[C, CN, ME, PS, R, V]
| (a) |
Describe mental mathematics strategies used to determine multiplication facts to 81 (e.g., skip counting from a known fact, doubling, halving, 9s patterns, repeated doubling, or repeated halving). |
| (b) |
Explain concretely, pictorially, or orally why multiplying by zero produces a product of zero. |
| (c) |
Recall multiplication facts to 81 including within problem solving and calculations of larger products. |
| (d) |
Generalize and apply strategies for multiplying two whole numbers when one factor is a multiple of 10, 100, or 1000. |
| (e) |
Generalize and apply halving and doubling strategies to determine a product involving at least one two-digit factor. |
| (f) |
Apply and explain the use of the distributive property to determine a product involving multiplying factors that are close to multiples of 10. |
| (g) |
Model multiplying two 2-digit factors using an array, base ten blocks, or an area model, record the process symbolically, and describe the connections between the models and the symbolic recording. |
| (h) |
Pose a problem which requires the multiplication of 2-digit numbers and explain the strategies used to multiply the numbers. |
| (i) |
Illustrate, concretely, pictorially, and symbolically, the distributive property using expanded notation and partial products (e.g., 36 x 42 = (30 + 6) x (40 + 2) = 30 x 40 + 6 x 40 + 30 x 2 + 6 x 2). |
| (j) |
Explain and justify strategies used when multiplying 2-digit numbers symbolically. |
