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• Math: Extending Place Value to 100,000 and Revisiting Personal Financial Literacy

# Math: Extending Place Value to 100,000 and Revisiting Personal Financial Literacy

### Suggested Time Frame: 11 Instructional Days

##### Focus TEKS

Representing 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

Comparing 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

Personal Financial Literacy

• 3.9 Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security. The student is expected to:
• 3.9A explain the connection between human capital/labor and income; – S RC4
• 3.9B describe the relationship between the availability or scarcity of resources and how that impacts cost; – S RC4
• 3.9C identify the costs and benefits of planned and unplanned spending decisions; – NT
• 3.9D explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower’s responsibility to pay it back to the lender, usually with interest; – S RC4
• 3.9E list reasons to save and explain the benefit of a savings plan, including for college; – S RC4
• 3.9F identify decisions involving income, spending, saving, credit, and charitable giving. – NT
##### 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

Multiplying Larger Numbers

• 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
##### Spiral Review TEKS

Representing Equivalent Fractions (Objects, Pictorial Models, Number Lines, Strip Diagrams, with denominators of 2, 3, 4, 6, and 8)

• 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
• 3.3A 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

Generalizing and Explaining Fraction Equivalence (any denominator)

• 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
• 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

Solving Problems (specific denominators)

• 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
• 2.9D determine the length of an object to the nearest [whole, half, fourth or eighth inchmarked unit using rulers, yardsticks, meter sticks, or measuring tapes

Comparing with Reasoning (any denominator)

• 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