 # Math: Place Value (Whole Number)

### Suggested Time Frame: 25 Instructional Days

##### Focus TEKS

3rd Grade – Using Place Value to Represent Numbers to 100,000

• 3.2A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate; – R RC1
• 3.2B describe the mathematical relationships found in the base-10 place value system through the hundred thousands place; – S RC1
• 3.2C represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and – S RC1

3rd Grade – Using Place Value to Compare Numbers up to 100,000

• 3.2D compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =. – R RC1

Whole Number Place Value Through 1 Billion

• 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

3rd Grade – Building Fluency with Multiplication and Division Facts (Use-Ten and Use a Rule Strategies for Multiplication; Including the Think Multiplication Strategy for Division) (Suggested: 10 days)

• 3.4F recall facts [zeros, ones, fives, and tens facts] 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]; – S RC2
• 3.4E represent multiplication facts [zeros, ones, fives, and tens 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
• 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

3rd Grade – Building Fluency with Multiplication and Division Facts (Doubling Strategy for Multiplication; Including the Think Multiplication Strategy for Division) (Suggested: 10 days)

• 3.4F recall facts [twos, fours, and eights facts in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2 [Including the Doubling Strategy 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 twos, fours, and eights facts]; – S RC2
• 3.4E represent multiplication facts [twos, fours, and eights 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
• 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 twos, fives, and tens within 1,200.]
##### Spiral Review TEKS

Grade 3 Representing and Solving Story Problems (Suggested: 18 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

Grade 3 Time Intervals (Suggested: 5 days)

• 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 [including relationships between minutes and hours]

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.