Math: Personal Financial Literacy

Suggested Time Frame: 10 Instructional Days


Focus TEKS

Counting Coins and Bills

  • 3.4C determine the value of a collection of coins and bills; – S RC4

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
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
Spiral Review TEKS

Multiplication and Division within 100 (Suggested: 10 days)

  • 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
    • 3.4H 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

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.