Math: Place Value (Whole Number)

Suggested Time Frame: 16 Instructional Days

        

Focus TEKS

Whole Number Place Value

  • 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
    • 4.2C compare and order whole numbers to 1,000,000,000 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
Numeracy TEKS

Building Fluency with Multiplication and Division Facts (Suggested: 9 days)

  • 3.4F recall facts [zeros, ones, fives, and tens facts in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2 [Including the Use-Ten and Use a Rule Strategies for Multiplication; Including the Think Multiplication Strategy for Division]
    • 3.4D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10 [arrays representing zeros, ones, fives, and tens facts in this unit]; – S RC2
    • 3.4E represent multiplication facts [zeros, ones, fives, and tens facts in this unit] 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
    • 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

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, and thousands within 10,000.]
Spiral Review TEKS

Grade 3 Representing and Solving Story Problems (Suggested: 12 days)

  • Computation and Problem Solving
    • 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
    • 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
  • Representing
    • 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
    • 3.5B 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

Counting Quantities (Suggested: 4 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.