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4-N-1-1

Page history last edited by Tashe Harris 6 years, 2 months ago

4.N.1.1 Demonstrate fluency with multiplication and division facts with factors up to 12.

In a Nutshell

Students will efficiently multiply and divide factors up to 12 to solve problems.

Student Actions

Develop a deep and flexible conceptual understanding of the relationship between multiplication and division by modeling these operations using a variety of tools (cubes, tiles, grid paper, tally marks) and representations (arrays, skip counting, hundreds charts, repeated addition, repeated subtraction, etc.).
Develop the ability to communicate mathematically by using mathematical language and terms to explain their thinking during the multiplication and division process.
Develop strategies for problem solving by applying understandings of multiplication and division to find solutions for expressions related to basic facts, such as 40 x 60, before being introduced to algorithms for working with multi-digit numbers.

Pose purposeful questions that help students discover number family relationships. For example, 2 x 4, 4 x 4, 2 x 8.
Support productive struggle by allowing students to compare different strategies with peers.
Implement tasks that promote reasoning and problem solving by providing opportunities for students to exhibit their thinking by using a variety of representations (tiles, blocks, arrays, sets, etc.)
Elicit evidence of student thinking by encouraging students to explain their reasoning and justify their strategies and solutions, and use this evidence to assess student progress toward fluency with basic multiplication and division facts.

Application of the Commutative and Zero properties of multiplication enables one to make connections between related facts and facilitates deeper understanding of the process of multiplication.
Fluent grasp of the basic multiplication and division facts forms an important foundation for multiplication of larger numbers.

Multiplication and addition have the same function. For example, because 1 + 0 = 1 then 1 x 0 = 1.
2 x 3 and 3 x 2 are two separate, unrelated facts. Students may not understand the commutative property.