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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.
- Assessment Limits :
All values in items may not exceed whole number multiplication facts of 10 x 10 or the related division facts. - Calculator :
No
- Context :
No context
- Test Item #: Sample Item 1
- Question:
Which is a way to find the value of 48 ÷ 8?
- Difficulty: N/A
- Type: MC: Multiple Choice
Related Courses
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Formative Assessments
Lesson Plans
Original Student Tutorial
Student Center Activity
Tutorial
Unit/Lesson Sequence
Virtual Manipulative
STEM Lessons - Model Eliciting Activity
In this Model Eliciting Activity, MEA, students will evaluate data and create a process for which Spin Blade would be the "best" for Mr. Brown's toy store. Data will include customer feedback, price, style, and revolutions per minute. Students will apply their understanding of division in problem-solving. They will write a letter explaining their procedure using grade-appropriate language conventions.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
MFAS Formative Assessments
Students are told of a visiting alien from a planet where division is not taught, and asked to rewrite four division problems as multiplication problems so the alien can do them. The students are also asked to explain why it might be easier to do the multiplication problems than the given division problem.
Students consider a division fact that they are likely to know and are asked to turn it into a multiplication fact. If successful, they are asked to rewrite a basic division fact that they are not likely to know and which has a symbol for the unknown number.
Students are given a word problem and asked to write an equation for the problem. Then the students are to select a multiplication equation that can also be used to solve the problem.
Students are asked to solve a division problem using a calculator but without using the division key.
Original Student Tutorials Mathematics - Grades K-5
Explore how multiplication can help you solve division problems during this moon-themed, interactive tutorial.
Student Resources
Original Student Tutorial
Explore how multiplication can help you solve division problems during this moon-themed, interactive tutorial.
Type: Original Student Tutorial
Student Center Activity
Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.
Type: Student Center Activity
Tutorial
Find the number to replace the symbol for the unknown in multiplication and division equations.
Type: Tutorial
Virtual Manipulative
The students will be given mutiplication and division problems which they must answer. They also have the option of being given a number then stating the factors of how that number was attained using either multiplication or division.
Type: Virtual Manipulative
