Math (TAG): Multiplication and Division 3

Suggested Time Frame: 10 Instructional Days

        

Focus TEKS

Estimation (Use throughout the unit)

  • 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers; – S RC2

Multiply Whole Numbers

  • 4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings; – S RC2
  • 4.4C represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15; – S RC2
  • 4.4D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties; – S RC2

Divide Whole Numbers

  • 4.4E represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations; – S RC2
  • 4.4F use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor; – S RC2

Problem Solving (These are some of the problem contexts students should encounter in this unit.)

  • 4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders. – 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
  • 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
  • 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

Represent Problem Situations (Strip Diagrams and Equations)

  • 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity; – R RC2
Numeracy TEKS

Developing Strategies for Multiplying and Dividing within 100 (Suggested: 10 days)

  • 3.4F recall facts [zeros, ones, sixes, nines, and last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2 [Including the Build Up, Build Down, and Use a Rule 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 zeros, ones, sixes, nines, and last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) in this unit]; – S RC2
    • 3.4E represent multiplication facts [zeroes, ones, sixes, nines, and last facts (3 × 3, 3 × 7, 7 × 3, and 7 × 7) 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
  • 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

Counting Coins and Bills (Suggested: 3 days)

  • 3.4C determine the value of a collection of coins and bills; – S RC4

Revisiting Personal Financial Literacy (Suggested: 7 days)

  • 3.9 Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security. The student is expected to:
    • 3.9A explain the connection between human capital/labor and income; – S RC4
    • 3.9B describe the relationship between the availability or scarcity of resources and how that impacts cost; – S RC4
    • 3.9C identify the costs and benefits of planned and unplanned spending decisions; – NT
    • 3.9D explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower’s responsibility to pay it back to the lender, usually with interest; – S RC4
    • 3.9E list reasons to save and explain the benefit of a savings plan, including for college; – S RC4
    • 3.9F identify decisions involving income, spending, saving, credit, and charitable giving. – NT