Math: Extending Whole Number Place Value to 999,999

Suggested Time Frame: 10 Instructional Days

        

Focus TEKS

Whole Number Place Value

  • 4.2B represent the value of the digit in whole numbers through 1,000,000,000 [999,999 in this unit] 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
    • 4.2C compare and order whole numbers to 1,000,000,000 [999,999 in this unit] and represent comparisons using the symbols >, <, or =; – S RC1
    • 4.2D round whole numbers to a given place value through the hundred thousands place; – S RC1
    • 4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings; – S RC2
Computational Fluency TEKS

Grade 3 Multiplication and Division Facts (Use Tens fact strategy)

  • 3.4F recall facts [focus on tens and fives 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 Whole Number Addition, Subtraction, Measurement, and Data

  • Computation (The types of computation students should be doing when solving word problems during spiral review.)
    • 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
    • 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S RC2
  • Problem Solving (Some of the types of problems students should be solving during spiral review.)
    • 3.4C determine the value of a collection of coins and bills; – S RC4
    • 3.7B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems; – R RC3
    • 3.7C determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes; – S RC3
    • 3.8B solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals. – S RC4
  • Representations (Pictorial and Symbolic)
    • 3.5A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; – R RC2
    • 3.5E represent real-world [addition and subtraction] relationships using number pairs in a table and verbal descriptions. – R RC2