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

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

### Suggested Time Frame: 18 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 Fractions (Represent the Operation and Solve Problems)

• 5.3I represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models; – S RC2
• 5.3L divide whole numbers by unit fractions and unit fractions by whole numbers. – R RC2
• 5.3J represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models; – S RC2
##### Numeracy TEKS

• 5.3K add and subtract positive rational numbers fluently; – R RC2 [whole numbers, fractions and mixed numbers with like and/or unlike denominators]

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: addition and subtraction only] – R RC1
• 5.4E describe the meaning of parentheses and brackets in a numeric expression; – S RC1
##### Spiral Review TEKS

Grade 4 Whole Number Multiplication, Division, Measurement, and Data Analysis

• Grade 4 Multiply and Divide to Represent and Solve Problems with Whole Numbers
• 4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings; – S RC2
• 4.4D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; – S RC2
• 4.4E represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations; – S RC2
• 4.4F use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor; – S RC2
• 4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. – R RC2
• 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; – R RC2
• 4.5B 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; – R RC
• Grade 4 Measurement – Multiply and Divide to Solve Problems with Whole Numbers
• 4.5C use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w); – NT
• 4.5D solve problems related to perimeter and area of rectangles where dimensions are whole numbers. – R RC3
• 4.8B convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table; and – S RC3
• 4.8C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate [word problems using measurement contexts involving whole numbers]. – R RC3
• Grade 4 Data Analysis – Multiply and Divide to Solve Problems with Whole Numbers
• 4.9A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; – R RC4
• 4.9B 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. – S RC4