Standards with the same topic and subject but for other grades
The length model (e.g., a number line) also reinforces repeated addition or skip counting. [Graphic cannot be reproduced.]
The array model, consisting of rows and columns (e.g., three rows of four columns for a 3-by- 4 array), helps build an understanding of the commutative property. [Graphic cannot be reproduced.]
The equal-sets or equal-groups model lends itself to sorting a variety of concrete objects into equal groups and reinforces the concept of multiplication as a way to find the total number of items in a collection of groups, with the same amount in each group, and the total number of items can be found by repeated addition or skip counting. [Graphic cannot be reproduced.]
Apply strategies, including place value and the properties of multiplication and/or addition, to determine the quotient of two whole numbers, given a one-digit divisor and a two- or three-digit dividend, with and without remainders. (c)
Use multiplication and division basic facts to represent a given situation, using a number sentence. (b)
Solve practical problems involving the sum of two whole numbers, each 9,999 or less, with or without regrouping, using calculators, paper and pencil, or mental computation in practical problem situations.
Demonstrate fluency with addition and subtraction within 20. (b)
Estimate and find the quotient of two whole numbers, given a one-digit divisor and a two- or three-digit dividend.
Solve single-step practical problems that involve addition and subtraction with fractions (proper or improper) and/or mixed numbers, having like and unlike denominators limited to 2, 3, 4, 5, 6, 8, 10, and 12, and simplify the resulting fraction. (Subtraction with fractions will be limited to problems that do not require regrouping). (c)
In problem solving, emphasis should be placed on thinking and reasoning rather than on key words. Focusing on key words such as in all, altogether, difference, etc. encourages students to perform a particular operation rather than make sense of the context of the problem. It prepares students to solve a very limited set of problems and often leads to incorrect solutions.