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# Math: Connecting Multiplication and Division and Introducing Division Fact Strategies (Use Tens, Doubling)

### Suggested Time Frame: 12 Instructional Days

##### Focus TEKS

Multiplication and Division

• Computation
• 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
• 3.4F 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
• 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
• 3.4I determine if a number is even or odd using divisibility rules; – S RC1
• 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 [multiplying or dividing by 2, 4, 5, 8, or 10 in this unit] relating three whole numbers when the unknown is either a missing factor or product; – S RC2 [opportunity to reintroduce the “Think Multiplication” strategy before introducing division in this unit]
• Problem Solving
• 3.4K solve one-step and two-step problems involving multiplication and division within 100 [multiplying or dividing by 2, 4, 5, 8, or 10 in this unit] 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
• 3.4E 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
• 3.5B represent and solve one- and two-step multiplication and division problems [multiplying or dividing by 2, 4, 5, 8, or 10 in this unit] 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. [relationships related to multiplication or division by 2, 4, 5, 8, or 10 in this unit] – R RC2
##### Computational Fluency TEKS

Addition and Subtraction

• 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

Counting Coins and Bills

• 3.4C determine the value of a collection of coins and bills; – S RC4
##### Spiral Review TEKS

Grade 2 Attributes of 3-D Figures

• 2.8B classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language
• 2.8D compose two-dimensional shapes and three-dimensional solids with given properties or attributes

Grade 2 Attributes of 2-D Figures

• 2.8C classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices
• 2.8A create two-dimensional shapes based on given attributes, including number of sides and vertices
• 2.8D compose two-dimensional shapes and three-dimensional solids with given properties or attributes
• 2.8E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts

Grade 2 Measure Area

• 2.9F use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit