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Number Sense, Grades K-2: Training Day 4,
Multiplication & Division

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Session 4: Multiplication and Division – How to use mathematical symbols and vocabulary to have conversations with your students and communicate
 important ideas

Children naturally have experiences with equal groups and equal sharing which are central to concepts of multiplication and division. We’ll explore ways students solve multiplication and division problems and the importance of “groups of” thinking. Understanding both partitive and measurement division and how multiplication and division are related will help you in understanding student solution strategies and writing problems for your class. “Groups of” thinking is also foundational to understanding place value, the focus of session five.

 

Teacher Materials

Region 11 K2 Classroom Conversation A Session 4, 2015.pdf
Interview Multiplication & Divison.pdf
Mult Div Handout.pdf
Drop the Sticks.pdf
Multiplication Dot Cards.pdf
Region 11 K2 Classroom Conversation B Session 4, 2015.pdf
Sorting out Mult and Div Problems Worksheet.docx
Number Sense K-2 PPT FINAL.pdf

 

Standards addressed

View the Frameworks for the Minnesota Mathematics & Science Standards at: http://www.scimathmn.org/stemtc/

NUMBER & OPERATIONS

Primary Focus
Use objects and pictures to represent situations involving combining and separating in equal group and sharing situations.
K.1.2.1 Use objects and draw pictures to find the sums and differences of numbers between 0 and 10.
K.1.2.2 Compose and decompose numbers up to 10 with objects and pictures.

Primary Focus
Use a variety of models and strategies to solve . . . problems in real-world and mathematical contexts.
1.1.2.1 Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve . . . problems in equal group and sharing situations
1.1.2.2 Compose and decompose numbers up to 12 with an emphasis on making ten.
1.1.2.3 Recognize the relationship between counting and addition and subtraction, multiplication and division. Skip count by 2s, 5s, and 10s.

Primary Focus
Solve . . . two-digit numbers in real-world and mathematical problems.
2.1.2.1 Use strategies to generate . . . basic facts.
2.1.2.3 Estimate missing values up to 100.
2.1.2.4 Use mental strategies and algorithms based on knowledge of place value and equality, equal groups and sharing to solve problems. Strategies may include decomposition, expanded notation . . .
2.1.2.5 Solve real-world and mathematical . . .  problems involving whole numbers with up to 2 digits.

Work on the primary focus standards and benchmarks will continue to help develop the following:
Understand the relationship between quantities and whole numbers up to 31.
K.1.1.2 Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes.
K.1.1.3 Count with and without objects, forward and backward to at least 20.
K.1.1.4 Find a number that is 1 more or 1 less than a given number.
K.1.1.5 Compare and order whole numbers, with and without objects, from 0 to 20.

Work on the primary focus standards and benchmarks will continue to help develop the following:
Count, compare and represent whole numbers up to 120, with an emphasis on groups of tens and ones.
1.1.1.1 Use place value to describe whole numbers between 10 and 100 in terms of tens and ones.
1.1.1.2 Read, write and represent whole numbers up to 120. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.
1.1.1.5 Compare and order whole numbers up to 120
1.1.1.6 Use words to describe the relative size of numbers.

Work on the primary focus standards and benchmarks will continue to help develop the following:
Compare and represent whole numbers up to 1000 with an emphasis on place value and equality.
2.1.1.1 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.
2.1.1.2  Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds.
2.1.1.5  Compare and order whole numbers up to 1000.

ALGEBRA

Primary Focus
Use number sentences involving . . . basic facts to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences.
1.2.2.1 Represent real-world situations involving . . . basic facts, using objects and number sentences.
1.2.2.2 Determine if equations . . . are true.
1.2.2.3 Use number sense and models . . ., such as objects and number lines, to identify the missing number in an equation such as:  2 + 4 = ""; 3 + "" = 7;
5 = ¨ – 3.
1.2.2.4 Use . . . basic facts to represent a given problem situation using a number sentence.

Primary Focus
Use number sentences involving . . . to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences.
2.2.2.1 Understand how to interpret number sentences . . . Use objects and number lines and create real-world situations to represent number sentences.
2.2.2.2 Use number sentences . . . to represent given problem situations. Use number sense and properties . . . to find values for the unknowns that make the number sentences true.

Recognize, create, describe, and use patterns and rules to solve real-world and mathematical problems.
2.2.1.1 Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts.

Italicized sections represent additions to Minnesota Standards for the purpose of indicating how lower grades can scaffold mathematical concepts for later grades.

 


The Region 11 Math And Science Teacher Partnership (MSTP) 2014-2015 project
is funded through Title II, Part B of ESEA, as amended by the NCLB Act of 2001.


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