Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
[divider] [/divider] Students are able to…
- Solve problems and model examples that represent multiplication and division facts.
- Relate models to written equations.
- Develop understanding of the relationship between multiplication and division by identifying information and using that information to ask themselves questions that support understanding.
- Use strategies based on properties and patterns of multiplication to learn multiplication facts.
[divider] [/divider] Students are able to…because teachers:
- Ensure that students have many opportunities in many contexts (problem solving, using concrete materials and pictorial representations, using properties) to work with multiplication and division facts.
- Provide students with activities to make explicit connections between multiplication and division followed by classroom conversations and asking purposeful questions.
- Provide experiences that elicit student strategies to learning basic facts.
- Use drill and practice after students have demonstrated conceptual understanding and have strategies for a group of facts.
[divider] [/divider] Questions to ask students:
- Ask students how switching the order of the factors helps in learning basic facts.
- Sample answer that indicates understanding: I can switch the order of the factors and always get the same product. This means I know twice as many facts!
- Ask students how the doubling strategy helps with learning facts.
- Sample answer that indicates understanding: It’s like repeated addition, 4 doubled is 8, any time I double a number it’s like multiplying by 2. Since 10 is 5 doubled, all of my x10 facts are double the x5 facts and my x5 facts are half of my x10 facts.
[divider] [/divider] FSA Notes:
Cognitive Complexity Level: 1-Recall
Achievement Level Descriptors:
2- fluently multiplies and divides factors of 1, 2, or 5
3- fluently multiplies and divides numbers with factors up to and including 10, using a variety of strategies
4- fluently retrieves factor pairs of a product
5- [intentionally left blank]
Assessment Limits:
All values in items may not exceed whole number multiplication facts of 10 × 10 or the related division facts.
[divider] [/divider] Additional Resources:
Additional in depth content knowledge
Fluency Without Fear: Research Evidence on the Best Way to Learn Math Facts
Blog Posts:
Engaging Computer Games to Build Fact Fluency
Are Timed Tests Effective Tools for Teaching Fact Fluency?
[divider] [/divider] Sample Formative Assessment Tasks:
[divider] [/divider] Resources/Tasks to Help Your Child at Home:
Tasks/Questions:
- Look for real-world examples of situations with doubles. For example: tires on a bicycle, sets of eyes, pairs of socks, etc.
- 6 dimes is $0.60. Explain how you can use this information to find out how many nickels have a value of $0.60.
- Ask how doubling or other facts can help student with unknown facts.
Fluency Without Fear: Research Evidence on the Best Way to Learn Math Facts
Online Games:
Math Playground: Math Monster Multiplication (select facts student is focused on) https://goo.gl/L8VAZi
http://gregtangmath.com/breakapart (select “multiplication” then select facts student is focused on)