Students explore the order of operations, divisibility rules, and multiplication methods and strategies for larger numbers. Students build on the invented mental math strategies and paper-and-pencil methods already developed to extend these strategies to larger numbers (e.g., expanded form, all-partials, compact, rectangle model, estimation, and mental math strategies). Students collect a variety of strategies and then build their own strategies menu using the Multiplication Strategies Menu for Larger Numbers as a framework. This work with multiple methods and strategies helps increase flexibility and efficiency in solving computational problems.
| EXPECTATIONS | |
|---|---|
| Use this list of Expectations to assess students on the key concepts and skills in this unit. | |
| E1. | Use divisibility rules to identify factors and multiples. |
| E2.* | Multiply numbers that are multiples of ten. |
| E3.* | Demonstrate understanding of the place value concepts and mathematical properties involved in operations with multidigit numbers (e.g., use the distributive property to multiply). |
| E4.* | Show connections between models and strategies for multiplication (e.g., demonstrate partial products using a rectangle model for multiplication). |
| E5. | Follow the order of operations. |
| E6.* | Estimate products. |
| E7.* | Multiply multidigit numbers by 1-digit numbers using mental math strategies and paper-and-pencil methods (e.g., expanded form, all-partials, compact). |
| E8. | Choose appropriately from among estimation, mental math strategies, and paper-and-pencil methods to multiply whole numbers. |
| E9.* | Demonstrate fluency with the division facts for the 2s and 3s. |
| E10.* | Determine the unknown number in a multiplication or division sentence relating three whole numbers for the 2s and 3s facts. |
| * Denotes Benchmark Expectation | |