Math: Multiplication and Division (Whole Number)

Suggested Time Frame: 25 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
  • 4.4C represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15; – 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 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 dividend by a one-digit divisor; – S RC2

Problem Solving (These are some of the problem contexts students should encounter in 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
  • 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

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
Numeracy TEKS

Building Fluency with Addition and Subtraction (Suggested: 20 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: 3 days)

  • RRISD 4.5 Skip count by whole numbers starting from 0 and other starting numbers and describe patterns observed while counting; [Skip count by tens, hundreds, thousands, and ten thousands within 100,000.]
Spiral Review TEKS

Grade 3 Fraction Concepts (Suggested: 15 days)

  • Represent Fractions and Use Fraction Notation
    • 3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; – S RC1
      • 3.3B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; S RC1
      • 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line; – S RC1
      • 2.9D determine the length of an object to the nearest [whole, half, or fourth inch] marked unit using rulers, yardsticks, meter sticks, or measuring tapes
  • Unit Fractions
    • 3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; – S RC1
      • 3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; – S RC1
      • 3.6E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. – S RC3
  • Fraction Equivalence
    • 3.3F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines; – R RC1
      • 3.3G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; – S RC1
  • Compare Fractions
    • 3.3H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. – R RC1
  • Problem Solving
    • 3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8; – S RC1

Grade 3 Data (Suggested: 8 days)

  • 3.8A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and – R RC4
    • 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

Counting Quantities (Suggested: 2 days, using both numeracy and spiral review time)

  • RRISD 4.1 Organize and count a collection of objects and create a recording of how the objects were counted
    • 4.1C  select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
    • 4.1E  create and use representations to organize, record, and communicate mathematical ideas;
  • Counting Coins and Bills (Make this the focus on 1 day of Counting Collections)

    • 3.4C determine the value of a collection of coins and bills; – 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.