword"including"referencecontentthatmustbemastered,whilethose
containingthephrase"suchas"areintendedaspossibleillustrativeexamples.
(b)Knowledgeandskills.
(1)Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace
(B)useaproblemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatinga
planorstrategy,determiningasolution,justifyingthesolution,andevaluatingtheproblem
solvingprocessandthereasonablenessofthesolution
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems
(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiple
representations,includingsymbols,diagrams,graphs,andlanguageasappropriate
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideasand
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematical
languageinwrittenororalcommunication.
(2)Numberandoperations.Thestudentappliesmathematicalprocessstandardstounderstandhowto
representandcomparewholenumbers,therelativepositionandmagnitudeofwholenumbers,and

relationshipswithinthenumerationsystem.Thestudentisexpectedto:
(A)countforwardandbackwardtoatleast20withandwithoutobjects
(B)read,write,andrepresentwholenumbersfrom0toatleast20withandwithoutobjectsor
pictures
(C)countasetofobjectsuptoatleast20anddemonstratethatthelastnumbersaidtellsthe
numberofobjectsinthesetregardlessoftheirarrangementororder
(D)recognizeinstantlythequantityofasmallgroupofobjectsinorganizedandrandom
arrangements
(E)generateasetusingconcreteandpictorialmodelsthatrepresentsanumberthatismorethan,
lessthan,andequaltoagivennumberupto20
(F)generateanumberthatisonemorethanoronelessthananothernumberuptoatleast20
(G)comparesetsofobjectsuptoatleast20ineachsetusingcomparativelanguage
(H)usecomparativelanguagetodescribetwonumbersupto20presentedaswrittennumerals
and
(I)composeanddecomposenumbersupto10withobjectsandpictures.
(3)Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopan
understandingofadditionandsubtractionsituationsinordertosolveproblems.Thestudentisexpected
to:
(A)modeltheactionofjoiningtorepresentadditionandtheactionofseparatingtorepresent
subtraction
(B)solvewordproblemsusingobjectsanddrawingstofindsumsupto10anddifferenceswithin
10and
(C)explainthestrategiesusedtosolveproblemsinvolvingaddingandsubtractingwithin10
usingspokenwords,concreteandpictorialmodels,andnumbersentences.
(4)Numberandoperations.Thestudentappliesmathematicalprocessstandardstoidentifycoinsin
ordertorecognizetheneedformonetarytransactions.ThestudentisexpectedtoidentifyU.S.coinsby
name,includingpennies,nickels,dimes,andquarters.
(5)Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoidentifythepatterninthe
numberwordlist.Thestudentisexpectedtorecitenumbersuptoatleast100byonesandtensbeginning
withanygivennumber.
(6)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoanalyze
attributesoftwodimensionalshapesandthreedimensionalsolidstodevelopgeneralizationsabouttheir
properties.Thestudentisexpectedto:
(A)identifytwodimensionalshapes,includingcircles,triangles,rectangles,andsquaresas
specialrectangles
(B)identifythreedimensionalsolids,includingcylinders,cones,spheres,andcubes,inthereal
world

(C)identifytwodimensionalcomponentsofthreedimensionalobjects
(D)identifyattributesoftwodimensionalshapesusinginformalandformalgeometriclanguage
interchangeably
(E)classifyandsortavarietyofregularandirregulartwoandthreedimensionalfigures
regardlessoforientationorsizeand
(F)createtwodimensionalshapesusingavarietyofmaterialsanddrawings.
(7)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstodirectlycompare
measurableattributes.Thestudentisexpectedto:
(A)giveanexampleofameasurableattributeofagivenobject,includinglength,capacity,and
weightand
(B)comparetwoobjectswithacommonmeasurableattributetoseewhichobjecthasmore
of/lessoftheattributeanddescribethedifference.
(8)Dataanalysis.Thestudentappliesmathematicalprocessstandardstocollectandorganizedatato
makeitusefulforinterpretinginformation.Thestudentisexpectedto:
(A)collect,sort,andorganizedataintotwoorthreecategories
(B)usedatatocreaterealobjectandpicturegraphsand
(C)drawconclusionsfromrealobjectandpicturegraphs.
(9)Personalfinancialliteracy.Thestudentappliesmathematicalprocessstandardstomanageone's
financialresourceseffectivelyforlifetimefinancialsecurity.Thestudentisexpectedto:
(A)identifywaystoearnincome
(B)differentiatebetweenmoneyreceivedasincomeandmoneyreceivedasgifts
(C)listsimpleskillsrequiredforjobsand
(D)distinguishbetweenwantsandneedsandidentifyincomeasasourcetomeetone'swantsand
needs.
Source:Theprovisionsofthis111.2adoptedtobeeffectiveSeptember10,2012,37TexReg7109.
111.3.Grade1,Adopted2012.
(a)Introduction.
(1)ThedesiretoachieveeducationalexcellenceisthedrivingforcebehindtheTexasessential
knowledgeandskillsformathematics,guidedbythecollegeandcareerreadinessstandards.By
embeddingstatistics,probability,andfinance,whilefocusingoncomputationalthinking,mathematical
fluency,andsolidunderstanding,TexaswillleadthewayinmathematicseducationandprepareallTexas
studentsforthechallengestheywillfaceinthe21stcentury.
(2)Theprocessstandardsdescribewaysinwhichstudentsareexpectedtoengageinthecontent.The
placementoftheprocessstandardsatthebeginningoftheknowledgeandskillslistedforeachgradeand
courseisintentional.Theprocessstandardsweavetheotherknowledgeandskillstogethersothat

studentsmaybesuccessfulproblemsolversandusemathematicsefficientlyandeffectivelyindailylife.
Theprocessstandardsareintegratedateverygradelevelandcourse.Whenpossible,studentswillapply
mathematicstoproblemsarisingineverydaylife,society,andtheworkplace.Studentswillusea
problemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblemsolvingprocessandthe
reasonablenessofthesolution.Studentswillselectappropriatetoolssuchasrealobjects,manipulatives,
algorithms,paperandpencil,andtechnologyandtechniquessuchasmentalmath,estimation,number
sense,andgeneralizationandabstractiontosolveproblems.Studentswilleffectivelycommunicate
mathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentationssuchassymbols,
diagrams,graphs,computerprograms,andlanguage.Studentswillusemathematicalrelationshipsto
generatesolutionsandmakeconnectionsandpredictions.Studentswillanalyzemathematical
relationshipstoconnectandcommunicatemathematicalideas.Studentswilldisplay,explain,orjustify
mathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
(3)Forstudentstobecomefluentinmathematics,studentsmustdeveloparobustsenseofnumber.The
NationalResearchCouncil'sreport,"AddingItUp,"definesproceduralfluencyas"skillincarryingout
proceduresflexibly,accurately,efficiently,andappropriately."Asstudentsdevelopproceduralfluency,
theymustalsorealizethattrueproblemsolvingmaytaketime,effort,andperseverance.Studentsin
Grade1areexpectedtoperformtheirworkwithouttheuseofcalculators.
(4)TheprimaryfocalareasinGrade1areunderstandingandapplyingplacevalue,solvingproblems
involvingadditionandsubtraction,andcomposinganddecomposingtwodimensionalshapesandthree
dimensionalsolids.
(A)Studentsuserelationshipswithinthenumerationsystemtounderstandthesequentialorderof
thecountingnumbersandtheirrelativemagnitude.
(B)Studentsextendtheiruseofadditionandsubtractionbeyondtheactionsofjoiningand
separatingtoincludecomparingandcombining.Studentsusepropertiesofoperationsandthe
relationshipbetweenadditionandsubtractiontosolveproblems.Bycomparingavarietyof
solutionstrategies,studentsuseefficient,accurate,andgeneralizablemethodstoperform
operations.
(C)Studentsusebasicshapesandspatialreasoningtomodelobjectsintheirenvironmentand
constructmorecomplexshapes.Studentsareabletoidentify,name,anddescribebasictwo
dimensionalshapesandthreedimensionalsolids.
(5)Statementsthatcontaintheword"including"referencecontentthatmustbemastered,whilethose
containingthephrase"suchas"areintendedaspossibleillustrativeexamples.
(b)Knowledgeandskills.
(1)Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace
(B)useaproblemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatinga
planorstrategy,determiningasolution,justifyingthesolution,andevaluatingtheproblem
solvingprocessandthereasonablenessofthesolution
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems

(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiple
representations,includingsymbols,diagrams,graphs,andlanguageasappropriate
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideasand
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematical
languageinwrittenororalcommunication.
(2)Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresentand
comparewholenumbers,therelativepositionandmagnitudeofwholenumbers,andrelationshipswithin
thenumerationsystemrelatedtoplacevalue.Thestudentisexpectedto:
(A)recognizeinstantlythequantityofstructuredarrangements
(B)useconcreteandpictorialmodelstocomposeanddecomposenumbersupto120inmore
thanonewayassomanyhundreds,somanytens,andsomanyones
(C)useobjects,pictures,andexpandedandstandardformstorepresentnumbersupto120
(D)generateanumberthatisgreaterthanorlessthanagivenwholenumberupto120
(E)useplacevaluetocomparewholenumbersupto120usingcomparativelanguage
(F)orderwholenumbersupto120usingplacevalueandopennumberlinesand
(G)representthecomparisonoftwonumbersto100usingthesymbols>,<,or=.
(3)Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopanduse
strategiesforwholenumberadditionandsubtractioncomputationsinordertosolveproblems.The
studentisexpectedto:
(A)useconcreteandpictorialmodelstodeterminethesumofamultipleof10andaonedigit
numberinproblemsupto99
(B)useobjectsandpictorialmodelstosolvewordproblemsinvolvingjoining,separating,and
comparingsetswithin20andunknownsasanyoneofthetermsintheproblemsuchas2+4=[
]3+[]=7and5=[]3
(C)compose10withtwoormoreaddendswithandwithoutconcreteobjects
(D)applybasicfactstrategiestoaddandsubtractwithin20,includingmaking10and
decomposinganumberleadingtoa10
(E)explainstrategiesusedtosolveadditionandsubtractionproblemsupto20usingspoken
words,objects,pictorialmodels,andnumbersentencesand
(F)generateandsolveproblemsituationswhengivenanumbersentenceinvolvingadditionor
subtractionofnumberswithin20.
(4)Numberandoperations.Thestudentappliesmathematicalprocessstandardstoidentifycoins,their
values,andtherelationshipsamongtheminordertorecognizetheneedformonetarytransactions.The
studentisexpectedto:

(A)identifyU.S.coins,includingpennies,nickels,dimes,andquarters,byvalueanddescribethe
relationshipsamongthem
(B)writeanumberwiththecentsymboltodescribethevalueofacoinand
(C)userelationshipstocountbytwos,fives,andtenstodeterminethevalueofacollectionof
pennies,nickels,and/ordimes.
(5)Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoidentifyandapply
numberpatternswithinpropertiesofnumbersandoperationsinordertodescriberelationships.The
studentisexpectedto:
(A)recitenumbersforwardandbackwardfromanygivennumberbetween1and120
(B)skipcountbytwos,fives,andtenstodeterminethetotalnumberofobjectsupto120inaset
(C)userelationshipstodeterminethenumberthatis10moreand10lessthanagivennumberup
to120
(D)representwordproblemsinvolvingadditionandsubtractionofwholenumbersupto20using
concreteandpictorialmodelsandnumbersentences
(E)understandthattheequalsignrepresentsarelationshipwhereexpressionsoneachsideofthe
equalsignrepresentthesamevalue(s)
(F)determinetheunknownwholenumberinanadditionorsubtractionequationwhenthe
unknownmaybeanyoneofthethreeorfourtermsintheequationand
(G)applypropertiesofoperationstoaddandsubtracttwoorthreenumbers.
(6)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoanalyze
attributesoftwodimensionalshapesandthreedimensionalsolidstodevelopgeneralizationsabouttheir
properties.Thestudentisexpectedto:
(A)classifyandsortregularandirregulartwodimensionalshapesbasedonattributesusing
informalgeometriclanguage
(B)distinguishbetweenattributesthatdefineatwodimensionalorthreedimensionalfigureand
attributesthatdonotdefinetheshape
(C)createtwodimensionalfigures,includingcircles,triangles,rectangles,andsquares,as
specialrectangles,rhombuses,andhexagons
(D)identifytwodimensionalshapes,includingcircles,triangles,rectangles,andsquares,as
specialrectangles,rhombuses,andhexagonsanddescribetheirattributesusingformalgeometric
language
(E)identifythreedimensionalsolids,includingspheres,cones,cylinders,rectangularprisms
(includingcubes),andtriangularprisms,anddescribetheirattributesusingformalgeometric
language
(F)composetwodimensionalshapesbyjoiningtwo,three,orfourfigurestoproduceatarget
shapeinmorethanonewayifpossible
(G)partitiontwodimensionalfiguresintotwoandfourfairsharesorequalpartsanddescribethe
partsusingwordsand

(H)identifyexamplesandnonexamplesofhalvesandfourths.
(7)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselectanduse
unitstodescribelengthandtime.Thestudentisexpectedto:
(A)usemeasuringtoolstomeasurethelengthofobjectstoreinforcethecontinuousnatureof
linearmeasurement
(B)illustratethatthelengthofanobjectisthenumberofsamesizeunitsoflengththat,when
laidendtoendwithnogapsoroverlaps,reachfromoneendoftheobjecttotheother
(C)measurethesameobject/distancewithunitsoftwodifferentlengthsanddescribehowand
whythemeasurementsdiffer
(D)describealengthtothenearestwholeunitusinganumberandaunitand
(E)telltimetothehourandhalfhourusinganaloganddigitalclocks.
(8)Dataanalysis.Thestudentappliesmathematicalprocessstandardstoorganizedatatomakeituseful
forinterpretinginformationandsolvingproblems.Thestudentisexpectedto:
(A)collect,sort,andorganizedatainuptothreecategoriesusingmodels/representationssuchas
tallymarksorTcharts
(B)usedatatocreatepictureandbartypegraphsand
(C)drawconclusionsandgenerateandanswerquestionsusinginformationfrompictureandbar
typegraphs.
(9)Personalfinancialliteracy.Thestudentappliesmathematicalprocessstandardstomanageone's
financialresourceseffectivelyforlifetimefinancialsecurity.Thestudentisexpectedto:
(A)definemoneyearnedasincome
(B)identifyincomeasameansofobtaininggoodsandservices,oftentimesmakingchoices
betweenwantsandneeds
(C)distinguishbetweenspendingandsavingand
(D)considercharitablegiving.
Source:Theprovisionsofthis111.3adoptedtobeeffectiveSeptember10,2012,37TexReg7109.
111.4.Grade2,Adopted2012.
(a)Introduction.
(1)ThedesiretoachieveeducationalexcellenceisthedrivingforcebehindtheTexasessential
knowledgeandskillsformathematics,guidedbythecollegeandcareerreadinessstandards.By
embeddingstatistics,probability,andfinance,whilefocusingoncomputationalthinking,mathematical
fluency,andsolidunderstanding,TexaswillleadthewayinmathematicseducationandprepareallTexas
studentsforthechallengestheywillfaceinthe21stcentury.
(2)Theprocessstandardsdescribewaysinwhichstudentsareexpectedtoengageinthecontent.The
placementoftheprocessstandardsatthebeginningoftheknowledgeandskillslistedforeachgradeand

courseisintentional.Theprocessstandardsweavetheotherknowledgeandskillstogethersothat
studentsmaybesuccessfulproblemsolversandusemathematicsefficientlyandeffectivelyindailylife.
Theprocessstandardsareintegratedateverygradelevelandcourse.Whenpossible,studentswillapply
mathematicstoproblemsarisingineverydaylife,society,andtheworkplace.Studentswillusea
problemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblemsolvingprocessandthe
reasonablenessofthesolution.Studentswillselectappropriatetoolssuchasrealobjects,manipulatives,
algorithms,paperandpencil,andtechnologyandtechniquessuchasmentalmath,estimation,number
sense,andgeneralizationandabstractiontosolveproblems.Studentswilleffectivelycommunicate
mathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentationssuchassymbols,
diagrams,graphs,computerprograms,andlanguage.Studentswillusemathematicalrelationshipsto
generatesolutionsandmakeconnectionsandpredictions.Studentswillanalyzemathematical
relationshipstoconnectandcommunicatemathematicalideas.Studentswilldisplay,explain,orjustify
mathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
(3)Forstudentstobecomefluentinmathematics,studentsmustdeveloparobustsenseofnumber.The
NationalResearchCouncil'sreport,"AddingItUp,"definesproceduralfluencyas"skillincarryingout
proceduresflexibly,accurately,efficiently,andappropriately."Asstudentsdevelopproceduralfluency,
theymustalsorealizethattrueproblemsolvingmaytaketime,effort,andperseverance.Studentsin
Grade2areexpectedtoperformtheirworkwithouttheuseofcalculators.
(4)TheprimaryfocalareasinGrade2aremakingcomparisonswithinthebase10placevaluesystem,
solvingproblemswithadditionandsubtractionwithin1,000,andbuildingfoundationsformultiplication.
(A)Studentsdevelopanunderstandingofthebase10placevaluesystemandplacevalue
concepts.Thestudents'understandingofbase10placevalueincludesideasofcountinginunits
andmultiplesofthousands,hundreds,tens,andonesandagraspofnumberrelationships,which
studentsdemonstrateinavarietyofways.
(B)Studentsidentifysituationsinwhichadditionandsubtractionareusefultosolveproblems.
Studentsdevelopavarietyofstrategiestouseefficient,accurate,andgeneralizablemethodsto
addandsubtractmultidigitwholenumbers.
(C)Studentsusetherelationshipbetweenskipcountingandequalgroupsofobjectstorepresent
theadditionorsubtractionofequivalentsets,whichbuildsastrongfoundationformultiplication
anddivision.
(5)Statementsthatcontaintheword"including"referencecontentthatmustbemastered,whilethose
containingthephrase"suchas"areintendedaspossibleillustrativeexamples.
(b)Knowledgeandskills.
(1)Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace
(B)useaproblemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatinga
planorstrategy,determiningasolution,justifyingthesolution,andevaluatingtheproblem
solvingprocessandthereasonablenessofthesolution
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems

(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiple
representations,includingsymbols,diagrams,graphs,andlanguageasappropriate
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideasand
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematical
languageinwrittenororalcommunication.
(2)Numberandoperations.Thestudentappliesmathematicalprocessstandardstounderstandhowto
representandcomparewholenumbers,therelativepositionandmagnitudeofwholenumbers,and
relationshipswithinthenumerationsystemrelatedtoplacevalue.Thestudentisexpectedto:
(A)useconcreteandpictorialmodelstocomposeanddecomposenumbersupto1,200inmore
thanonewayasasumofsomanythousands,hundreds,tens,andones
(B)usestandard,word,andexpandedformstorepresentnumbersupto1,200
(C)generateanumberthatisgreaterthanorlessthanagivenwholenumberupto1,200
(D)useplacevaluetocompareandorderwholenumbersupto1,200usingcomparative
language,numbers,andsymbols(>,<,or=)
(E)locatethepositionofagivenwholenumberonanopennumberlineand
(F)namethewholenumberthatcorrespondstoaspecificpointonanumberline.
(3)Numberandoperations.Thestudentappliesmathematicalprocessstandardstorecognizeand
representfractionalunitsandcommunicateshowtheyareusedtonamepartsofawhole.Thestudentis
expectedto:
(A)partitionobjectsintoequalpartsandnametheparts,includinghalves,fourths,andeighths,
usingwords
(B)explainthatthemorefractionalpartsusedtomakeawhole,thesmallerthepartandthe
fewerthefractionalparts,thelargerthepart
(C)useconcretemodelstocountfractionalpartsbeyondonewholeusingwordsandrecognize
howmanypartsittakestoequalonewholeand
(D)identifyexamplesandnonexamplesofhalves,fourths,andeighths.
(4)Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopanduse
strategiesandmethodsforwholenumbercomputationsinordertosolveadditionandsubtraction
problemswithefficiencyandaccuracy.Thestudentisexpectedto:
(A)recallbasicfactstoaddandsubtractwithin20withautomaticity
(B)adduptofourtwodigitnumbersandsubtracttwodigitnumbersusingmentalstrategiesand
algorithmsbasedonknowledgeofplacevalueandpropertiesofoperations
(C)solveonestepandmultistepwordproblemsinvolvingadditionandsubtractionwithin1,000
usingavarietyofstrategiesbasedonplacevalue,includingalgorithmsand

(D)generateandsolveproblemsituationsforagivenmathematicalnumbersentenceinvolving
additionandsubtractionofwholenumberswithin1,000.
(5)Numberandoperations.Thestudentappliesmathematicalprocessstandardstodeterminethevalue
ofcoinsinordertosolvemonetarytransactions.Thestudentisexpectedto:
(A)determinethevalueofacollectionofcoinsuptoonedollarand
(B)usethecentsymbol,dollarsign,andthedecimalpointtonamethevalueofacollectionof
coins.
(6)Numberandoperations.Thestudentappliesmathematicalprocessstandardstoconnectrepeated
additionandsubtractiontomultiplicationanddivisionsituationsthatinvolveequalgroupingsandshares.
Thestudentisexpectedto:
(A)model,create,anddescribecontextualmultiplicationsituationsinwhichequivalentsetsof
concreteobjectsarejoinedand
(B)model,create,anddescribecontextualdivisionsituationsinwhichasetofconcreteobjectsis
separatedintoequivalentsets.
(7)Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoidentifyandapply
numberpatternswithinpropertiesofnumbersandoperationsinordertodescriberelationships.The
studentisexpectedto:
(A)determinewhetheranumberupto40isevenoroddusingpairingsofobjectstorepresentthe
number
(B)useanunderstandingofplacevaluetodeterminethenumberthatis10or100moreorless
thanagivennumberupto1,200and
(C)representandsolveadditionandsubtractionwordproblemswhereunknownsmaybeanyone
ofthetermsintheproblem.
(8)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoanalyze
attributesoftwodimensionalshapesandthreedimensionalsolidstodevelopgeneralizationsabouttheir
properties.Thestudentisexpectedto:
(A)createtwodimensionalshapesbasedongivenattributes,includingnumberofsidesand
vertices
(B)classifyandsortthreedimensionalsolids,includingspheres,cones,cylinders,rectangular
prisms(includingcubesasspecialrectangularprisms),andtriangularprisms,basedonattributes
usingformalgeometriclanguage
(C)classifyandsortpolygonswith12orfewersidesaccordingtoattributes,including
identifyingthenumberofsidesandnumberofvertices
(D)composetwodimensionalshapesandthreedimensionalsolidswithgivenpropertiesor
attributesand
(E)decomposetwodimensionalshapessuchascuttingoutasquarefromarectangle,dividinga
shapeinhalf,orpartitioningarectangleintoidenticaltrianglesandidentifytheresulting
geometricparts.

(9)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselectanduse
unitstodescribelength,area,andtime.Thestudentisexpectedto:
(A)findthelengthofobjectsusingconcretemodelsforstandardunitsoflength
(B)describetheinverserelationshipbetweenthesizeoftheunitandthenumberofunitsneeded
toequalthelengthofanobject
(C)representwholenumbersasdistancesfromanygivenlocationonanumberline
(D)determinethelengthofanobjecttothenearestmarkedunitusingrulers,yardsticks,meter
sticks,ormeasuringtapes
(E)determineasolutiontoaprobleminvolvinglength,includingestimatinglengths
(F)useconcretemodelsofsquareunitstofindtheareaofarectanglebycoveringitwithnogaps
oroverlaps,countingtofindthetotalnumberofsquareunits,anddescribingthemeasurement
usinganumberandtheunitand
(G)readandwritetimetothenearestoneminuteincrementusinganaloganddigitalclocksand
distinguishbetweena.m.andp.m.
(10)Dataanalysis.Thestudentappliesmathematicalprocessstandardstoorganizedatatomakeituseful
forinterpretinginformationandsolvingproblems.Thestudentisexpectedto:
(A)explainthatthelengthofabarinabargraphorthenumberofpicturesinapictograph
representsthenumberofdatapointsforagivencategory
(B)organizeacollectionofdatawithuptofourcategoriesusingpictographsandbargraphswith
intervalsofoneormore
(C)writeandsolveonestepwordproblemsinvolvingadditionorsubtractionusingdata
representedwithinpictographsandbargraphswithintervalsofoneand
(D)drawconclusionsandmakepredictionsfrominformationinagraph.
(11)Personalfinancialliteracy.Thestudentappliesmathematicalprocessstandardstomanageone's
financialresourceseffectivelyforlifetimefinancialsecurity.Thestudentisexpectedto:
(A)calculatehowmoneysavedcanaccumulateintoalargeramountovertime
(B)explainthatsavingisanalternativetospending
(C)distinguishbetweenadepositandawithdrawal
(D)identifyexamplesofborrowinganddistinguishbetweenresponsibleandirresponsible
borrowing
(E)identifyexamplesoflendinganduseconceptsofbenefitsandcoststoevaluatelending
decisionsand
(F)differentiatebetweenproducersandconsumersandcalculatethecosttoproduceasimple
item.
Source:Theprovisionsofthis111.4adoptedtobeeffectiveSeptember10,2012,37TexReg7109.

111.5.Grade3,Adopted2012.
(a)Introduction.
(1)ThedesiretoachieveeducationalexcellenceisthedrivingforcebehindtheTexasessential
knowledgeandskillsformathematics,guidedbythecollegeandcareerreadinessstandards.By
embeddingstatistics,probability,andfinance,whilefocusingoncomputationalthinking,mathematical
fluency,andsolidunderstanding,TexaswillleadthewayinmathematicseducationandprepareallTexas
studentsforthechallengestheywillfaceinthe21stcentury.
(2)Theprocessstandardsdescribewaysinwhichstudentsareexpectedtoengageinthecontent.The
placementoftheprocessstandardsatthebeginningoftheknowledgeandskillslistedforeachgradeand
courseisintentional.Theprocessstandardsweavetheotherknowledgeandskillstogethersothat
studentsmaybesuccessfulproblemsolversandusemathematicsefficientlyandeffectivelyindailylife.
Theprocessstandardsareintegratedateverygradelevelandcourse.Whenpossible,studentswillapply
mathematicstoproblemsarisingineverydaylife,society,andtheworkplace.Studentswillusea
problemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblemsolvingprocessandthe
reasonablenessofthesolution.Studentswillselectappropriatetoolssuchasrealobjects,manipulatives,
algorithms,paperandpencil,andtechnologyandtechniquessuchasmentalmath,estimation,number
sense,andgeneralizationandabstractiontosolveproblems.Studentswilleffectivelycommunicate
mathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentationssuchassymbols,
diagrams,graphs,computerprograms,andlanguage.Studentswillusemathematicalrelationshipsto
generatesolutionsandmakeconnectionsandpredictions.Studentswillanalyzemathematical
relationshipstoconnectandcommunicatemathematicalideas.Studentswilldisplay,explain,orjustify
mathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
(3)Forstudentstobecomefluentinmathematics,studentsmustdeveloparobustsenseofnumber.The
NationalResearchCouncil'sreport,"AddingItUp,"definesproceduralfluencyas"skillincarryingout
proceduresflexibly,accurately,efficiently,andappropriately."Asstudentsdevelopproceduralfluency,
theymustalsorealizethattrueproblemsolvingmaytaketime,effort,andperseverance.Studentsin
Grade3areexpectedtoperformtheirworkwithouttheuseofcalculators.
(4)TheprimaryfocalareasinGrade3areplacevalue,operationsofwholenumbers,andunderstanding
fractionalunits.Thesefocalareasaresupportedthroughoutthemathematicalstrandsofnumberand
operations,algebraicreasoning,geometryandmeasurement,anddataanalysis.InGrades35,thenumber
setislimitedtopositiverationalnumbers.Innumberandoperations,studentswillfocusonapplying
placevalue,comparingandorderingwholenumbers,connectingmultiplicationanddivision,and
understandingandrepresentingfractionsasnumbersandequivalentfractions.Inalgebraicreasoning,
studentswillusemultiplerepresentationsofproblemsituations,determinemissingvaluesinnumber
sentences,andrepresentrealworldrelationshipsusingnumberpairsinatableandverbaldescriptions.In
geometryandmeasurement,studentswillidentifyandclassifytwodimensionalfiguresaccordingto
commonattributes,decomposecompositefiguresformedbyrectanglestodeterminearea,determinethe
perimeterofpolygons,solveproblemsinvolvingtime,andmeasureliquidvolume(capacity)orweight.
Indataanalysis,studentswillrepresentandinterpretdata.
(5)Statementsthatcontaintheword"including"referencecontentthatmustbemastered,whilethose
containingthephrase"suchas"areintendedaspossibleillustrativeexamples.
(b)Knowledgeandskills.
(1)Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:

(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace
(B)useaproblemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatinga
planorstrategy,determiningasolution,justifyingthesolutionandevaluatingtheproblemsolving
processandthereasonablenessofthesolution
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems
(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiple
representations,includingsymbols,diagrams,graphs,andlanguageasappropriate
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideasand
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematical
languageinwrittenororalcommunication.
(2)Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresentand
comparewholenumbersandunderstandrelationshipsrelatedtoplacevalue.Thestudentisexpectedto:
(A)composeanddecomposenumbersupto100,000asasumofsomanytenthousands,somany
thousands,somanyhundreds,somanytens,andsomanyonesusingobjects,pictorialmodels,
andnumbers,includingexpandednotationasappropriate
(B)describethemathematicalrelationshipsfoundinthebase10placevaluesystemthroughthe
hundredthousandsplace
(C)representanumberonanumberlineasbeingbetweentwoconsecutivemultiplesof10100
1,000or10,000andusewordstodescriberelativesizeofnumbersinordertoroundwhole
numbersand
(D)compareandorderwholenumbersupto100,000andrepresentcomparisonsusingthe
symbols>,<,or=.
(3)Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresentandexplain
fractionalunits.Thestudentisexpectedto:
(A)representfractionsgreaterthanzeroandlessthanorequaltoonewithdenominatorsof2,3,
4,6,and8usingconcreteobjectsandpictorialmodels,includingstripdiagramsandnumber
lines
(B)determinethecorrespondingfractiongreaterthanzeroandlessthanorequaltoonewith
denominatorsof2,3,4,6,and8givenaspecifiedpointonanumberline
(C)explainthattheunitfraction1/brepresentsthequantityformedbyonepartofawholethat
hasbeenpartitionedintobequalpartswherebisanonzerowholenumber
(D)composeanddecomposeafractiona/bwithanumeratorgreaterthanzeroandlessthanor
equaltobasasumofparts1/b
(E)solveproblemsinvolvingpartitioninganobjectorasetofobjectsamongtwoormore
recipientsusingpictorialrepresentationsoffractionswithdenominatorsof2,3,4,6,and8

(F)representequivalentfractionswithdenominatorsof2,3,4,6,and8usingavarietyofobjects
andpictorialmodels,includingnumberlines
(G)explainthattwofractionsareequivalentifandonlyiftheyarebothrepresentedbythesame
pointonthenumberlineorrepresentthesameportionofasamesizewholeforanareamodel
and
(H)comparetwofractionshavingthesamenumeratorordenominatorinproblemsbyreasoning
abouttheirsizesandjustifyingtheconclusionusingsymbols,words,objects,andpictorial
models.
(4)Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopanduse
strategiesandmethodsforwholenumbercomputationsinordertosolveproblemswithefficiencyand
accuracy.Thestudentisexpectedto:
(A)solvewithfluencyonestepandtwostepproblemsinvolvingadditionandsubtractionwithin
1,000usingstrategiesbasedonplacevalue,propertiesofoperations,andtherelationshipbetween
additionandsubtraction
(B)roundtothenearest10or100orusecompatiblenumberstoestimatesolutionstoaddition
andsubtractionproblems
(C)determinethevalueofacollectionofcoinsandbills
(D)determinethetotalnumberofobjectswhenequallysizedgroupsofobjectsarecombinedor
arrangedinarraysupto10by10
(E)representmultiplicationfactsbyusingavarietyofapproachessuchasrepeatedaddition,
equalsizedgroups,arrays,areamodels,equaljumpsonanumberline,andskipcounting
(F)recallfactstomultiplyupto10by10withautomaticityandrecallthecorrespondingdivision
facts
(G)usestrategiesandalgorithms,includingthestandardalgorithm,tomultiplyatwodigit
numberbyaonedigitnumber.Strategiesmayincludementalmath,partialproducts,andthe
commutative,associative,anddistributiveproperties
(H)determinethenumberofobjectsineachgroupwhenasetofobjectsispartitionedintoequal
sharesorasetofobjectsissharedequally
(I)determineifanumberisevenoroddusingdivisibilityrules
(J)determineaquotientusingtherelationshipbetweenmultiplicationanddivisionand
(K)solveonestepandtwostepproblemsinvolvingmultiplicationanddivisionwithin100using
strategiesbasedonobjectspictorialmodels,includingarrays,areamodels,andequalgroups
propertiesofoperationsorrecalloffacts.
(5)Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreate
patternsandrelationships.Thestudentisexpectedto:
(A)representoneandtwostepproblemsinvolvingadditionandsubtractionofwholenumbers
to1,000usingpictorialmodels,numberlines,andequations
(B)representandsolveoneandtwostepmultiplicationanddivisionproblemswithin100using
arrays,stripdiagrams,andequations

(C)describeamultiplicationexpressionasacomparisonsuchas3x24represents3timesas
muchas24
(D)determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthree
wholenumberswhentheunknowniseitheramissingfactororproductand
(E)representrealworldrelationshipsusingnumberpairsinatableandverbaldescriptions.
(6)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoanalyze
attributesoftwodimensionalgeometricfigurestodevelopgeneralizationsabouttheirproperties.The
studentisexpectedto:
(A)classifyandsorttwoandthreedimensionalfigures,includingcones,cylinders,spheres,
triangularandrectangularprisms,andcubes,basedonattributesusingformalgeometric
language
(B)useattributestorecognizerhombuses,parallelograms,trapezoids,rectangles,andsquaresas
examplesofquadrilateralsanddrawexamplesofquadrilateralsthatdonotbelongtoanyofthese
subcategories
(C)determinetheareaofrectangleswithwholenumbersidelengthsinproblemsusing
multiplicationrelatedtothenumberofrowstimesthenumberofunitsquaresineachrow
(D)decomposecompositefiguresformedbyrectanglesintononoverlappingrectanglesto
determinetheareaoftheoriginalfigureusingtheadditivepropertyofareaand
(E)decomposetwocongruenttwodimensionalfiguresintopartswithequalareasandexpress
theareaofeachpartasaunitfractionofthewholeandrecognizethatequalsharesofidentical
wholesneednothavethesameshape.
(7)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselect
appropriateunits,strategies,andtoolstosolveproblemsinvolvingcustomaryandmetricmeasurement.
Thestudentisexpectedto:
(A)representfractionsofhalves,fourths,andeighthsasdistancesfromzeroonanumberline
(B)determinetheperimeterofapolygonoramissinglengthwhengivenperimeterand
remainingsidelengthsinproblems
(C)determinethesolutionstoproblemsinvolvingadditionandsubtractionoftimeintervalsin
minutesusingpictorialmodelsortoolssuchasa15minuteeventplusa30minuteeventequals
45minutes
(D)determinewhenitisappropriatetousemeasurementsofliquidvolume(capacity)orweight
and
(E)determineliquidvolume(capacity)orweightusingappropriateunitsandtools.
(8)Dataanalysis.Thestudentappliesmathematicalprocessstandardstosolveproblemsbycollecting,
organizing,displaying,andinterpretingdata.Thestudentisexpectedto:
(A)summarizeadatasetwithmultiplecategoriesusingafrequencytable,dotplot,pictograph,
orbargraphwithscaledintervalsand
(B)solveoneandtwostepproblemsusingcategoricaldatarepresentedwithafrequencytable,
dotplot,pictograph,orbargraphwithscaledintervals.

