Math: Addition and Subtraction (Whole Number)

Suggested Time Frame: 17 Instructional Days

        

Focus TEKS

Add and Subtract Whole Numbers

  • Computation
    • 4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; – R RC2
      • 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and – S RC2
  • Problem Solving (These are some of the problem contexts students should encounter in this unit.)
    • 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. – R RC3 [word problems using measurement contexts, whole numbers, addition and subtraction only in this unit]
    • 4.9B solve one- and two-step [addition and subtraction] problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. – S RC4
  • Represent Problem Situations (Strip Diagrams and Equations)
    • 4.5A represent multi-step problems involving the four operations [addition and subtraction in this unit] with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; – R RC2
Numeracy TEKS

Building Fluency with Multiplication and Division Facts (Suggested: 12 days)

  • 3.4F recall facts [twos, fours, and eights facts in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2 [Including the Doubling Strategy for Multiplication; Including the Think Multiplication Strategy for Division]
    • 3.4D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10 [arrays representing twos, fours, and eights facts in this unit]; – S RC2
    • 3.4E represent multiplication facts [twos, fours, and eights facts in this unit] 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; – S RC2
    • 3.4H 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; – S RC2

Counting Patterns (Suggested: 3 days)

  • RRISD 4.5 Skip count by whole numbers starting from 0 and other starting numbers and describe patterns observed while counting; [Skip count by tens, hundreds, and thousands within 10,000.]
Spiral Review TEKS

Grade 3 Geometry, Area, and Perimeter (Suggested: 15 days)

  • Geometry
    • 3.6A 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; – R RC3
      • 3.6B 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; – S RC3
  • Measure Area
    • 3.6C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row; – R RC3
      • 3.6D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and – S RC3
  • Measure Perimeter
    • 3.7B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems; – R RC3
      • 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

Counting Quantities (Suggested: 2 days, using both numeracy and spiral review time)

  • RRISD 4.1 Organize and count a collection of objects and create a recording of how the objects were counted
    • 4.1C  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;
    • 4.1E  create and use representations to organize, record, and communicate mathematical ideas;
  • Counting Coins and Bills (Make this the focus on 1 day of Counting Collections)

    • 3.4C determine the value of a collection of coins and bills; – S RC4

Telling Time (Ongoing)

  • 2.9G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.