Math 

Unit 7   Intro to Multiplication and Division

Students will independently use their learning to …


Students will understand that…

front of you.

mathematicians.


Students will keep considering …

another way to solve it?


Students will know …


Students will be skilled at …

Standards

2.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.

(A) apply mathematics to problems arising in everyday life, society, and the workplace; 

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; 

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; 

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; (E) create and use representations to organize, record, and communicate mathematical ideas; 

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and 

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.


2.6 The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.

(A) model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined

(B) model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets


Texas Focal Point 1:  Developing proficiency in the use of place value within the base-10 numeration system