Academic Context and Connections
Finer grained standards that are part of this one
How could the number of dots in an array be counted without counting them one by one?
Reason abstractly and quantitatively.
Model with mathematics.
How can an array be decomposed in a way that connects it to known multiplication facts? How can arrays be used to write and solve multiplication problems?
In Grade 2, students work with equal groups of objects to gain foundations for multiplication.
In Grade 3, this expectation connects to understanding properties of multiplication, the relationship between multiplication and division, and to fluently multiplying and dividing within 100.
Make sense of problems and persevere in solving them.
This expectation represents major work of the grade.
In Grade 4, students (a) use the four operations with whole numbers to solve problems, (b) build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers, and (c) solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. In Grade 5, students apply and extend previous understandings of multiplication and division to multiply and divide fractions.