Units
Unit 4: Numeration, Addition & Subtraction up to 1,200 (20 Numeration: Base10 Place Value System up to 1,200, Comparative Language, Multiple Representations Standard/Expanded/Written Form (Notation) up to 1,200, Whole Numbers, Decomposition of Numbers up to 1,200, Equivalence, Recall facts within 20, Add 4 twodigit numbers days)
Unit 5: Measurement ( 12 days)
Measurement: Distance, Length, Measurement Tools, Units of Measure, Whole numbers represented as distance on a number line, estimation of length, use concrete models to cover area,
Unit 6: Fractions (5 days; continue in 4^{th} Nine Weeks)
Fractions: Partitioning Fractions, Decomposition of 2D Figures, Geometric Attributes/Properties, Identify nonexamples of halves, fourths, eighths
TEKS/SEs
Unit 4: Numeration, Addition & Subtraction up to 1,200
2.2(A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
2.2(B) use standard, word, and expanded forms to represent numbers up to 1,200
2.2(C) generate a number that is greater than or less than a given whole number up to 1,200
2.2(D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (, or =)
2.2(E) locate the position of a given whole number on an open number line
2.2(F) name the whole number that corresponds to a specific point on a number line
2.9(C) represent whole numbers as distances from any given location on a number line
2.4(A) recall basic facts to add and subtract within 20 with automaticity
2.4(B) add up to four twodigit numbers and subtract twodigit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
2.4(C) solve onestep and multistep word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
2.4(D) generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000
2.7(A) determine whether a number up to 40 is even or odd using pairing of objects to represent the number
2.7(B) 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
2.7(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
2.5(A) determine the value of a collection of coins up to one dollar
2.5(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins
2.11(A) calculate how money saved can accumulate into a larger amount over time
2.11(B) explain that saving is an alternative to spending
2.10(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
2.10(B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
2.10(C) write and solve onestep word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
2.10(D) draw conclusions and make predictions from information in a graph
Unit 5: Measurement
2.9(A) find the length of objects using concrete models for standard units of length
2.9(B) describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object
2.9(C) represent whole numbers as distances from any given location on a number line
2.9(D) determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
2.9(E) determine a solution to a problem involving length, including estimating lengths
2.9(F) use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit
Unit 6: Fractions
2.3(A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
2.3(D) identify examples and nonexamples of halves, fourths, and eighths
2.8(E) decompose twodimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts

Units
Unit 6: Fractions (7 days; continued)
Fractions: Partitioning Fractions, Decomposition of 2D Figures, Geometric Attributes/Properties, Identify nonexamples of halves, fourths, eighths
Unit 7: Multiplication & Division ( 13 days)
Multiplication & Division: Division/Partitioning, model, create, and describe contextual multiplication and division,
Unit 8: Numeration up to 1,200 ( 14 days)
Numeration: Base10 Place Value System up to 1,200, Comparative Language, Multiple Representations Standard/Expanded/Written Form (Notation) up to 1,200, Whole Numbers, Decomposition of Numbers up to 1,200, Equivalence, Recall facts within 20, Add 4 twodigit numbers
Unit 9: Time (7 days)
Time: Read and write time to the nearest minute, digital clock and analog clock, distinguish between a.m. and p.m.
Unit 10: Personal Financial Literacy ( 5 days)
Personal Financial Literacy: Borrowing, Deposits/Withdrawals, Lending, Spending/Saving, Savings Plan, Cost, Producers/Consumers
TEKS/SEs
Unit 6: Fraction (continued)
2.3(A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
2.3(B) explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
2.3(C) use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
2.3(D) identify examples and nonexamples of halves, fourths, and eighths
2.8(E) decompose twodimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts
Unit 7: Multiplication & Division
2.6(A) model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
2.6(B) model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets
Unit 8: Numeration up to 1,200
2.2(A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
2.2(B) use standard, word, and expanded forms to represent numbers up to 1,200
2.2(C) generate a number that is greater than or less than a given whole number up to 1,200
2.2(D) use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (, or =)
2.2(E) locate the position of a given whole number on an open number line
2.2(F) name the whole number that corresponds to a specific point on a number line
2.9(C) represent whole numbers as distances from any given location on a number line
2.4(A) recall basic facts to add and subtract within 20 with automaticity
2.4(B) add up to four twodigit numbers and subtract twodigit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
2.4(C) solve onestep and multistep word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value, including algorithms
2.4(D) generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000
2.7(A) determine whether a number up to 40 is even or odd using pairing of objects to represent the number
2.7(B) 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
2.7(C) represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem
2.5(A) determine the value of a collection of coins up to one dollar
2.5(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins
2.11(A) calculate how money saved can accumulate into a larger amount over time
2.11(B) explain that saving is an alternative to spending
2.10(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
2.10(B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
2.10(C) write and solve onestep word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
2.10(D) draw conclusions and make predictions from information in a graph
Unit 9: Time
2.9(G) read and write time to the nearest oneminute increment using analog and digital clocks and distinguish between a.m. and p.m
Unit 10: Personal Financial Literacy
2.11(A) calculate how money saved can accumulate into a larger amount over time
2.11(B) explain that saving is an alternative to spending
2.11(C) distinguish between a deposit and a withdrawal
2.11(D) identify examples of borrowing and distinguish between responsible and irresponsible borrowing
2.11(E) identify example of lending and use concepts of benefits and costs to evaluate lending decisions
2.11(F) differentiate between producers and consumers and calculate the cost of produce a simple item

Share This Page