# Math (TAG): Addition, Subtraction, and Data 1

### Suggested Time Frame: 15 Instructional Days

##### Focus TEKS

3(4)  Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:

• (A)  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; – Readiness RC2
• (B)  round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – Supporting RC2

3(5)  Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to:

• (A)  represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; – Readiness RC2
• (E)  represent real-world relationships using number pairs in a table and verbal descriptions. – Readiness RC2

3(8)  Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:

• (A)  summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and – Readiness RC4
• (B)  solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals. – Supporting RC4
##### Numeracy TEKS

Developing Strategies for Multiplying and Dividing within 100 (Suggested: 11 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 100.]
##### Spiral Review TEKS

Revisiting Fraction Concepts (Suggested: 8 days)

• Represent Fractions and Use Fraction Notation
• 3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; – S RC1
• 3.3B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; S RC1
• 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line; – S RC1
• 2.9D determine the length of an object to the nearest [whole, half, or fourth inch] marked unit using rulers, yardsticks, meter sticks, or measuring tapes
• Unit Fractions
• 3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; – S RC1
• 3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; – S RC1
• 3.6E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. – S RC3
• Fraction Equivalence
• 3.3F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines; – R RC1
• 3.3G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; – S RC1
• Compare Fractions
• 3.3H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. – R RC1
• Problem Solving
• 3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8; – S RC1

Representing and Solving Story Problems (Suggested: 7 days)

• 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
• 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S RC2
• 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
• 3.5A 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
• 3.5B represent and solve one- and two-step multiplication and division problems 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. – R RC2