Students will compare fractions with unlike denominators to determine whether a given answer to a real-world problem is correct using context and computational skills.

In this activity, students will consider a real-world scenario requiring them to compare two fractional amounts using a number line. Through the use of the number line and peer collaboration, students will recognize equivalency in the two fractional quantities and effectively communicate their understanding of this concept.

Students solve one-step and multi-step problems, including multiplication and remainders, by engaging in a real-world story problem, using a graphic organizer of their choice.

The students will engage in group activities to solve word problems with and without models as well as writing equations.

Students create input-output tables to find numerical patterns and relationships in the real world through the process of making lemonade.

Students will collaboratively solve two-step real-world word multiplication and division problems by using a checklist.  Students will also solve a two-step word problem by completing a hands-on group activity. 
 

Students determine by using fractions which fourth-grade teacher ran the farthest. 

Students will represent fractions in multiple ways, such as pattern blocks, fraction strips, and number lines.

Students will be able to creatively and confidently solve one-and two-step problems involving multiplication and division, including interpreting the remainder. In addition, students will be working collaboratively by using critical thinking and activating prior knowledge to solve math operation skills in a real-world situation.

Students will work collaboratively to solve six real-world multiplication problems and earn puzzle pieces they can put together to reveal a phone number they can call to escape the classroom.

Students will be able to understand how to determine the numerical relationship of numbers in a function table.

The students will add and subtract fractions with like denominators using a real-world scenario problem about pizza dough.

This lesson is designed to allow students to use strip diagrams, standard algorithms (long division), partial product, partial quotient, or area models to solve multi-step equations.

Students will create planters that meet specific perimeter dimensions. The students will need to determine the number of sides and the perimeter for their planter.

Students will utilize manipulatives to create concrete and pictorial strip diagram representations in order to solve multi-step multiplication and division word problems.

Students will explore frequency tables, dot plots, and stem and leaf plots by creating different representations from a given set of data points.

Students will compare and order decimals using baseball batting statistics. Through discovery, students will determine the top six out of eleven players to be recruited for the school’s baseball team, present their findings, and explain reasons for their orderings. From students’ explanation, strategies for ordering decimals will be determined and used to adjust subsequent lessons.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

Students will solve one-step multiplication problems using various multiplication strategies such as objects, pictorial models, arrays, equal groups, repeated addition, and number lines.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

Students break an array apart to represent the sum of two multiplication facts, showing the distributive property.

Texas Essential Knowledge and Skills (TEKS) Related to the Unit

As we looked at the vertical alignment document available to teachers through the Texas Education Agency and regional TEKS resource pages, it became evident why students struggle with this standard. The skills and knowledge within this standard are not addressed in the second-grade TEKS. Students are also required to use multiple skills to correctly calculate the answer using the distributive property. The chosen standard is identified as a third-grade readiness standard, which means that the intent is to help students develop a deep understanding of how to effectively use these skills in mathematics. This deep understanding is desired to help students at the fourth-grade level since the standard is identified as a supporting standard.

Click below to learn about the TEKS related to this unit.