Clarifications:
Essential Understandings
Concrete:
- Understand and apply the concepts of addition, subtraction, multiplication, and division.
- Using manipulatives, divide a number by a whole number (for example, take a group of manipulatives and divide them into equal groups).
- Create an array of objects into groups to model the role of equal groups in a multiplication situation.
- Create an array of objects (e.g., two colored counters to represent positive and negative numbers) for the mathematical expression following division rules for an expression.
- Create an array of objects (e.g., two colored counters to represent positive and negative numbers) for the mathematical expression following multiplication rules for an expression.
- Use base ten blocks to represent the numbers in the distributive property (for example, 4 (9 + 2) would look like nine blocks plus two blocks repeated four times).
- Identify multiples of whole numbers using a hundreds chart with markers.
- Identify factors of whole numbers using a hundreds chart with markers.
- Understand related vocabulary: factor, multiple, least, greatest, common, like terms, combine, variables, positive integer, negative integer.
- Draw a picture representing the distributive property.
- Understand that when using the distributive property, all of the numbers inside the parentheses are multiplied by the number outside the parentheses.
- 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.
- Use tools, as needed, to complete the four operations with integers.
| Number: MAFS.7.EE.1.AP.1b | Category: Access Points |
| Date Adopted or Revised: 07/14 |
Cluster:
Use properties of operations to generate equivalent expressions. (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. |