Addition and subtraction should be taught concurrently in order to develop understanding of the inverse relationship.
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Similar standards in other grades
Combine two sets with known quantities in each set, and count the combined set using up to 10 concrete objects, to determine the sum, where the sum is not greater than 10.
Model multiplication, using area, set, and number line models.
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)
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.]