Green: Remaining/Clarified Content (content/cognitive changes) Blue: New Content Yellow: Shifted Content (down 1+ grade levels)

3.1/4.1/5.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
3.14A/4.14A /5.14A identify the mathematics in everyday situations / 3.1A/4.1A/5.1A apply mathematics to problems arising in everyday life, society, and the workplace
3.14B/4.14B/5.14B solve problems that incorporate the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution of reasonableness
3.14C/4.14C/5.14C select or develop and appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, acting it, making a table, working a simpler problem, or working backwards to solve a problem / 3.1B/4.1B/5.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
3.1/4.1/5.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
3.14D/4.14D/5.14D use tools such as real objects, manipulatives, and technology to solve problems / 3.1C/4.1C/5.1C select tools, including real objects, manipulatives, paper/pencil, and technology, as appropriate and techniques, including mental math, estimation, and number sense, as appropriate to solve problems
3.15A/4.15A/5.15A explain and record observations using objects, words, pictures, numbers, and technology / 3.1D/4.1D/5.1D communicate mathematical ideas, reasoning, and their implications using multiple representation, including symbols, diagrams, graphs, and language as appropriate
3.1/4.1/5.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
3.15B/4.15B/5.15B relate informal language to mathematical language and symbols / 3.1E/4.1E/5.1E create and use representations to organize, record and communicate mathematical ideas
3.16A/4.16A/5.16A make generalizations about patterns or sets of examples and non-examples / 3.1F/4.1F/5.1F analyze mathematical relationships to connect and communicate mathematical ideas
3.16B/4.16B/5.16B justify why an answer is reasonable and explain the solution process / 3.1G/4.1G/5.1G display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications
4.2 The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
4.2A interpret the value of each place-value position as ten times the position to the right and as one-tenth of the value of the place to its left / 5.1B use place value to read, write, compare, and order decimals through the thousandths place / 5.2A represent the value of the digit in decimals through the thousandths using expanded notation and numerals
4.1A use place value to read, write, compare, and order whole numbers through 999,999,999
4.1B use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models / 4.2B represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals / 5.1B use place value to read, write, compare, and order decimals through the thousandths place / 5.2A represent the value of the digit in decimals through the thousandths using expanded notation and numerals
4.1A use place value to read, write, compare, and order whole numbers through 999,999,999 / 4.2C compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols <, >, or = / 5.1B use place value to read, write, compare, and order decimals through the thousandths place / 5.2B compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =
4.2 The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
4.5A round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations / 4.2D round whole numbers to a given place value through the hundred thousands place / 5.4A use strategies including rounding and compatible numbers to estimate solutions to addition subtraction, multiplication, and division problems / 5.2C round decimals to tenths or hundredths
4.1B use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models / 4.2E represent decimals, including tenths and hundredths, using concrete and visual models and money
4.2F compare and order decimals using concrete and visual models to hundredths / 5.1B use place value to read, write, compare, and order decimals through the thousandths place / 5.2A represent the value of the digit in decimals through the thousandths using expanded notation and numerals
4.2D relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models / 4.2G relate decimals to fractions that name tenths and hundredths / NONE
4.10A locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths / 4.2H determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line / NONE
4.3 The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
4.3A represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b>0, including when a>b / NONE
4.3B decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations / NONE
4.3C determine if two given fractions are equivalent using a variety of methods / NONE
4.3 The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
5.2A generate a fraction equivalent to a given fraction such as 1/2 and 3/6 or 4/12 and 1/3
5.2B generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number
5.2C compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators. / 4.3D compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < / NONE
5.3E model situations using addition and/or subtraction involving fractions with like denominators using concrete objects, pictures, words, and numbers / 4.3E represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations / 5.3H represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects, pictorial models, and properties of operations
4.3 The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
4.3F evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, ¼, ½, ¾, and 1, referring to the same whole / 5.3A use addition and subtraction to solve problems involving whole numbers and decimals / 5.3K add and subtract positive rational numbers fluently
4.10A locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths (Geometry and Spatial Reasoning Strand) / 4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line / NONE
4.4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
4.3A use addition and subtraction to solve problems involving whole numbers
5.3A use addition and subtraction to solve problems involving whole numbers and decimals / 4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm / 5.4A use strategies including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems / 5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
4.6B use patterns to multiply by 10 and 100 (Patterns, Relationships, and Algebraic Thinking) / 4.4B determine products of a number and 10 or 100 using properties of operations and place value understanding / 5.3B use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology) / 5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm
4.4A model factors and products using arrays and area models
4.4B represent multiplication and division situations in picture, word, and number form / 4.4C represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 x 15 / 5.3B use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology) / 5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm
4.4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
4.4D use multiplication to solve problems (no more than two digits times two digits without technology)
/ 4.4D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number; strategies may include mental math, partial products, and the commutative, associative, and distributive properties / 5.3B use multiplication to solve problems involving whole numbers (no more than three
digits times two digits without technology) / 5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm
4.4B represent multiplication and division situations in picture, word, and number form / 4.4E represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations / 5.3C use division to solve problems involving whole numbers (no more than two-digit
divisors and three-digit dividends without technology) including interpreting the remainder within a given context / 5.3C solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm
4.4E use division to solve problems (no more than one-digit divisors and three-digit dividends without technology) / 4.4F use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor / 5.3C use division to solve problems involving whole numbers (no more than two-digit
divisors and three-digit dividends without technology) including interpreting the remainder within a given context / 5.3C solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm
4.4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
4.5B use strategies including rounding and compatible numbers to estimate solutions to multiplication and division problems / 4.4G round to the nearest 10, 100 or 1,000 or use compatible numbers, to estimate solutions involving whole numbers / 5.4A use strategies including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems / 5.2C round decimals to tenths or hundredths
4.4B represent multiplication and division situations in picture, word, and number form
4.4D use multiplication to solve problems (no more than two digits times two digits without technology)
5.3C use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology) including interpreting the remainder within a given context / 4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders / 5.3B use multiplication to solve problems involving whole numbers (no more than three
digits times two digits without technology) / 5.3B multiply with fluency a three-digit number by a two-digit number using the standard algorithm
4.5 The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: / Instructional Considerations
Current TEKS / New 4th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New 5th grade TEKS
4.4B represent multiplication and division situations in picture, word, and number form / 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity / 5.6 select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations / 5.4B represent and solve multistep problems involving the four operations with the whole numbers using equations with a letter standing for the unknown quantity