## Description

- Overview:
- The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

- Remix of:
- OREGON MATH STANDARDS (2021): [TEMPLATE]
- Subject:
- Mathematics
- Level:
- Lower Primary
- Material Type:
- Teaching/Learning Strategy
- Author:
- Mark Freed
- Date Added:
- 07/07/2023

- License:
- Creative Commons Attribution
- Language:
- English

## Standards

Learning Domain: Operations and Algebraic Thinking

Standard: Represent the concept of multiplication of whole numbers using models including, but not limited to, equal-sized groups ("groups of"), arrays, area models, repeated addition, and equal "jumps" on a number line.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Represent the concept of division of whole numbers (resulting in whole number quotients) using models including, but not limited to, partitioning, repeated subtraction, sharing, and inverse of multiplication.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Solve multiplication and division word problems within 100 using appropriate modeling strategies and equations.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient. (Students need not know formal terms.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Apply properties of multiplication as strategies to multiply and divide. (Students need not use formal terms for these properties.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Understand division as an unknown-factor problem.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Solve two-step word problems (limited to the whole number system) using the four basic operations. Students should apply the Order of Operations when there are no parentheses to specify a particular order.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Identify arithmetic patterns and explain the relationships using properties of operations.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Interpret whole-number quotients of whole numbers, e.g., interpret 56 Ö 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 Ö 8.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = __Ö 3, 6 x 6 = ?.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15 then 15 x 2 = 30, or by 5 x 2 = 10 then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Understand division as an unknown-factor problem. For example, divide 32 Ö 8 by finding the number that makes 32 when multiplied by 8.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 Ö 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Degree of Alignment: Not Rated (0 users)

Cluster: Represent and solve problems involving multiplication and division

Standard: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

Degree of Alignment: Not Rated (0 users)

Cluster: Represent and solve problems involving multiplication and division

Standard: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

Degree of Alignment: Not Rated (0 users)

Cluster: Represent and solve problems involving multiplication and division

Standard: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Degree of Alignment: Not Rated (0 users)

Cluster: Represent and solve problems involving multiplication and division

Standard: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.

Degree of Alignment: Not Rated (0 users)

Cluster: Understand properties of multiplication and the relationship between multiplication and division

Standard: Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15 then 15 × 2 = 30, or by 5 × 2 = 10 then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.)

Degree of Alignment: Not Rated (0 users)

Cluster: Understand properties of multiplication and the relationship between multiplication and division

Standard: Understand division as an unknown-factor problem. For example, divide 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Degree of Alignment: Not Rated (0 users)

Cluster: Multiply and divide within 100

Standard: 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 one-digit numbers.

Degree of Alignment: Not Rated (0 users)

Cluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic

Standard: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)

Degree of Alignment: Not Rated (0 users)

Cluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic

Standard: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Degree of Alignment: Not Rated (0 users)

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