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• Math: Connecting Whole Number Multiplication and Division Concepts to Decimals

# Math: Connecting Whole Number Multiplication and Division Concepts to Decimals

### Suggested Time Frame: 17 Instructional Days

##### Focus TEKS

Estimation (Use throughout unit)

• 5.3A estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division; – S RC2

Multiplying and Dividing Decimals (Represent the Operation and Solve Problems)

• 5.3E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers; – R RC2
• 5.3D represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models; – S RC2
• 5.3G solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm; – R RC2
• 5.3F represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models; – S RC2
##### Numeracy TEKS

Comparing Decimals

• 5.2B compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; – R RC1

• 5.3K add and subtract positive rational numbers fluently; – R RC2 [whole numbers, decimals to thousandths in this unit]

Order of Operations

• 5.4F simplify numerical expressions that do not involve exponents, including up to two levels of grouping; [whole numbers: all four operations; fractions and decimals: addition and subtraction only] – R RC1
• 5.4E describe the meaning of parentheses and brackets in a numeric expression; – S RC1
##### Spiral Review TEKS

Area and Volume

• 5.4G use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh); and – NT
• 5.4H represent and solve problems related to perimeter and/or area and related to volume. – R RC3
• 5.6A 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; – S RC3
• 5.6B 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. – S RC3

Prime and Composite

• 5.4A identify prime and composite numbers; – S RC1

Grade 4 Geometry – Attributes of 2-D Figures

4.6D classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. – R RC3

• 4.6A identify points, lines, line segments, rays, angles, and perpendicular and parallel lines; – S RC3
• 4.6B identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure; – S RC3
• 4.6C apply knowledge of right angles to identify acute, right, and obtuse triangles; and – S RC3