Math: Geometry, Area, and Perimeter

Suggested Time Frame: 24 Instructional Days


Focus TEKS


  • 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

Measure Area

  • 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

Measure Perimeter

  • 3.7B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems; – R RC3
    • 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
Numeracy TEKS

Developing Strategies for Multiplying and Dividing within 100 (Suggested: 18 days)

  • 3.4F recall facts [zeros, ones, sixes, nines, and last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2 [Including the Build Up, Build Down, and Use a Rule 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 zeros, ones, sixes, nines, and last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit]; – S RC2
    • 3.4E represent multiplication facts [zeroes, ones, sixes, nines, and last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) 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
  • 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

Counting Patterns (Suggested: 4 days)

  • RRISD 3.3 skip count by fractions starting at 0 and describe patterns observed while counting [Skip count by halves, fourths, and eighths in this unit.]
Spiral Review TEKS

Representing and Solving Story Problems (All Four Operations) (Suggested: 12 days)

  • 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
    • 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
  • 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
    • 3.5B 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

Place Value (Suggested: 10 days)

  • Using Place Value to Represent 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
  • Using Place Value to Compare 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

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.