# Math (TAG): Multiplication and Division

### Suggested Time Frame: 20 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 and Divide Whole Numbers – Computation

• 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
• 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
• 4.4C  Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 x 15 – S
• 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24 S
• 4.4E use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor; – S
• 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
• 4.4F 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
• 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
• 3.4J determine a quotient using the relationship between multiplication and division S

Problem Solving

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

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
• 3.5B represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations R
##### Computational Fluency TEKS

Multiplication and Division Fact Strategies

• 3.4F Recall facts to multiply up to 10 x 10 with automaticity and recall the corresponding division facts [Last facts and All Facts in this unit] S
##### Spiral Review TEKS

Applying Basic Multiplication and Division Facts in Problem Situations (within 100)

• 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
• 3.4D  Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to ten by ten- S
• 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
• 4.4B Determine products of a number and 10 or 100 using properties of operations and place value understandings- S
• 3.4I   Determine if a number is even or odd using divisibility rules S
• 3.5E  Represent real-world relationships using number pairs in a table and verbal descriptions –R
• 4.5B Represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence R