My book was geared toward a 3rd grade level. According to the TEKS 3rd grade geometry and measurement: the student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties.
The first math problem in the book is one of probability. What are the “odds” that 3 children can get two bedrooms clean in 1 hour? This would be an experimental probability problem because I am conducting an “experiment”. However, I’ve conducted this experiment more than once in the past and it has turned out unfavorable. But for the sake of the book, let’s say that the odds of 3 children, getting 2 rooms clean in 1 hour is 3:2. TEKS 111.5. Grade 3, 5A states, The student is expected to 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.
I used a pie chart to solve the next statistics problem. There are 6 articles of clothing on the floor and 3 pairs of shoes (which count as one article each). So total, there are 10 articles of clothing. How many are shirts, how many shorts, and how many shoes? There are 3 shirts, 3 shorts and 3 pairs of shoes, and 1 hat. What percentage of each article of clothing that is on the floor? 30% of the clothing is shirts, 30% is shorts, 30% is shoes, and 10% is the hat! TEKS 111.5 Grade 3, 5D states: The student is expected to communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
The next problem deals with lines of symmetry. The girls have twin sized beds equal distance apart. If there beds are made exactly alike, could you draw a line of symmetry? Where would the line of symmetry be drawn? Right down the middle of the lamp sitting...