# Math (TAG): Addition, Subtraction, and Data 2

### Suggested Time Frame: 15 Instructional Days

##### Focus TEKS

• Computation
• 4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm; – R RC2
• 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; and – S RC2
• Problem Solving (These are some of the problem contexts students should encounter in this unit.)
• 4.8C solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. – R RC3 [word problems using measurement contexts, whole numbers, addition and subtraction only in this unit]
• Represent Problem Situations (Strip Diagrams and Equations)
• 4.5A represent multi-step problems involving the four operations [addition and subtraction in this unit] with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; – R RC2

Represent and Analyze Data

• 4.9A represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; – R RC4
• 4.9B solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. – S RC4
##### Numeracy TEKS

Developing Strategies for Multiplying and Dividing within 100 (Suggested: 15 days)

• 3.4F recall facts [all facts in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2
• 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
• 3.4E 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
• 3.4H 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
• 3.4G use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; – S RC2
##### Spiral Review TEKS

Revisiting Geometry, Area, and Perimeter (Suggested: 8 days)

• Geometry
• 3.6A classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language; – R RC3
• 3.6B use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories; – S RC3
• Measure Area
• 3.6C determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row; – R RC3
• 3.6D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and – S RC3
• Measure Perimeter
• 3.7B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems; – R RC3
• 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes

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
• 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
• 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