SOL# 3.6, Multiplication & Division Representation, Number and Number Sense Blueprint Categories   %

The student will :

represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.

Number and Number Sense 25
Computation and Estimation  25

Measurement and Geometry  

Probability, Statistics, Patterns, Functions & Algebra  22


Prior Knowledge  Vocabulary Assessments

Related SOL


K.6 model add/sub whole numbers up to 10


2.9 recognize/describe related facts and

inverse relationship between add/sub 

Areathe number of square units needed to cover a surface

Set - a collection of distinct items or elements

- Finding the product of two numbers

Finding the quotient of two numbers

Number line
- A line of numbers in order

Factor- The numbers in multiplication problems.


PowerPoint - 3.4 Vocabulary


PowerPoint - 3.24 Vocabulary



·3.6 Test

·2005 – 10, 20, 22

·2007 – 22

·2008 – 15, 22 



Trade Books Text Books 


Study Guides/ Lesson ActivitiesVA DOE Resources

2x2 = Boo!


Bunches and Bunches of Bunnies


Hershey’s Milk Chocolate Multiplication


Anno’s Mysterious Multiplying Jar


The Doorbell Rang


A Remainder of One


One Hundred Hungry Ants


Silver Burdett Ginn:

Pages 174-177, 178-180

Practice book pages 54-56, 88-89

 ·Smartboard- Rockingham Co. Schools


PowerPoint - Word Problems





·Circle the place you multiply and draw arrows

·Multiplication Algorithm Notes


·Basic Multiplication Word Problems


·Multiplication Word Problems


·Multiplication Word Problems 1


·Harder Multiplication Word Problems


·Multiplication and Division Word Problems


·Word Problem Cheat Codes


·Graph 2 digit multiplication problems


·Modeling Multiplication Worksheet


·Modeling Division Worksheet




Multiplication Chart


Multiplication Tap Chart - Excel


Multiplication Tree


Multiplication Tree 2


Problem Solving Questions


Word Problems Cheat Codes



Multiplication and Division Representation

Other Resources 


·Unit 5- Multiplication/Division Chart

·Unit 5- Missing Factors 


     Curriculum Framework 2009
Understanding the Standard  Essential Understandings  Essential Knowledge and Skills


·The multiplication and division facts through the twelves tables should be modeled.

·Multiplication is a shortcut for repeated addition. The terms associated with multiplication are listed below:


factor®´ 3


·Creating real-life problems and solving them facilitates the connection between mathematics and everyday experiences (e.g., area problems).

·The use of Base-10 blocks and repeated addition can serve as a model. For example, 4 ´ 12 is read as four sets consisting of one rod and two units. The sum is renamed as four rods and eight units or 48. This can be thought of as

12 + 12 + 12 + 12 = (SET)

·The use of Base-10 blocks and the array model can be used to solve the same problem. A rectangle array that is one rod and two units long by four units wide is formed. The area of this array is represented by 4 rods and 8 units.

·The number line model can be used to solve a multiplication problem such as 3 ´ 4. This is represented on the number line by three jumps of four.

·The number line model can be used to solve a division problem such as 6÷3 andis represented on the number line by noting how many jumps of three go from 6 to 0.

The number of jumps (two) of a given length (three) is the answer to the question.

  • An algorithm is a step-by-step method for computing.


All students should

·Understand the meanings of multiplication and division.

·Understand the models used to represent multiplying and dividing whole numbers. 

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

·Model multiplication, using area, set, and number line models.

·Model division, using area, set, and number line models.

·Solve multiplication problems, using the multiplication algorithm, where one factor is 99 or less and the second factor is 5 or less.
Create and solve word problems involving multiplication, where one factor is 99 or less and the second factor is 5 or less


(Use existing Curriculum Document)