**Texas Essential Knowledge and Skills (TEKS)**. What Are Open Number Sentences? Open number sentences are equations that give one part of the equation along with the answer. In order to solve an open number
sentence, the inverse operation is used. Read More...

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Study GuideOpen Number SentencesWorksheet/Answer key

Open Number SentencesWorksheet/Answer key

Open Number SentencesWorksheet/Answer key

Open Number Sentences

TX. 111.5. Grade 3, Adopted 2012.

3.2. Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:

3.2 (C) Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers.

3.2 (D) Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =.

3.3. Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:

3.3 (A) Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines.

3.3 (B) Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line.

3.3 (C) Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number.

3.3 (E) Solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8.

3.3 (F) Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines.

3.3 (G) Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model.

3.3 (H) Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.

3.4. Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:

3.4 (A) Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction.

3.4 (B) Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems.

3.4 (C) Determine the value of a collection of coins and bills.

3.4 (E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting.

3.4 (G) Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.

3.4 (H) Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally.

3.4 (I) Determine if a number is even or odd using divisibility rules.

3.4 (K) Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

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

3.5 (A) Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations.

3.5 (B) Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations.

3.6. Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional geometric figures to develop generalizations about their properties. The student is expected to:

3.6 (E) Decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.

3.7. Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to:

3.7 (A) Represent fractions of halves, fourths, and eighths as distances from zero on a number line.

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:

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

Standards