TExES Core Subjects EC–6 (391) - Mathematics

TExES Core Subjects EC–6 (391) - Mathematics

TExES EC-6 Exam II - Mathematics

The TExES Core Subjects EC–6 (391) exam is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The exam is structured with five Subject Exams: English Language Arts and Reading; Mathematics; Social Studies; Science; and Fine Arts, Health and Physical Education.

This collection of Open Educational Resources is aligned to Subject Exam II – Math. The materials were not specifically written for EC-6 exam preparation, but provide foundational knowledge and relevant examples, primary sources, applications, and historical thinking skills that are covered on the exam. This work is supported by Texas A&M International University, in collaboration with OpenStax.

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OER Has Your Back

Each of the linked materials below is an Open Educational Resource, and may be accessed and used freely and with no restriction. The materials have been developed and provided to fulfill OpenStax’s mission of bringing an amazing education to everyone. Students and instructors can read, retain, and present the materials in formal and informal settings. Any reuse or republication must follow the attribution guidelines of the respective resource – in most cases Creative Commons Attribution (CC-BY). Instructors can utilize additional offerings and tools provided by OpenStax, including our Assignable LMS tool, instructor resources, and additional support.

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Competencies

The teacher understands concepts related to numbers, operations and algorithms and the properties of numbers.

Analyzes, creates, describes, compares and models relationships between number properties, operations and algorithms for the four basic operations involving integers, rational numbers and real numbers, including real-world situations.

Demonstrates an understanding of equivalency among different representations of rational numbers and between mathematical expressions.

Selects appropriate representations of real numbers (e.g., fractions, decimals, percents) for particular situations.

Demonstrates an understanding of ideas from number theory (e.g., prime factorization, greatest common divisor, divisibility rules) as they apply to whole numbers, integers and rational numbers, and uses those ideas in problem situations.

Understands the relative magnitude of whole numbers, integers, rational numbers and real numbers including the use of comparative language and sets of objects.

Identifies and demonstrates an understanding of and uses of a variety of models and objects for representing numbers (e.g., fraction strips, diagrams, patterns, shaded regions, number lines).

Uses a variety of concrete and visual representations to demonstrate the connections between operations and algorithms.

Identifies, demonstrates and applies knowledge of counting techniques, including combinations, to quantify situations and solve math problems (e.g., to include forward, backward and skip counting, with or without models).

Identifies, represents and applies knowledge of place value (e.g., to compose and decompose numbers), rounding and other number properties to perform mental mathematics and computational estimation with automaticity.

Demonstrates a thorough understanding of fractions, including the use of various representations to teach fractions and operations involving fractions.

Uses a variety of strategies to generate and solve problems that involve one or more steps, with fluency.

The teacher understands how students learn mathematical skills and uses that knowledge to plan, organize and implement instruction and assess learning.

Plans appropriate instructional activities for all students by applying research-based theories and principles of learning mathematics.

Employs instructional strategies that build on the linguistic, cultural and socioeconomic diversity of students and that relate to students' lives and communities.

Plans and provides developmentally appropriate instruction that establishes transitions between concrete, symbolic and abstract representations of mathematical knowledge and that builds on students' strengths and addresses their needs.

Helps students make connections between mathematics and the real world, as well as between mathematics and other disciplines such as art, music, science, social science and business.

Uses a variety of questioning strategies to encourage mathematical discourse and to help students analyze and evaluate their mathematical thinking.

Understands how mathematics is used in a variety of careers and professions and plans instruction that demonstrates how mathematics is used in the workplace.

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