Math
Unit 7 Intro to Multiplication and Division
Students will independently use their learning to …
Use their number sense to be fluent in their understanding of numbers, relationships, and how they are used in everyday life.
Students will understand that…
There are many ways to represent a quantity, but the best way is based on the problem in
front of you.
There are multiple strategies and methods for finding an accurate mathematical solution.
The relationship among operations and their properties increases their flexibility as
mathematicians.
Our number system is based on patterns of ten.
Students will keep considering …
What is the best way to represent this number?
What strategy am I using to solve the problem? Does it work? Is there
another way to solve it?
How do mathematical operations relate to each other?
Students will know …
models can represent multiplication and division.
repeated addition can represent multiplication.
repeated subtraction can represent division.
multiplication and division can be represented by combining and partitioning equal groups.
different ways to represent multiplication and division.
Students will be skilled at …
representing multiplication and division using concrete objects.
creating representations of multiplication and division.
creating multiplication and division situations.
applying the mathematical process standards.
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