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Product Description

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This resource targets one TEKS at a time to identify and practice standards needing more intervention. In this resource Processing Standards are embedded, items are written specifically to address the TEKS, multi-step problems are included, and purposeful wrong answer choices are used in order to identify possible student misconceptions. Every effort is taken to mirror the STAAR including use of the same font, types of graphics, and wording style.

♦ DIRECTIONS and IDEAS FOR USE

♦ LIST OF TEKS and COMMON CORE STANDARDS

♦ TEACHER ANSWER KEY BLUEPRINTS CODES ITEMS BY TEKS and CCSS STANDARDS

♦ STUDENT ANSWER DOCUMENTS/BUBBLE SHEETS

♦ 26 TEKS PRACTICE WORKSHEETS/MINI-ASSESSMENTS

♦ 104 MULTIPLE CHOICE and GRIDDED RESPONSE QUESTIONS

♦ CLASS PROGRESS MONITORING FORM

♦ STUDENT PROGRESS MONITORING FORM

♦ INTERVENTION GROUPING FORM

-3.4(K) Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations;

or recall of facts.

-3.5(B) Represent and solve one- and two-step multiplication and division

problems within 100 using arrays, strip diagrams, and equations.

-3.5(E) Represent real-world relationships using number pairs in a table

and verbal descriptions.

-3.4(D) Determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by 10.

-3.4(E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting.

-3.4(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts.

-3.4(G) Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.

-3.4(H) Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally.

-3.4(I) Determine if a number is even or odd using divisibility rules.

3.4(J) Determine a quotient using the relationship between

multiplication and division.

-3.5(C) Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24.

-3.5(D) Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product.

-3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

-3.OA.A.2 Interpret whole-number quotients of whole

numbers

-3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

-3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

-3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.

-3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

-3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division

-3.OA.D.8 Solve two-step word problems using the four operations.

Represent these problems using equations with a letter standing for the

unknown quantity.

-3.OA.D.9 Identify arithmetic patterns (including patterns in the addition

table or multiplication table), and explain them using properties of

operations.

-3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the

range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value

and properties of operations.

-2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

♥ I hope this description helps to clarify! If you have any questions or would like to contact me feel free to email me at cat@catherinesolanik.com.

Catherine Solanik

Terms of Use

Copyright © 2018 Catherine Solanik. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one teacher, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use only.

Total Pages

71 pages

Answer Key

Included

Teaching Duration

N/A

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