Math: More Multiplication and Division

Suggested Time Frame: 27 Instructional Days

        

Focus TEKS

Multiplication and Division

  • Computation – Developing the Build Up, Build Down, and Use a Rule Thinking Strategies for Multiplication; Reinforcing 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
    • 3.4G 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; [students may multiply a two-digit number by any one-digit number in this unit] – 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 [multiplying or dividing by 0, 1, 6, 9, or last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit] 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 [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
    • 3.5B represent and solve one- and two-step multiplication and division problems [multiplying or dividing by 0, 1, 6, 9, or last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit] 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. [relationships related to multiplication or division by 0, 1, 6, 9, or last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit] – R RC2
Numeracy TEKS

Building Fluency with Addition and Subtraction of 2- and 3-Digit Numbers (Suggested: 18 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: 6 days)

  • RRISD 3.5 Skip count by whole numbers starting from 0 and other starting numbers and describe patterns observed while counting; [Skip count by tens and hundreds into the thousands.]
Spiral Review TEKS

Representing and Solving Story Problems (Suggested: 24 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

Counting Quantities (Suggested: 3 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.