Math: Place Value to 100,000

Suggested Time Frame: 16 Instructional Days

        

Focus TEKS

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
Numeracy TEKS

Developing Strategies for Multiplying and Dividing within 100 (Suggested: 14 days)

  • 3.4F recall facts [twos, fours, fives, eights and tens facts in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2 [Including the Use-Ten and Doubling 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 twos, fours, fives, eights, and tens facts in this unit]; – S RC2
    • 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
    • 3.4H 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

Counting Patterns (Suggested: 4 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 sixes and nines within 120 in this unit.]
    Spiral Review TEKS

    Grade 2 Representing and Counting Fractional Parts (Models, Pictures, and Words – No Fraction Notation) (Suggested: 8 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

    Multiplication and Division within 100 (Suggested: 8 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.