Math (TAG): Multiplication and Division 2

Suggested Time Frame: 13 Instructional Days

        

Focus TEKS

Multiplication and Division

  • 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; – 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; – Supporting 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
    • 3.4I determine if a number is even or odd using divisibility rules; – S RC1
    • 3.4J determine a quotient using the relationship between multiplication and division; – S RC2
    • 3.5D determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; – S RC2
  • Problem Solving
    • 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
    • 3.4E 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
    • 3.5B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations; – R RC2
    • 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; – S RC2
    • 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. – R RC2
    Numeracy TEKS

    Building Fluency with Addition and Subtraction of 2- and 3-Digit Numbers (Suggested: 9 days)

    • 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

    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 tens and hundreds into the thousands.]
    Spiral Review TEKS

    Grade 2 Place Value Concepts (Suggested: 7 days)

    • Representing Numbers up to 1,200
      • 2.2B use standard, word, and expanded forms to represent numbers up to 1,200
        • 2.2A use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
        • 2.2E locate the position of a given whole number on an open number line
        • 2.2F name the whole number that corresponds to a specific point on a number line
        • 2.7B use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
    • Comparing Numbers up to 1,200
      • 2.2D use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)
        • 2.2C generate a number that is greater than or less than a given whole number up to 1,200

    Representing and Solving Story Problems (Suggested: 6 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