·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*®54
*factor*®´ 3
*product*®162
·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. | 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 |