VA Math SOL 3.5 and 3.6
3.5 The student will recall multiplication facts through the twelves table.
3.6 The student will represent multiplication using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.
Curriculum Framework
The development of computational fluency relies on quick access to number facts. A certain amount of practice is necessary to develop fluency with computational strategies; however, the practice must be motivating and systematic if students are to develop fluency in computation, whether mental, with manipulative materials, or with paper and pencil. Strategies to learn the multiplication facts through the twelves table include an understanding of multiples/skip counting, properties of zero and one as factors, pattern of nines, commutative property, and related facts. In order to develop and use strategies to learn the multiplication facts through the twelves table, students should use concrete materials, hundred chart, and mental mathematics.
To extend the understanding of multiplication, three models may be used:– The equal-sets or equal-groups model lends itself to sorting a variety of concrete objects into equal groups and reinforces repeated addition or skip counting.–The array model, consisting of rows and columns (e.g., 3 rows of 4 columns for a 3-by-4 array) helps build the commutative property.– The length model (e.g., a number line) also reinforces repeated addition or skip counting.The development of computational fluency relies on quick access to number facts.
A certain amount of practice is necessary to develop fluency with computational strategies; however, the practice must be motivating and systematic if students are to develop fluency in computation, whether mental, with manipulative materials, or with paper and pencil.
Strategies to learn the multiplication facts through the twelves table include an understanding of multiples/skip counting, properties of zero and one as factors, pattern of nines, commutative property, and related facts.
In order to develop and use strategies to learn the multiplication facts through the twelves table, students should use concrete materials, hundred chart, and mental mathematics.
To extend the understanding of multiplication, three models may be used:
The equal-sets or equal-groups model lends itself to sorting a variety of concrete object into equal groups and reinforces repeated addition or skip counting.–The array model, consisting of rows and columns (e.g., 3 rows of 4 columns for a 3-by-4 array) helps build the commutative property.– The length model (e.g., a number line) also reinforces repeated addition or skip counting.
Reference:
http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/framewk_math3.pdf
3.5 The student will recall multiplication facts through the twelves table.
3.6 The student will represent multiplication using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.
Curriculum Framework
The development of computational fluency relies on quick access to number facts. A certain amount of practice is necessary to develop fluency with computational strategies; however, the practice must be motivating and systematic if students are to develop fluency in computation, whether mental, with manipulative materials, or with paper and pencil. Strategies to learn the multiplication facts through the twelves table include an understanding of multiples/skip counting, properties of zero and one as factors, pattern of nines, commutative property, and related facts. In order to develop and use strategies to learn the multiplication facts through the twelves table, students should use concrete materials, hundred chart, and mental mathematics.
To extend the understanding of multiplication, three models may be used:– The equal-sets or equal-groups model lends itself to sorting a variety of concrete objects into equal groups and reinforces repeated addition or skip counting.–The array model, consisting of rows and columns (e.g., 3 rows of 4 columns for a 3-by-4 array) helps build the commutative property.– The length model (e.g., a number line) also reinforces repeated addition or skip counting.The development of computational fluency relies on quick access to number facts.
A certain amount of practice is necessary to develop fluency with computational strategies; however, the practice must be motivating and systematic if students are to develop fluency in computation, whether mental, with manipulative materials, or with paper and pencil.
Strategies to learn the multiplication facts through the twelves table include an understanding of multiples/skip counting, properties of zero and one as factors, pattern of nines, commutative property, and related facts.
In order to develop and use strategies to learn the multiplication facts through the twelves table, students should use concrete materials, hundred chart, and mental mathematics.
To extend the understanding of multiplication, three models may be used:
The equal-sets or equal-groups model lends itself to sorting a variety of concrete object into equal groups and reinforces repeated addition or skip counting.–The array model, consisting of rows and columns (e.g., 3 rows of 4 columns for a 3-by-4 array) helps build the commutative property.– The length model (e.g., a number line) also reinforces repeated addition or skip counting.
Reference:
http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/framewk_math3.pdf