There is an inverse relationship between multiplication and division.
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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.
The number line model can also be used to solve a division problem such as 6 ÷ 3 and is represented on the number line by noting how many jumps of three go from six to zero. [Graphic cannot be reproduced.] The number line model above shows two jumps of three between 6 and 0, answering the question of how many jumps of three go from 6 to 0; therefore, 6 ÷ 3 = 2.
Numbers can be composed and decomposed using part-part-whole relationships (e.g., 4 can be decomposed as 3 and 1, 2 and 2, 4 and 0). [Graphic cannot be reproduced.]
Operation symbols (+, −) are introduced in grade one.
Recognize and use the inverse relationship between multiplication and division to solve practical problems. (b)