which a total number of objects the product as the total number of Students think in terms of groups of objects rather can be expressed as 5 x 7. objects than individual objects. Knowledge that the product Students use pictures, objects, words, numbers, represented by the array is and equations to make sense of multiplication equivalent to the total of equal problems. addends (2OA4) Students use the vocabulary words such as factor Ability to apply knowledge of and product when describing multiplication repeated addition up to 5 rows and situations and problems. 5 columns and partitioning, which Students learn that the multiplication symbol ‘x’ leads to multiplication (2OA4) means of’ and therefore understand that 4 ‘groups Knowledge that the example in x 5 means four groups of 5 objects. Standard 30A1 can also represent the total number of objects with 5 items in each of 7 groups (Commutative Property) 3.OA.A.2: Interpret whole-number Knowledge that division is the Students work with two different types of problems quotients of whole numbers, e.g., inverse of multiplication and the in division. One type of problem is to determine the interpret 56 ÷ 8 as the number of process of repeated subtraction number of equal groups for the total number of objects in each share when 56 Ability to use concrete objects to objects. The other is to determine the number of objects are partitioned equally represent the total number and objects in each of the groups. When given a into 8 shares, or as a number of represent how these objects could division expression such as 35 ÷ 5, the student shares when 56 objects are be shared equally can interpret it either as 35 objects divided equally partitioned into equal shares of 8 Knowledge that the quotient can among 5 groups OR 35 objects divided into groups objects each. For example, either represent the amount in each with 5 in each group. describe a context in which a group or the number of groups with Students should begin to use the following number of shares or a number of which a total is shared vocabulary words: quotient, dividend, divisor, and groups can be expressed as Knowledge that just as factor. 56 ÷8. multiplication is related to repeated
which a total number of objects can be expressed as 5 x 7. the product as the total number of objects Knowledge that the product represented by the array is equivalent to the total of equal addends (2OA4) Ability to apply knowledge of repeated addition up to 5 rows and 5 columns and partitioning, which leads to multiplication (2OA4) Knowledge that the example in Standard 30A1 can also represent the total number of objects with 5 items in each of 7 groups (Commutative Property) Students think in terms of groups of objects rather than individual objects. Students use pictures, objects, words, numbers, and equations to make sense of multiplication problems. Students use the vocabulary words such as factor and product when describing multiplication situations and problems. Students learn that the multiplication symbol ‘x’ means ‘groups of’ and therefore understand that 4 x 5 means four groups of 5 objects. 3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷8. Knowledge that division is the inverse of multiplication and the process of repeated subtraction Ability to use concrete objects to represent the total number and represent how these objects could be shared equally Knowledge that the quotient can either represent the amount in each group or the number of groups with which a total is shared Knowledge that just as multiplication is related to repeated Students work with two different types of problems in division. One type of problem is to determine the number of equal groups for the total number of objects. The other is to determine the number of objects in each of the groups. When given a division expression such as 35 ÷ 5, the student can interpret it either as 35 objects divided equally among 5 groups OR 35 objects divided into groups with 5 in each group. Students should begin to use the following vocabulary words: quotient, dividend, divisor, and factor.
M_3_OA_A_1_4_U_M_DProblems.docx