Clarifications:
Essential Understandings
Concrete:
- Demonstrate operations using manipulative when presented with common language (altogether, left over, sum, etc.).
- Create an array of objects into groups to model the role of equal groups in a multiplication or division situation.
- Given a set number of manipulatives, distribute them evenly to create a deficit (e.g., given 10 markers distribute 1 each to 15 students).
- Given a set number of manipulatives, distribute them evenly to create a fraction (e.g., given 10 pieces of chalk distribute ½ piece to 20 students).
- 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.
- Understand the following symbols for +, -, ×, ÷.
- Use tools, as needed, to complete the four operations.
- Solve problems using:
º Picture
º Models
º Representation cards
º Number sentences
º Mathematical word problems
º Graphic representation
| Number: MAFS.7.EE.2.AP.3a | Category: Access Points |
| Date Adopted or Revised: 07/14 |
Cluster:
Solve real-life and mathematical problems using numerical and algebraic expressions and equations. (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. |