Clarifications:
Essential Understandings
Concrete:
- Create an array of objects into groups to model the role of equal groups in a multiplication situation. (Make equal groups of objects and recognize different groups can be the same quantity.)
- Given a set number of manipulatives, distribute them evenly to create a deficit (e.g., given 10 markers distribute 1 each to 15 students).
- Create an array of objects for the mathematical equation and match the answer symbol (+ or -) following multiplication rules for an equation.
- Use tools, as needed, to complete the four operations with integers.
- Create a pictorial array for the mathematical equation and match the answer symbol (+ or -) following multiplication rules for an equation.
- Create a pictorial array for the mathematical equation and match the answer symbol (+ or -) following division rules for an equation.
- Given a scenario, students can use operations to solve problems. (e.g., 10 students can fit on a school bus, 35 students have signed up for a field trip. How many buses do they need?)
- Understand the following concepts, symbols, and vocabulary for: positive number, negative number.
| Number: MAFS.7.NS.1.AP.3a | Category: Access Points |
| Date Adopted or Revised: 07/14 |
Cluster:
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. (Major Cluster) : Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters. |