# Math: Multiplication and Division

### Suggested Time Frame: 24 Instructional Days

##### Focus TEKS

Multiplication and Division

• Computation – Developing the Use-Ten and Doubling Thinking Strategies for Multiplication; Developing 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 twos, fours, fives, eights and tens facts 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 2, 4, 5, 8, or 10 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 [multiplying or dividing by 2, 4, 5, 8, or 10 in this unit] 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 [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
• 3.5B represent and solve one- and two-step multiplication and division problems [multiplying or dividing by 2, 4, 5, 8, or 10 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 2, 4, 5, 8, or 10 in this unit] – R RC2
##### Numeracy TEKS

Grade 2 Re-Building Fluency with Addition and Subtraction Facts within 20 (Suggested: 15 days)

• 2.4A recall basic facts to add and subtract within 20 with automaticity [Including Count-On, Use-Doubles, and Make-Ten Strategies for Addition; Including Think Addition Strategy for Subtraction.]

Counting Patterns (Suggested: 5 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 fives and tens within 100 in this unit. Skip count by twos, fours, and eights within 100 in this unit.]
##### Spiral Review TEKS

Grade 2 Representing and Counting Fractional Parts (Models, Pictures, and Words – No Fraction Notation) (Suggested: 10 days)

• 2.3B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
• 2.3A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
• 2.3C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
• 2.3D identify examples and non-examples of halves, fourths, and eighths

• Computation
• 2.4B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
• Problem Solving
• 2.4C solve one-step and multi-step word problems involving addition and subtraction within 1,000 [120 in this unit] using a variety of strategies based on place value, including algorithms
• 2.4D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000 [120 in this unit].
• Representing
• 2.7C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem

Counting Quantities (Suggested: 4 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 (Make this the focus on 1 day of Counting Collections)

• 2.5A determine the value of a collection of coins up to one dollar [pennies, nickels, dimes, and quarters]
• 2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

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.