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Math: Deepening Reasoning of Multiplication and Division Relationships and Extending Multiplication Fact Strategies

Suggested Time Frame: 13 Instructional Days

        

Focus TEKS

Multiplying Larger Numbers (Strategies then Connections to Algorithms)

  • Computation
    • 3.4G use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; – S RC2
  • Problem Solving – Multiplying with Larger Numbers
    • 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
    • 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; – S RC2
  • Representations of Multiplication with Larger Numbers
    • 3.5B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations; – R RC2

Multiplication and Division Relationships

  • 3.5D determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and – 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
    • 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. – R RC2
Computational Fluency TEKS

Multiplication and Division Facts (All facts)

  • 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; – S RC2
  • 3.4E represent multiplication 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
  • 3.4F recall facts 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
Spiral Review TEKS

Operations and Algebraic Reasoning

  • Problem Solving (All four operations)
    • 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
    • 3.4C determine the value of a collection of coins and bills; – S RC4
    • 3.7B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems; – R RC3
    • 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
    • 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
  • Representations (Pictorial and Symbolic)
    • 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