Math (TAG): Number Sense

Place Value: Whole Numbers to 100,000 and Decimals to hundredths

• 3.2A Compose and decompose numbers up to 100,000  as a sum of so many ten thousands, so many  thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate – R
  • 4.2A  interpret the value of each place-value position as 10 times the position to the right and as one-tenth the value of the place to its left – S
• 3.2B  Describe the mathematical relationships found in the base-10 place value system through the hundred thousands place – S
• 3.2C  Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers – S
  • 4.2H  determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line – S
• 4.2E  Represent decimals, including tenths and hundredths, using concrete and visual models and money – S
• 3.2D  Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or = – R
  • 4.2F  Compare and order decimals using concrete and visual models to the hundredths – S
• 3.4C  Determine the value of a collection of coins and bills – S

Multiplication and Division Facts – Use Tens Multiplication Strategy

• 3.4F  Recall facts to multiply up to ten by ten with automaticity and recall the corresponding division facts [focus on 5s and 10s facts with the Use Tens Multiplication/Division Fact Strategy] – S

Review Addition and Subtraction Facts from Grade 2

• 2.4A  Recall basic facts to add and subtract with automaticity

Adding and Subtracting within 1,000 (Two- and Three-Digit Numbers)

• Computation
  • 2.4B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
    • 2.2A use concrete and pictorial models to compose and decompose numbers up to 1,200 [999 in this unit] 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
    • 2.4A recall basic facts to add and subtract within 20 with automaticity
    • 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 [1,000 in this unit]
    • RRISD 2.7B Skip count forward and backward by ten and one hundred from any given number between 1 and 1,000
    • 2.9C represent whole numbers as distances from any given location on a number line
• Problem Solving
  • 2.4C solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
  • 2.4D generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000
• Representing
  • 2.7C represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem