Quarter Two:
Multiplication and Division
Students should have the following understandings at the end of the unit:
-Understands x and ÷ as equal groups
-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations.
-Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
-Interpret division as an unknown-factor problem.
-Recall from memory all products of two one-digit numbers
Students should have the following understandings at the end of the unit:
-Understands x and ÷ as equal groups
-Multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations.
-Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
-Interpret division as an unknown-factor problem.
-Recall from memory all products of two one-digit numbers
The multiplication symbol stands for groups of. In word problems students can see that each number represents the items on the chart. Example. There are twelve people. Each person has two eyes. How many eyes do they have altogether? 12 is the number of groups and two is the number of things in each group.
Multiplication Strategies
Skip counting and repeated addition are grade level appropriate and will earn students a proficient as long as they are accurate. Using related problems is a slightly higher skill and depending on how they use it can help them earn advanced grades. Using groups of 10 to help with other problems is also a more advanced skill. This becomes challenging for students to understand what they are taking away, when they use 10's to help them.