Math (TAG): Place Value to 100,000

Suggested Time Frame: 13 Instructional Days

        

Focus TEKS

3(2)  Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:

  • (A)  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; – Readiness RC1
  • (B)  describe the mathematical relationships found in the base-10 place value system through the hundred thousands place; – Supporting RC1
  • (C)  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; and – Supporting RC1
  • (D)  compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =. – Readiness RC1
Numeracy TEKS

Developing Strategies for Multiplying and Dividing within 100 (Suggested: 9 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

Counting Patterns (Suggested: 4 days)

  • RRISD 3.3 skip count by fractions starting at 0 and describe patterns observed while counting [Skip count by halves, fourths, and eighths in this unit.]
Spiral Review TEKS

Revisiting Geometry, Area, and Perimeter (Suggested: 13 days)

  • Geometry
    • 3.6A classify and sort two- and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language; – R RC3
      • 3.6B use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories; – S RC3
  • Measure Area
    • 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 RC3
      • 3.6D decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area; and – S RC3
  • Measure Perimeter
    • 3.7B determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems; – R RC3
      • 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes