The number line model can 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 6 to 0. [Graphic cannot be reproduced.]
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Demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10. (c)
Create practical problems to represent a multiplication or division fact. (b)
dividends do not exceed four digits.
Students also need exposure to various types of practical problems in which they must interpret the quotient and remainder based on the context. The chart below includes one example of each type of problem. [Graphic cannot be reproduced.]
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.