TEKS 111.4(b)(3)(B)
explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part;
Source: Texas Administrative Code §111.4 (Chapter 111) · Adopted 2012
Knowledge & Skills 111.4(b)(3)
Number and operations
The student applies mathematical process standards to recognize and represent fractional units and communicates how they are used to name parts of a whole. The student is expected to:
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Shrutam is building free, screen-reader-friendly animated lessons for every TEKS standard. This page documents the standard text from the Texas Administrative Code so teachers, parents, and students can find exactly what students are expected to learn under TEKS 111.4(b)(3)(B).
Other expectations under 111.4(b)(3)
- TEKS 111.4(b)(3)(A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words;
- TEKS 111.4(b)(3)(C) use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole; and
- TEKS 111.4(b)(3)(D) identify examples and non-examples of halves, fourths, and eighths.