*List also includes some bonus standards for data analysis that you may use Math Stackers to discover.

TEKS

3.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

• A. Apply mathematics to problems arising in everyday life, society, and the workplace;

• B. 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;

• C. Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

• D. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

• E. Create and use representations to organize, record, and communicate mathematical ideas;

• F. Analyze mathematical relationships to connect and communicate mathematical ideas;

• G. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to

• A. Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; Readiness Standard.

3.8 Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:

• A. summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and

• B. solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.

Common Core

Operations & Algebraic Thinking:
Solve problems involving the four operations, and identify and explain patterns in arithmetic.

• 3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Measurement & Data

Represent and interpret data.

• 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.