• The Focal Points are organized to lend coherence to the lengthy lists of standards teachers were expected to address each year and to assist teachers in identifying the highest-priority knowledge, skills, and strategies taught at each grade level.  Since the focal points are meant to highlight connections across strands, or topics, many focal points include student expectations that involve applications of the "big idea" presented in the focal point. Although the focal points at each grade level look different then some grades from the strands organization in the basic TEKS document these focal points contain exactly the same student expectations that are in the revised TEKS.  The focal points provide direction for making decisions related to instructional time, choice of instructional materials, and depth of questioning.

1. Understanding and applying place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000

Students extend their understanding of the base-10 system to numbers up to 100,000 and represent addition and subtraction of numbers within 1,000 using pictorial models, number lines, and equations. They use efficient, accurate, and generalizable methods based on place value, properties of operations, and the relationship between addition and subtraction to solve problems involving addition and subtraction of whole numbers within 1,000.

2. Solving problems with multiplication and division within 100

Students develop an understanding of multiplication and division of whole numbers through the use of representations. Students use properties of addition and multiplication to multiply whole numbers and apply increasingly sophisticated strategies based on these properties to solve multiplication and division problems. Students relate multiplication and division as inverse operations.

3. Understanding fractions as numbers and representing equivalent fractions

Students develop an understanding of the fraction as A parts, each of size of the whole using models. Students use fraction models, names, and symbols to describe and compare fractional parts of whole objects, sets of objects, and points or distances on a number line.  Students construct models of equivalent fractions.

4. Describing characteristics of 2-D and 3-D geometric figures, including measurable attributes

Students use attributes to sort, classify, and measure two- and three-dimensional figures. Students use the decomposition of rectangles into rows of squares to determine that the area can be found by multiplying.

In order to dig deeper into the standards and get help with teaching strategies we are providing the additional links below.  Click on the strand you are interested in...     