(9)Personalfinancialliteracy.Thestudentappliesmathematicalprocessstandardstomanageone's
financialresourceseffectivelyforlifetimefinancialsecurity.Thestudentisexpectedto:
(A)explaintheconnectionbetweenhumancapital/laborandincome
(B)describetherelationshipbetweentheavailabilityorscarcityofresourcesandhowthat
impactscost
(C)identifythecostsandbenefitsofplannedandunplannedspendingdecisions
(D)explainthatcreditisusedwhenwantsorneedsexceedtheabilitytopayandthatitisthe
borrower'sresponsibilitytopayitbacktothelender,usuallywithinterest
(E)listreasonstosaveandexplainthebenefitofasavingsplan,includingforcollegeand
(F)identifydecisionsinvolvingincome,spending,saving,credit,andcharitablegiving.
Source:Theprovisionsofthis111.5adoptedtobeeffectiveSeptember10,2012,37TexReg7109amendedto
beeffectiveOctober15,2013,38TexReg7112.
111.6.Grade4,Adopted2012.
(a)Introduction.
(1)ThedesiretoachieveeducationalexcellenceisthedrivingforcebehindtheTexasessential
knowledgeandskillsformathematics,guidedbythecollegeandcareerreadinessstandards.By
embeddingstatistics,probability,andfinance,whilefocusingoncomputationalthinking,mathematical
fluency,andsolidunderstanding,TexaswillleadthewayinmathematicseducationandprepareallTexas
studentsforthechallengestheywillfaceinthe21stcentury.
(2)Theprocessstandardsdescribewaysinwhichstudentsareexpectedtoengageinthecontent.The
placementoftheprocessstandardsatthebeginningoftheknowledgeandskillslistedforeachgradeand
courseisintentional.Theprocessstandardsweavetheotherknowledgeandskillstogethersothat
studentsmaybesuccessfulproblemsolversandusemathematicsefficientlyandeffectivelyindailylife.
Theprocessstandardsareintegratedateverygradelevelandcourse.Whenpossible,studentswillapply
mathematicstoproblemsarisingineverydaylife,society,andtheworkplace.Studentswillusea
problemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblemsolvingprocessandthe
reasonablenessofthesolution.Studentswillselectappropriatetoolssuchasrealobjects,manipulatives,
algorithms,paperandpencil,andtechnologyandtechniquessuchasmentalmath,estimation,number
sense,andgeneralizationandabstractiontosolveproblems.Studentswilleffectivelycommunicate
mathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentationssuchassymbols,
diagrams,graphs,computerprograms,andlanguage.Studentswillusemathematicalrelationshipsto
generatesolutionsandmakeconnectionsandpredictions.Studentswillanalyzemathematical
relationshipstoconnectandcommunicatemathematicalideas.Studentswilldisplay,explain,orjustify
mathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
(3)Forstudentstobecomefluentinmathematics,studentsmustdeveloparobustsenseofnumber.The
NationalResearchCouncil'sreport,"AddingItUp,"definesproceduralfluencyas"skillincarryingout
proceduresflexibly,accurately,efficiently,andappropriately."Asstudentsdevelopproceduralfluency,
theymustalsorealizethattrueproblemsolvingmaytaketime,effort,andperseverance.Studentsin
Grade4areexpectedtoperformtheirworkwithouttheuseofcalculators.

(4)TheprimaryfocalareasinGrade4areuseofoperations,fractions,anddecimalsanddescribingand
analyzinggeometryandmeasurement.Thesefocalareasaresupportedthroughoutthemathematical
strandsofnumberandoperations,algebraicreasoning,geometryandmeasurement,anddataanalysis.In
Grades35,thenumbersetislimitedtopositiverationalnumbers.Innumberandoperations,students
willapplyplacevalueandrepresentpointsonanumberlinethatcorrespondtoagivenfractionor
terminatingdecimal.Inalgebraicreasoning,studentswillrepresentandsolvemultistepproblems
involvingthefouroperationswithwholenumberswithexpressionsandequationsandgenerateand
analyzepatterns.Ingeometryandmeasurement,studentswillclassifytwodimensionalfigures,measure
angles,andconvertunitsofmeasure.Indataanalysis,studentswillrepresentandinterpretdata.
(5)Statementsthatcontaintheword"including"referencecontentthatmustbemastered,whilethose
containingthephrase"suchas"areintendedaspossibleillustrativeexamples.
(b)Knowledgeandskills.
(1)Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace
(B)useaproblemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatinga
planorstrategy,determiningasolution,justifyingthesolution,andevaluatingtheproblem
solvingprocessandthereasonablenessofthesolution
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems
(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiple
representations,includingsymbols,diagrams,graphs,andlanguageasappropriate
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideasand
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematical
languageinwrittenororalcommunication.
(2)Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresent,compare,
andorderwholenumbersanddecimalsandunderstandrelationshipsrelatedtoplacevalue.Thestudentis
expectedto:
(A)interpretthevalueofeachplacevaluepositionas10timesthepositiontotherightandas
onetenthofthevalueoftheplacetoitsleft
(B)representthevalueofthedigitinwholenumbersthrough1,000,000,000anddecimalstothe
hundredthsusingexpandednotationandnumerals
(C)compareandorderwholenumbersto1,000,000,000andrepresentcomparisonsusingthe
symbols>,<,or=
(D)roundwholenumberstoagivenplacevaluethroughthehundredthousandsplace
(E)representdecimals,includingtenthsandhundredths,usingconcreteandvisualmodelsand
money

(F)compareandorderdecimalsusingconcreteandvisualmodelstothehundredths
(G)relatedecimalstofractionsthatnametenthsandhundredthsand
(H)determinethecorrespondingdecimaltothetenthsorhundredthsplaceofaspecifiedpoint
onanumberline.
(3)Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresentand
generatefractionstosolveproblems.Thestudentisexpectedto:
(A)representafractiona/basasumoffractions1/b,whereaandbarewholenumbersandb>
0,includingwhena>b
(B)decomposeafractioninmorethanonewayintoasumoffractionswiththesame
denominatorusingconcreteandpictorialmodelsandrecordingresultswithsymbolic
representations
(C)determineiftwogivenfractionsareequivalentusingavarietyofmethods
(D)comparetwofractionswithdifferentnumeratorsanddifferentdenominatorsandrepresent
thecomparisonusingthesymbols>,=,or<
(E)representandsolveadditionandsubtractionoffractionswithequaldenominatorsusing
objectsandpictorialmodelsthatbuildtothenumberlineandpropertiesofoperations
(F)evaluatethereasonablenessofsumsanddifferencesoffractionsusingbenchmarkfractions0,
1/4,1/2,3/4,and1,referringtothesamewholeand
(G)representfractionsanddecimalstothetenthsorhundredthsasdistancesfromzeroona
numberline.
(4)Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopanduse
strategiesandmethodsforwholenumbercomputationsanddecimalsumsanddifferencesinorderto
solveproblemswithefficiencyandaccuracy.Thestudentisexpectedto:
(A)addandsubtractwholenumbersanddecimalstothehundredthsplaceusingthestandard
algorithm
(B)determineproductsofanumberand10or100usingpropertiesofoperationsandplacevalue
understandings
(C)representtheproductof2twodigitnumbersusingarrays,areamodels,orequations,
includingperfectsquaresthrough15by15
(D)usestrategiesandalgorithms,includingthestandardalgorithm,tomultiplyuptoafourdigit
numberbyaonedigitnumberandtomultiplyatwodigitnumberbyatwodigitnumber.
Strategiesmayincludementalmath,partialproducts,andthecommutative,associative,and
distributiveproperties
(E)representthequotientofuptoafourdigitwholenumberdividedbyaonedigitwhole
numberusingarrays,areamodels,orequations
(F)usestrategiesandalgorithms,includingthestandardalgorithm,todivideuptoafourdigit
dividendbyaonedigitdivisor

