Math: More Multiplication and Division

Suggested Time Frame: 15 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; – 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
    • 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 relating three whole numbers when the unknown is either a missing factor or product; – S RC2
  • Problem Solving
    • 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
  • Representing
    • 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
    • 3.5B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations; – R RC2
    • 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; – S RC2
    • 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. – R RC2
Numeracy TEKS

Building Fluency with Addition and Subtraction of 2- and 3-Digit Numbers (Suggested: 10 days)

  • 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 Patterns (Suggested: 3 days)

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

Fraction Concepts (Suggested: 10 days)

  • Represent Fractions and Use Fraction Notation
    • 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
      • 2.9D determine the length of an object to the nearest [whole, half, or fourth inch] marked unit using rulers, yardsticks, meter sticks, or measuring tapes
  • Unit Fractions
    • 3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; – S RC1
      • 3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; – 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
  • Fraction Equivalence
    • 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
      • 3.3G 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
  • Compare Fractions
    • 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
  • Problem Solving
    • 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

Personal Financial Literacy (Suggested: 3 days)

  • 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

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.