Units
Unit 1 Foundations of Numbers (8 days)
Compose and decompose numbers up to 100,000; identify base10 relationships; compare and order whole numbers through the hundred thousands place
Unit 2 Addition and Subtraction (16 days)
Use rounding or compatible numbers to estimate solutions to problems; apply place value and properties of operations to solve problems involving addition and subtraction of whole
numbers within 1,000; represent numbers on a number line
between consecutive base10 multiples; determine the perimeter
of a polygon; determine the value of a collection of coins and
bills; represent and solve one and twostep addition and
subtraction problems;
Unit 3 Multiplication: Building an Understanding (10 days)
Construct and use a variety of multiplication models, strategies
and properties of multiplication to learn, retain, and apply
basic multiplication facts up to 10 x 10; represent and solve
One and twostep multiplication problems
TEKS/SEs
Unit 1 Foundations of Numbers (8 days)
3.2 The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.
3.2(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
3.2(B) Describe the mathematical relationships found in the base10 place value system through the hundred thousands place
3.2(D) Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =
(This unit also includes all Process TEKS listed below.)
Unit 2 Addition and Subtraction (16 days)
3.2 The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.
3.2(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
3.4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy
3.4(A) Solve with fluency onestep and twostep problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction (covered again in Unit 5)
3.4(B) Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems
3.4(C) Determine the value of a collection of coins and bills
3.5 The student applies mathematical process standards to analyze and create patterns and relationships.
3.5(A) Represent one and twostep problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations(covered again in Unit 5)
3.7 The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.
3.7(B) Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems(strike through is covered in Unit 9)
(This unit also includes all Process TEKS below.)
Unit 3 Multiplication: Building an Understanding (10 days)
3.4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
3.4(D) Determine the total number of objects when equallysized groups of objects are combined or arranged in arrays up to 10 by 10
3.4(E) Represent multiplication facts by using a variety of approaches such as repeated addition, equalsized groups, arrays, area models, equal jumps on a number line, and skip counting
3.4(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts (strikethrough covered in Unit 4)(ongoing)
3.4(K) Solve onestep and twostep problems involving multiplication and division (covered in Unit 4) within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts(entire SE covered again in Unit 5)
3.5 The student applies mathematical process standards to analyze and create patterns and relationships.
3.5(B) Represent and solve one and twostep multiplication and division(covered in Unit 4) problems within 100 using arrays, strip diagrams, and equations(entire SE covered again in Unit 5)
3.5(C) Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24
3.6 The student applies mathematical process standards to analyze attributes of two? dimensional geometric figures to develop generalizations about their properties.
3.6(C) 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 (covered again in Unit 9)
(This unit also includes all Process TEKS listed below.)

Units
Unit 4 Multiplication to Division: Relate and Apply (24 days)
Use models to connect multiplication understandings
to division; use the divisibility rule of 2 and/or partitioning to determine if a number is odd and even; use models to explore
relationships within and between multiplication and division;
construct division models; represent and solve one and twostep
multiplication and division problem situations within 100
represent multiplication and division of a twodigit number
by a onedigit number; explore both partitive and quotative
(measurement) division problems
Unit 5 Algebraic Reasoning: All Operations (15 days)
Represent and solve one and two step problems involving
addition and subtraction within 1,000 and multiplication and
division within 100; explain reasoning and solution strategies
using expressions, equations, and precise mathematical language;
understand the standard algorithm to solve problems involving
multiplication of a twodigit number by a onedigit number;
explore number pairs in tables to determine patterns and represent
the pattern (or process) using equations and expression
TEKS/SEs
Unit 4 Multiplication to Division: Relate and Apply (24 days)
3.4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
3.4(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts (ongoing)
3.4(G) Use strategies and algorithms, including the standard algorithm, to multiply a twodigit number by a onedigit number; strategies may include mental math, partial products, and the commutative, associative, and distributive properties(covered again in Unit 5)
3.4(H) 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
3.4(I) Determine if a number is even or odd using divisibility rule
3.4(J) Determine a quotient using the relationship between multiplication and division
3.4(K) Solve onestep and twostep 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(covered again in Unit 5)
3.5 The student applies mathematical process standards to analyze and create patterns and relationships
3.5(B) Represent and solve one and twostep multiplication and division problems within 100 using arrays, strip diagrams, and equations(covered again in Unit 5)
3.5(D) 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(covered again in Unit 5)
(This unit also includes all Process TEKS listed below.)
Unit 5 Algebraic Reasoning: All Operations (15 days)
3.4 The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.
3.4(A) Solve with fluency onestep and twostep problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction
3.4(G) Use strategies and algorithms, including the standard algorithm, to multiply a twodigit number by a onedigit number; strategies may include mental math, partial products, and the commutative, associative, and distributive properties
3.4(K) Solve onestep and twostep 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
3.5 The student applies mathematical process standards to analyze and create patterns and relationships.
3.5(A) Represent one and twostep problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations
3.5(B) Represent and solve one and twostep multiplication and division problems within 100 using arrays, strip diagrams, and equations
3.5(D) 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
3.5(E) Represent realworld relationships using number pairs in a table and verbal descriptions
(This unit also includes all Process TEKS listed below.)

Process TEKS (ongoing)
The student uses mathematical processes to acquire and demonstrate mathematical understanding.
3.1(A) apply mathematics to problems arising in everyday life, society, and the workplace
3.1(B) use a problemsolving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution
3.1(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
3.1(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
3.1(E) create and use representations to organize, record, and communicate mathematical ideas
3.1(F) analyze mathematical relationships to connect and communicate mathematical ideas
3.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

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