(G)roundtothenearest10,100,or1,000orusecompatiblenumberstoestimatesolutions
involvingwholenumbersand
(H)solvewithfluencyoneandtwostepproblemsinvolvingmultiplicationanddivision,
includinginterpretingremainders.
(5)Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstodevelopconceptsof
expressionsandequations.Thestudentisexpectedto:
(A)representmultistepproblemsinvolvingthefouroperationswithwholenumbersusingstrip
diagramsandequationswithaletterstandingfortheunknownquantity
(B)representproblemsusinganinputoutputtableandnumericalexpressionstogeneratea
numberpatternthatfollowsagivenrulerepresentingtherelationshipofthevaluesintheresulting
sequenceandtheirpositioninthesequence
(C)usemodelstodeterminetheformulasfortheperimeterofarectangle(l+w+l+wor2l+
2w),includingthespecialformforperimeterofasquare(4s)andtheareaofarectangle(lxw)
and
(D)solveproblemsrelatedtoperimeterandareaofrectangleswheredimensionsarewhole
numbers.
(6)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoanalyze
geometricattributesinordertodevelopgeneralizationsabouttheirproperties.Thestudentisexpectedto:
(A)identifypoints,lines,linesegments,rays,angles,andperpendicularandparallellines
(B)identifyanddrawoneormorelinesofsymmetry,iftheyexist,foratwodimensionalfigure
(C)applyknowledgeofrightanglestoidentifyacute,right,andobtusetrianglesand
(D)classifytwodimensionalfiguresbasedonthepresenceorabsenceofparallelor
perpendicularlinesorthepresenceorabsenceofanglesofaspecifiedsize.
(7)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstosolveproblems
involvingangleslessthanorequalto180degrees.Thestudentisexpectedto:
(A)illustratethemeasureofanangleasthepartofacirclewhosecenterisatthevertexofthe
anglethatis"cutout"bytheraysoftheangle.Anglemeasuresarelimitedtowholenumbers
(B)illustratedegreesastheunitsusedtomeasureanangle,where1/360ofanycircleisone
degreeandananglethat"cuts"n/360outofanycirclewhosecenterisattheangle'svertexhasa
measureofndegrees.Anglemeasuresarelimitedtowholenumbers
(C)determinetheapproximatemeasuresofanglesindegreestothenearestwholenumberusing
aprotractor
(D)drawananglewithagivenmeasureand
(E)determinethemeasureofanunknownangleformedbytwononoverlappingadjacentangles
givenoneorbothanglemeasures.
(8)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselect
appropriatecustomaryandmetricunits,strategies,andtoolstosolveproblemsinvolvingmeasurement.
Thestudentisexpectedto:

(A)identifyrelativesizesofmeasurementunitswithinthecustomaryandmetricsystems
(B)convertmeasurementswithinthesamemeasurementsystem,customaryormetric,froma
smallerunitintoalargerunitoralargerunitintoasmallerunitwhengivenotherequivalent
measuresrepresentedinatableand
(C)solveproblemsthatdealwithmeasurementsoflength,intervalsoftime,liquidvolumes,
mass,andmoneyusingaddition,subtraction,multiplication,ordivisionasappropriate.
(9)Dataanalysis.Thestudentappliesmathematicalprocessstandardstosolveproblemsbycollecting,
organizing,displaying,andinterpretingdata.Thestudentisexpectedto:
(A)representdataonafrequencytable,dotplot,orstemandleafplotmarkedwithwhole
numbersandfractionsand
(B)solveoneandtwostepproblemsusingdatainwholenumber,decimal,andfractionformin
afrequencytable,dotplot,orstemandleafplot.
(10)Personalfinancialliteracy.Thestudentappliesmathematicalprocessstandardstomanageone's
financialresourceseffectivelyforlifetimefinancialsecurity.Thestudentisexpectedto:
(A)distinguishbetweenfixedandvariableexpenses
(B)calculateprofitinagivensituation
(C)comparetheadvantagesanddisadvantagesofvarioussavingsoptions
(D)describehowtoallocateaweeklyallowanceamongspendingsaving,includingforcollege
andsharingand
(E)describethebasicpurposeoffinancialinstitutions,includingkeepingmoneysafe,borrowing
money,andlending.
Source:Theprovisionsofthis111.6adoptedtobeeffectiveSeptember10,2012,37TexReg7109.
111.7.Grade5,Adopted2012.
(a)Introduction.
(1)ThedesiretoachieveeducationalexcellenceisthedrivingforcebehindtheTexasessential
knowledgeandskillsformathematics,guidedbythecollegeandcareerreadinessstandards.By
embeddingstatistics,probability,andfinance,whilefocusingoncomputationalthinking,mathematical
fluency,andsolidunderstanding,TexaswillleadthewayinmathematicseducationandprepareallTexas
studentsforthechallengestheywillfaceinthe21stcentury.
(2)Theprocessstandardsdescribewaysinwhichstudentsareexpectedtoengageinthecontent.The
placementoftheprocessstandardsatthebeginningoftheknowledgeandskillslistedforeachgradeand
courseisintentional.Theprocessstandardsweavetheotherknowledgeandskillstogethersothat
studentsmaybesuccessfulproblemsolversandusemathematicsefficientlyandeffectivelyindailylife.
Theprocessstandardsareintegratedateverygradelevelandcourse.Whenpossible,studentswillapply
mathematicstoproblemsarisingineverydaylife,society,andtheworkplace.Studentswillusea
problemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblemsolvingprocessandthe
reasonablenessofthesolution.Studentswillselectappropriatetoolssuchasrealobjects,manipulatives,
algorithms,paperandpencil,andtechnologyandtechniquessuchasmentalmath,estimation,number

sense,andgeneralizationandabstractiontosolveproblems.Studentswilleffectivelycommunicate
mathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentationssuchassymbols,
diagrams,graphs,computerprograms,andlanguage.Studentswillusemathematicalrelationshipsto
generatesolutionsandmakeconnectionsandpredictions.Studentswillanalyzemathematical
relationshipstoconnectandcommunicatemathematicalideas.Studentswilldisplay,explain,orjustify
mathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
(3)Forstudentstobecomefluentinmathematics,studentsmustdeveloparobustsenseofnumber.The
NationalResearchCouncil'sreport,"AddingItUp,"definesproceduralfluencyas"skillincarryingout
proceduresflexibly,accurately,efficiently,andappropriately."Asstudentsdevelopproceduralfluency,
theymustalsorealizethattrueproblemsolvingmaytaketime,effort,andperseverance.Studentsin
Grade5areexpectedtoperformtheirworkwithouttheuseofcalculators.
(4)TheprimaryfocalareasinGrade5aresolvingproblemsinvolvingallfouroperationswithpositive
rationalnumbers,determiningandgeneratingformulasandsolutionstoexpressions,andextending
measurementtoareaandvolume.Thesefocalareasaresupportedthroughoutthemathematicalstrandsof
numberandoperations,algebraicreasoning,geometryandmeasurement,anddataanalysis.InGrades3
5,thenumbersetislimitedtopositiverationalnumbers.Innumberandoperations,studentswillapply
placevalueandidentifyparttowholerelationshipsandequivalence.Inalgebraicreasoning,studentswill
representandsolveproblemswithexpressionsandequations,buildfoundationsoffunctionsthrough
patterning,identifyprimeandcompositenumbers,andusetheorderofoperations.Ingeometryand
measurement,studentswillclassifytwodimensionalfigures,connectgeometricattributestothe
measuresofthreedimensionalfigures,useunitsofmeasure,andrepresentlocationusingacoordinate
plane.Indataanalysis,studentswillrepresentandinterpretdata.
(5)Statementsthatcontaintheword"including"referencecontentthatmustbemastered,whilethose
containingthephrase"suchas"areintendedaspossibleillustrativeexamples.
(b)Knowledgeandskills.
(1)Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace
(B)useaproblemsolvingmodelthatincorporatesanalyzinggiveninformation,formulatinga
planorstrategy,determiningasolution,justifyingthesolution,andevaluatingtheproblem
solvingprocessandthereasonablenessofthesolution
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyas
appropriate,andtechniques,includingmentalmath,estimation,andnumbersenseasappropriate,
tosolveproblems
(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiple
representations,includingsymbols,diagrams,graphs,andlanguageasappropriate
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideasand
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematical
languageinwrittenororalcommunication.

