More Things To See

Cyberchase TEKS Alignment

Cyberchase is aligned to the Math TEKS for Kindergarten through Grade 5.

TEKS INFORMATION

**Mathematical process standards.**The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:- Apply mathematics to problems arising in everyday life, society, and the workplace
- 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
- 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
- Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
- Create and use representations to organize, record, and communicate mathematical ideas
- Analyze mathematical relationships to connect and communicate mathematical ideas
- Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

**Number and operations.**The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:- Count forward and backward to at least 20 with and without objects
- Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures
- Generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20
- Compare sets of objects up to at least 20 in each set using comparative language
- Use comparative language to describe two numbers up to 20 presented as written numerals

**Algebraic reasoning.**The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number**Geometry and measurement.**The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:- Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles
- Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world
- Identify two-dimensional components of three-dimensional objects
- Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably
- Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size
- Create two-dimensional shapes using a variety of materials and drawings

**Data analysis.**The student applies mathematical process standards to collect and organize data to make it useful for interpreting information. The student is expected to:- Collect, sort, and organize data into two or three categories
- Use data to create real-object and picture graphs
- Draw conclusions from real-object and picture graphs

**Mathematical process standards.**The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:- Apply mathematics to problems arising in everyday life, society, and the workplace
- 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
- 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
- Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Create and use representations to organize, record, and communicate mathematical ideas
- Analyze mathematical relationships to connect and communicate mathematical ideas
- Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

**Number and operations.**The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:- Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones
- Use objects, pictures, and expanded and standard forms to represent numbers up to 120
- Use place value to compare whole numbers up to 120 using comparative language
- Order whole numbers up to 120 using place value and open number lines

**Algebraic reasoning.**The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:- Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

**Geometry and measurement.**The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:- Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language
- Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape
- Create two-dimensional figures, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons
- Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language
- Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes), and triangular prisms, and describe their attributes using formal geometric language
- Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

**Data analysis.**The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:- Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts
- Use data to create picture and bar-type graphs
- Draw conclusions and generate and answer questions using information from picture and bar-type graphs

**Mathematical process standards.**The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:- Apply mathematics to problems arising in everyday life, society, and the workplace;
- 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
- 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
- Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Create and use representations to organize, record, and communicate mathematical ideas
- Analyze mathematical relationships to connect and communicate mathematical ideas
- Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

**Number and operations.**The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:- Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
- Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)

**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:- Partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
- 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
- Use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
- Identify examples and non-examples of halves, fourths, and eighths

**Algebraic reasoning.**The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.**Geometry and measurement.**The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to:- Create two-dimensional shapes based on given attributes, including number of sides and vertices
- Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language
- Classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices
- Compose two-dimensional shapes and three-dimensional solids with given properties or attributes

**Data analysis.**The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to:- Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
- Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
- Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
- Draw conclusions and make predictions from information in a graph

**Mathematical process standards.**The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:- Apply mathematics to problems arising in everyday life, society, and the workplace
- 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
- Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- Create and use representations to organize, record, and communicate mathematical ideas
- Analyze mathematical relationships to connect and communicate mathematical ideas

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

**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:- 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
- Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
- 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

**Algebraic reasoning.**The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:- rtepresent real-world relationships using number pairs in a table and verbal descriptions

**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:- Classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language
- Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories

**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:- Determine when it is appropriate to use measurements of liquid volume (capacity) or weight
- Determine liquid volume (capacity) or weight using appropriate units and tools

**Data analysis.**The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:- summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
- solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals

**Mathematical process standards**. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:- Apply mathematics to problems arising in everyday life, society, and the workplace
- Create and use representations to organize, record, and communicate mathematical ideas
- Analyze mathematical relationships to connect and communicate mathematical ideas

**Number and operations.**The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to:- Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left
- Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
- Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >, <, or =
- Round whole numbers to a given place value through the hundred thousands place
- Compare and order decimals using concrete and visual models to the hundredths

**Number and operations.**The student applies mathematical process standards to represent and generate fractions to solve problems.**Number and operations.**The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to:- Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
- Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
- Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

**Algebraic reasoning.**The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:- Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence

**Geometry and measurement.**The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to:- Identify points, lines, line segments, rays, angles, and perpendicular and parallel lines
- Apply knowledge of right angles to identify acute, right, and obtuse triangles

**Geometry and measurement.**The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement. The student is expected to:- Identify relative sizes of measurement units within the customary and metric systems
- Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate

**Data analysis.**The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:- Represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions
- Solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot

**Mathematical process standards.**The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:- Apply mathematics to problems arising in everyday life, society, and the workplace
- Create and use representations to organize, record, and communicate mathematical ideas
- Analyze mathematical relationships to connect and communicate mathematical ideas

**Number and operations.**The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to:- Estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division
- Divide whole numbers by unit fractions and unit fractions by whole numbers

**Geometry and measurement.**The student applies mathematical process standards to classify two-dimensional figures by attributes and properties. The student is expected to classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties.**Geometry and measurement.**The student applies mathematical process standards to understand, recognize, and quantify volume. The student is expected to:- Recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible
- Determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base

**Data analysis.**The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:- Represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots
- Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot

Museum Hours

Tuesday-Saturday: 10 a.m. - 6 p.m.

Sunday: Noon - 6 p.m.

Thursday: 10 a.m. - 8 p.m.

CALL US: (713) 522-1138

Party at the Museum

Celebrate your birthday at the ultimate Playground for Your Mind. >>

Special events, weddings, corporate parties and more. >>

Children's Museum of Houston | 1500 Binz, Houston, Texas 77004 | Phone: (713) 522-1138

Copyright © 2018 | All rights reserved | Museum Location | Contact Us

Designed and developed by Bouncing Pixel.

Copyright © 2018 | All rights reserved | Museum Location | Contact Us

Designed and developed by Bouncing Pixel.