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Math: Revisiting Multiplication Concepts and Introducing Multiplication Fact Strategies (Use Tens, Doubling)

Suggested Time Frame: 17 Instructional Days

        

Focus TEKS

Multiplication

  • 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; [arrays representing twos, fours, fives, eights, and tens facts in this unit] – S RC2
    • 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
    • 3.5D determine the unknown whole number in a multiplication or division equation [multiplying by 2, 4, 5, 8, and 10 facts in this unit] relating three whole numbers when the unknown is either a missing factor or product; – S RC2 [opportunity to informally introduce the “Think Multiplication” strategy before introducing division in unit 5]
  • Problem Solving
    • 3.4K solve one-step and two-step problems involving multiplication and division within 100 [multiplying by 2, 4, 5, 8, and 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 by 2, 4, 5, 8, and 10 in this unit] 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. [relationships related to multiplication by twos, fours, fives, eights, and tens facts in this unit] – R RC2
  • Counting Collections of Coins and Bills
    • 3.4C determine the value of a collection of coins and bills; – S RC4 [using multiplication strategies – use tens and doubling – pennies, nickels, dimes, $1 bills, $5 bills, $10 bills]
Computational Fluency TEKS

Grade 2 Skip Counting – Coins

  • 2.5A determine the value of a collection of coins up to one dollar [Skip counting by twos, fives, tens, and twenty-fives with 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

Addition and Subtraction

  • 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
Spiral Review TEKS

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

  • 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
    • 2.8E decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts