# Math: Algebraic Reasoning and Measurement

### Suggested Time Frame: 20 Instructional Days

##### Focus TEKS

Input-Output Tables

• 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 RC2

Measurement Conversions Using Tables

• 4.8A identify relative sizes of measurement units within the customary and metric systems; – S 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; – S RC3

Perimeter and Area Formulas

• 4.5D solve problems related to perimeter and area of rectangles where dimensions are whole numbers. – R RC3
• 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

Represent and Solve Measurement Problems

• 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 [focus on elapsed time in this unit, word problems may include measurement conversions]
• 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 [This TEKS can be paired with 4.8C so long as the problem involves whole numbers only]
##### Numeracy TEKS

Building Fluency with Addition and Subtraction (Suggested: 15 days)

• 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and – S RC2
• 3.4A 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; – R RC2
• 4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; – R RC2

Counting Patterns (Suggested: 5 days)

• RRISD 4.3 Skip count by rational numbers starting from 0 and other starting numbers and describe patterns observed while counting; [Skip count by decimal numbers.]
##### Spiral Review TEKS

Revisiting Fraction Concepts (Suggested: 12 days)

• Represent Fractions (including Fractions Greater Than One and Mixed Numbers)
• 4.3A represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b; – S RC1
• 4.3B decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations; – S RC1
• 4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. – S RC1 [include measuring lengths to the nearest half, fourth, eighth, and tenth of a unit, as appropriate]
• Equivalent Fractions
• 4.3C determine if two given fractions are equivalent using a variety of methods; – S RC1
• Compare Fractions with Like and Unlike Denominators
• 4.3D compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <; – R RC1
• Add and Subtract Fractions with Like Denominators
• Computation
• 4.3E represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations; – R RC2
• 4.3F evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; 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, focus on fractions in this unit, 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

Revisiting Decimal Concepts (Suggested: 8 days)

• Relate Fractions and Decimals
• 4.2G relate decimals to fractions that name tenths and hundredths; – R RC1
• 4.2H determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line. – S RC1
• 4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line. – S RC1 [include measuring lengths to the nearest half, fourth, fifth, tenth, or hundredth of a unit, as appropriate]
• Extending Place Value to the Hundredths Place
• 4.2B represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals; – R RC1
• 4.2A 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; – S RC1
• 4.2E represent decimals, including tenths and hundredths, using concrete and visual models and money; – S RC1
• 4.2F compare and order decimals using concrete and visual models to the hundredths; – S RC1
• Add and Subtract Numbers to the Hundredths Place
• Computation
• 4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; – R 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, focus on decimals in this unit, 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

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.