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• Math: Deepening Understanding of Sorting and Classifying 2-D and 3-D Figures and Connecting Area to Multiplication

# Math: Deepening Understanding of Sorting and Classifying 2-D and 3-D Figures and Connecting Area to Multiplication

### Suggested Time Frame: 18 Instructional Days

##### Focus TEKS

Classify 2-D and 3-D Figures

• 3.6A classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language; – R RC3
• 3.6B use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories; – S RC3

Measuring Area of Rectangles with Unit Squares (Connecting with Multiplication – no formula)

• 3.6C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row; – R RC3
• 3.6D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and – S RC3
##### Computational Fluency TEKS

Multiplication and Division Facts (Use Tens and Doubling Multiplication Fact Strategies)

• 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
• 3.4D 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
##### Spiral Review TEKS

• 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 [addition and subtraction problem situations including problems related to length (not perimeter), real-world relationships with number pairs, frequency tables, dot plots, pictographs, and/or bar graphs with scaled intervals]
• 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S 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

Place Value

• Representing Numbers up to 9,999
• 3.2A compose and decompose numbers up to 100,000 [9,999 in this unit] 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 [thousands place in this unit]; – 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
• Comparing Numbers up to 9,999
• 3.2D compare and order whole numbers up to 100,000 [9,999 in this unit] and represent comparisons using the symbols >, <, or =. – R RC1