# Math (TAG): Multiplication and Division 2

### Suggested Time Frame: 13 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:

• (D)  determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10; – Supporting RC2
• (E)  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; – Supporting RC2
• (G)  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
• (H)  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; – Supporting RC2
• (I)  determine if a number is even or odd using divisibility rules; – Supporting RC1
• (J)  determine a quotient using the relationship between multiplication and division; and – Supporting RC2
• (K)  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. – Readiness RC2

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

• (B)  represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations; – Readiness RC2
• (C)  describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; – Supporting RC2
• (D)  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; and – Supporting RC2
• (E)  represent real-world relationships using number pairs in a table and verbal descriptions. – Readiness 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