(2)Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresent,compare,
andorderpositiverationalnumbersandunderstandrelationshipsasrelatedtoplacevalue.Thestudentis
expectedto:
(A)representthevalueofthedigitindecimalsthroughthethousandthsusingexpandednotation
andnumerals
(B)compareandordertwodecimalstothousandthsandrepresentcomparisonsusingthesymbols
>,<,or=and
(C)rounddecimalstotenthsorhundredths.
(3)Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopanduse
strategiesandmethodsforpositiverationalnumbercomputationsinordertosolveproblemswith
efficiencyandaccuracy.Thestudentisexpectedto:
(A)estimatetodeterminesolutionstomathematicalandrealworldproblemsinvolvingaddition,
subtraction,multiplication,ordivision
(B)multiplywithfluencyathreedigitnumberbyatwodigitnumberusingthestandard
algorithm
(C)solvewithproficiencyforquotientsofuptoafourdigitdividendbyatwodigitdivisorusing
strategiesandthestandardalgorithm
(D)representmultiplicationofdecimalswithproductstothehundredthsusingobjectsand
pictorialmodels,includingareamodels
(E)solveforproductsofdecimalstothehundredths,includingsituationsinvolvingmoney,using
strategiesbasedonplacevalueunderstandings,propertiesofoperations,andtherelationshipto
themultiplicationofwholenumbers
(F)representquotientsofdecimalstothehundredths,uptofourdigitdividendsandtwodigit
wholenumberdivisors,usingobjectsandpictorialmodels,includingareamodels
(G)solveforquotientsofdecimalstothehundredths,uptofourdigitdividendsandtwodigit
wholenumberdivisors,usingstrategiesandalgorithms,includingthestandardalgorithm
(H)representandsolveadditionandsubtractionoffractionswithunequaldenominatorsreferring
tothesamewholeusingobjectsandpictorialmodelsandpropertiesofoperations
(I)representandsolvemultiplicationofawholenumberandafractionthatreferstothesame
wholeusingobjectsandpictorialmodels,includingareamodels
(J)representdivisionofaunitfractionbyawholenumberandthedivisionofawholenumberby
aunitfractionsuchas1/37and71/3usingobjectsandpictorialmodels,includingarea
models
(K)addandsubtractpositiverationalnumbersfluentlyand
(L)dividewholenumbersbyunitfractionsandunitfractionsbywholenumbers.
(4)Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstodevelopconceptsof
expressionsandequations.Thestudentisexpectedto:
(A)identifyprimeandcompositenumbers

(B)representandsolvemultistepproblemsinvolvingthefouroperationswithwholenumbers
usingequationswithaletterstandingfortheunknownquantity
(C)generateanumericalpatternwhengivenaruleintheformy=axory=x+aandgraph
(D)recognizethedifferencebetweenadditiveandmultiplicativenumericalpatternsgivenina
tableorgraph
(E)describethemeaningofparenthesesandbracketsinanumericexpression
(F)simplifynumericalexpressionsthatdonotinvolveexponents,includinguptotwolevelsof
grouping
(G)useconcreteobjectsandpictorialmodelstodeveloptheformulasforthevolumeofa
rectangularprism,includingthespecialformforacube(V=lxwxh,V=sxsxs,andV=Bh)
and
(H)representandsolveproblemsrelatedtoperimeterand/orareaandrelatedtovolume.
(5)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoclassifytwo
dimensionalfiguresbyattributesandproperties.Thestudentisexpectedtoclassifytwodimensional
figuresinahierarchyofsetsandsubsetsusinggraphicorganizersbasedontheirattributesandproperties.
(6)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstounderstand,
recognize,andquantifyvolume.Thestudentisexpectedto:
(A)recognizeacubewithsidelengthofoneunitasaunitcubehavingonecubicunitofvolume
andthevolumeofathreedimensionalfigureasthenumberofunitcubes(ncubicunits)needed
tofillitwithnogapsoroverlapsifpossibleand
(B)determinethevolumeofarectangularprismwithwholenumbersidelengthsinproblems
relatedtothenumberoflayerstimesthenumberofunitcubesintheareaofthebase.
(7)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselect
appropriateunits,strategies,andtoolstosolveproblemsinvolvingmeasurement.Thestudentisexpected
tosolveproblemsbycalculatingconversionswithinameasurementsystem,customaryormetric.
(8)Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoidentifylocations
onacoordinateplane.Thestudentisexpectedto:
(A)describethekeyattributesofthecoordinateplane,includingperpendicularnumberlines
(axes)wheretheintersection(origin)ofthetwolinescoincideswithzerooneachnumberlineand
thegivenpoint(0,0)thexcoordinate,thefirstnumberinanorderedpair,indicatesmovement
paralleltothexaxisstartingattheoriginandtheycoordinate,thesecondnumber,indicates
movementparalleltotheyaxisstartingattheorigin
(B)describetheprocessforgraphingorderedpairsofnumbersinthefirstquadrantofthe
coordinateplaneand
(C)graphinthefirstquadrantofthecoordinateplaneorderedpairsofnumbersarisingfrom
mathematicalandrealworldproblems,includingthosegeneratedbynumberpatternsorfoundin
aninputoutputtable.
(9)Dataanalysis.Thestudentappliesmathematicalprocessstandardstosolveproblemsbycollecting,
organizing,displaying,andinterpretingdata.Thestudentisexpectedto:

(A)representcategoricaldatawithbargraphsorfrequencytablesandnumericaldata,including
datasetsofmeasurementsinfractionsordecimals,withdotplotsorstemandleafplots
(B)representdiscretepaireddataonascatterplotand
(C)solveoneandtwostepproblemsusingdatafromafrequencytable,dotplot,bargraph,
stemandleafplot,orscatterplot.
(10)Personalfinancialliteracy.Thestudentappliesmathematicalprocessstandardstomanageone's
financialresourceseffectivelyforlifetimefinancialsecurity.Thestudentisexpectedto:
(A)defineincometax,payrolltax,salestax,andpropertytax
(B)explainthedifferencebetweengrossincomeandnetincome
(C)identifytheadvantagesanddisadvantagesofdifferentmethodsofpayment,includingcheck,
creditcard,debitcard,andelectronicpayments
(D)developasystemforkeepingandusingfinancialrecords
(E)describeactionsthatmightbetakentobalanceabudgetwhenexpensesexceedincomeand
(F)balanceasimplebudget.
Source:Theprovisionsofthis111.7adoptedtobeeffectiveSeptember10,2012,37TexReg7109.
Foradditionalinformation,emailrules@tea.state.tx.us.