Standards with the same topic and subject but for other grades
Beginning with learning the foundational multiplication facts for 0, 1, 2, 5, and 10 allows students to utilize prior skip counting skills and the use of doubles to solve problems. Understanding and using the foundational facts can be helpful in deriving and learning all multiplication facts.
There is an inverse relationship between multiplication and division.
Parts of 5 and 10 should be represented in a variety of ways, such as five frames, ten frames, strings of beads, arrangements of tiles or tooth picks, dot cards, or beaded number frames. [Graphic cannot be reproduced.]
Create practical problems to represent a multiplication or division fact. (b)
dividends do not exceed four digits.
The student will a) represent multiplication and division through 10 × 10, using a variety of approaches and models; b) create and solve single-step practical problems that involve multiplication and division through 10 × 10; c) demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10; and d) solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less.
Efficiency is the ability to carry out a strategy easily when solving a problem without getting bogged down in too many steps or losing track of the logic of the strategy being used.
Mathematically fluent students are not only able to provide correct answers quickly but also to use facts and computation strategies they know to efficiently determine answers they do not know.
Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and practical problems involving equal-sized groups, arrays, and length models.
Recognize and describe with fluency part-whole relationships for numbers up to 5 in a variety of configurations. (a)