Math: Addition, Subtraction, and Data

Suggested Time Frame: 20 Instructional Days

        

Focus TEKS

Addition and Subtraction with 2- and 3-Digit Numbers

  • 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
  • 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
    • 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. – R RC2

Summarizing and Analyzing Data

  • 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
Numeracy TEKS

Developing Strategies for Multiplying and Dividing within 100 (Suggested: 14 days)

  • 3.4F recall facts [twos, fours, fives, eights 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 Doubling 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 twos, fours, fives, eights, and tens facts in this unit]; – S RC2
    • 3.4E represent multiplication facts [twos, fours, fives, eights 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: 4 days)

  • RRISD 3.5 Skip count by whole numbers starting from 0 and other starting numbers and describe patterns observed while counting; [Skip count by sixes and nines within 100.]
Spiral Review TEKS

Revisiting Fraction Concepts (Suggested: 18 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

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

  • RRISD 3.1 Organize and count a collection of objects and create a recording of how the objects were counted
    • 3.1C  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;
    • 3.1E  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.