Appendix: Implementing District Standards -
Determine factor pairs that make up a given number
Students will learn that two factors multiplied compose a number with a higher value.
Explore negative numbers by extending the number line using familiar applications (elevator, temperature, sea level, debt)
The focus of this unit is not on negative numbers, however there are opportunities to present and discuss negative numbers on the number line.
Add and subtract larger numbers (e.g., three digits + two digits) and explain how the operation works
Students will learn several ways to interpret addition.
Demonstrate mastery of mental math strategies for multiplying numbers (e.g., 25 x 8)
This unit will teach students how to use the distributive property on single digit multiplication problems.
Show how multiplication and division facts up to 50 are related, using arrays, skip counting, and area models
This is the heart of the unit, but will also include the number line as a geometric interpretation of multiplication.
Master multiplication facts and the related division facts up to the 10s tables
Exposure to multiplication and division facts with both array and number line activities will help facilitate retention of facts.
Model situations that involve the addition, subtraction, multiplication and division of whole numbers using objects, pictures, geometric model, and symbols
Again, this standard goes to the heart of this unit.
Represent the idea of a variable as an unknown quantity using a letter or symbol
In this unit, students will learn how to use letters to represent unknown quantities in multiplication and division problems.
Develop an understanding of the Commutative and Associative Properties of whole number multiplication as a tool to solve problems
Several rules of arithmetic are directly taught in this unit including commutative, distributive, identity and inverse properties and/or rules.
Comments: