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• Math: Revisiting 3-Digit Addition and Subtraction and Continuing 4-Digit Place Value to 9,999

# Math: Revisiting 3-Digit Addition and Subtraction and Continuing 4-Digit Place Value to 9,999

### Suggested Time Frame: 20 Instructional Days

##### Focus TEKS

• 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 [including problems related to length, frequency tables, dot plots, pictographs, and/or bar graphs with scaled intervals]
• 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S 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

Place Value

• Representing Numbers up to 9,999
• 3.2A compose and decompose numbers up to 100,000 [9,999 in this unit] 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 [thousands place in this unit]; – 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
• Comparing Numbers up to 9,999
• 3.2D compare and order whole numbers up to 100,000 [9,999 in this unit] and represent comparisons using the symbols >, <, or =. – R RC1
##### Computational Fluency TEKS

• 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

Grade 2 Skip Counting – Coins

• 2.5A determine the value of a collection of coins up to one dollar [Skip counting by twos, fives, and tens with pennies, nickels, and dimes only in this unit]
• 2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins
##### Spiral Review TEKS

Grade 2 Developing the Concepts of Multiplication and Division

• 2.6 The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.
• 2.6A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
• 2.6B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets