## Non-Common Core

### Place Value Unit

#### Place Value Unit

The Place Value Unit involves understanding and representing the relative position, magnitude and relationships within the numeration system in order to answer questions such as:

• How can you use the additive property of place value (expanded notation) to decompose the number 54,321? (50,000 + 4,000 + 300 + 20 + 1)

• How can you use the base ten property of place value to explain the relationship between each of the digits in the number 55,555? (Each number is worth 10 times the number to its right and one-tenth the number to its left.)

• How can you use the multiplicative property of place value to describe the meaning of each digit in the number 54,321? (Since the 4 is in the thousands place, multiplying the 4 times 1,000 gives the value of the 4 in the number.)

• What other ways can you use ten thousands, thousands, hundreds, tens, and ones to represent a number without changing its value? (Methods might include using objects, pictorial models, and numbers, including non-standard partitioning of the number in a variety of ways.)

## Common Core

### 3.OA.A.3

#### 3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

## TEKS (for Texas)

### Multiplication Unit

#### Multiplication Unit

The Multiplication Unit involves identifying a variety of models to represent the process of multiplication in order to learn how to use it to solve problems. Questions to answer may include:

• How do multiplication situations differ from addition situations?

• How do equal-sized groups model multiplication situations in the world outside the classroom? What real-world examples of equal-sized groups can you think of?

• How do arrays and area models represent multiplication situations in the world outside the classroom? What real-world examples of arrays can you think of?

• Given a multiplication equation, how can you create a situation to match it?

TEKS standards covered: 3.4D, 3.4E, 3.4F, 3.4G