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• Math: Finalizing Fluency with Whole Number Addition and Subtraction

Math: Finalizing Fluency with Whole Number Addition and Subtraction

Focus TEKS

Add and Subtract Whole Numbers

• 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 (Some of the types of problems students should be solving during 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
• 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 [addition and subtraction in this unit] 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 (Doubling fact strategy)

• 3.4F recall facts [focus on twos, fours, and eights 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 Multiplication and Division

• Computation
• 3.4G use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; – 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
• 3.4J determine a quotient using the relationship between multiplication and division; – S RC2
• 3.5D determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and – S RC2
• Problem Solving
• 3.4K solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. – R RC2
• 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
• 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; – S RC2
• Representations
• 3.5B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations; – R RC2
• 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. – R RC2