Math (TAG): Multiplication and Division 1

Multiplication and Division

• Computation – Developing the Use-Ten and Doubling Thinking Strategies for Multiplication; Developing the Think Multiplication Strategy for Division
  • 3.4D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10; [arrays representing twos, fours, fives, eights and tens facts in this unit] – S RC2
  • 3.4H determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally; – S RC2
  • 3.4I determine if a number is even or odd using divisibility rules; – S RC1
  • 3.4J determine a quotient using the relationship between multiplication and division; – S RC2
  • 3.5D determine the unknown whole number in a multiplication or division equation [multiplying or dividing by 2, 4, 5, 8, or 10 in this unit] relating three whole numbers when the unknown is either a missing factor or product; – S RC2
• Problem Solving
  • 3.4K solve one-step and two-step problems involving multiplication and division within 100 [multiplying or dividing by 2, 4, 5, 8, or 10 in this unit] using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. – R RC2
• Representing
  • 3.4E represent multiplication facts [twos, fours, fives, eights, and tens facts in this unit] by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting; – S RC2
  • 3.5B represent and solve one- and two-step multiplication and division problems [multiplying or dividing by 2, 4, 5, 8, or 10 in this unit] within 100 using arrays, strip diagrams, and equations; – R RC2
  • 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; – S RC2
  • 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. [relationships related to multiplication or division by 2, 4, 5, 8, or 10 in this unit] – R RC2

Building Fluency with Addition and Subtraction of 2-Digit Numbers (Suggested: 10 days)

• 3.4A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; – R RC2
  • 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S RC2

Counting Patterns (Suggested: 5 days)

• RRISD 3.5 Skip count by whole numbers starting from 0 and other starting numbers and describe patterns observed while counting; [Skip count by fives and tens within 100 in this unit. Skip count by twos, fours, and eights within 100 in this unit.]

Grade 2 Representing and Counting Fractional Parts (Models, Pictures, and Words – No Fraction Notation) (Suggested: 8 days)

• 2.3B explain that the more fractional parts used to make a whole, the smaller the part; and the fewer the fractional parts, the larger the part
  • 2.3A partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words
  • 2.3C use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole
  • 2.3D identify examples and non-examples of halves, fourths, and eighths

Representing and Solving Story Problems (Suggested: 7 days)

• Computation and Problem Solving
  • 3.4A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 [200 in this unit] using strategies based on place value, properties of operations, and the relationship between addition and subtraction; – R RC2
    • 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S RC2
• Representing
  • 3.5A represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations; – R RC2
  • 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. – R RC2