 # Math (TAG): Place Value to 100,000

### Suggested Time Frame: 13 Instructional Days

##### Focus TEKS

Using Place Value to Represent Numbers to 100,000

• 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 RC1
• 3.2B describe the mathematical relationships found in the base-10 place value system through the hundred thousands place; – S RC1
• 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; and – S RC1

Using Place Value to Compare Numbers up to 100,000

• 3.2D compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =. – R 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