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Math (TAG): Measurement (Time Intervals, Weight, Capacity)

Suggested Time Frame: 16 Instructional Days


Focus TEKS

3(7)  Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to:

  • (A)  represent fractions of halves, fourths, and eighths as distances from zero on a number line; – Supporting RC1
  • (C)  determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes; – Supporting RC3
  • (D)  determine when it is appropriate to use measurements of liquid volume (capacity) or weight; and – Supporting RC3
  • (E)  determine liquid volume (capacity) or weight using appropriate units and tools. – Supporting RC3
Numeracy TEKS

Developing Strategies for Multiplying and Dividing within 100 (Suggested: 8 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

Counting Patterns (Suggested: 3 days)

  • RRISD 3.3 skip count by fractions starting at 0 and describe patterns observed while counting [Skip count by thirds and sixths in this unit.]
Spiral Review TEKS

Representing and Solving Story Problems (Suggested: 11 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