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• Math: Decimals – Place Value and Addition and Subtraction

# Math: Decimals – Place Value and Addition and Subtraction

### Suggested Time Frame: 16 Instructional Days

##### Focus TEKS

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
##### Numeracy TEKS

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

• Estimation (Use to verify reasonableness of products and quotients)
• 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; – S RC2
• Multiply 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
• Divide Whole Numbers
• 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

Counting Patterns (Suggested: 4 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 fractions and mixed numbers.]
##### Spiral Review TEKS

Grade 3 – Measuring Liquid Volume and Weight (Suggested: 6 days)

• 3.7E determine liquid volume (capacity) or weight using appropriate units and tools. – S RC3
• 3.7D determine when it is appropriate to use measurements of liquid volume (capacity) or weight; – S RC3
• 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line; – S RC1 [recognizing the intervals on the scales of measurement tools]

Revisiting Geometry Concepts and Angle Measurement (Suggested: 10 days)

• 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
• Measuring Angles
• 4.7C determine the approximate measures of angles in degrees to the nearest whole number using a protractor; – R RC3
• 4.7A illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers; – NT
• 4.7B illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers; – NT
• 4.7D draw an angle with a given measure; – S RC3
• 4.7E determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. – S RC3 [including complementary and supplementary angles]

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.