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Math: Developing Strategies to Multiply by 1-Digit Numbers and Divide 2-Digit Numbers

Suggested Time Frame: 13 Instructional Days

        

Focus TEKS

Estimation (Use throughout the unit)

  • 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

  • 4.4E represent the quotient of up to a four-digit [2-digit in this unit] 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 [2-digit in this unit] dividend by a one-digit divisor; – S RC2

Problem Solving (Some of the types of problems students should be solving during this unit)

  • 4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. – R RC2
    • 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; – S RC2
  • 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 involving whole numbers in this unit]
  • 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
    • 4.9A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; – R RC4

Represent Problem Situations (Strip Diagrams and Equations)

  • 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
Computational Fluency TEKS

Grade 3 Multiplication and Division Facts (Build Up and Build Down fact strategies)

  • 3.4F recall facts [focus on sixes and nines in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2
    • 3.4E represent multiplication facts 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
Spiral Review TEKS

Grade 3 Geometry Concepts

  • Attributes of 2-D and 3-D Figures
    • 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
  • Area of Rectangles
    • 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