Unit 8: Multiplying Multi-Digit Numbers
I Can Statements
- I can model a given multiplication problem, using the distributive property
e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5).
- I can use concrete materials (e.g. Base ten blocks) or pictures to represent multiplication and record what I’ve done using words, pictures and numbers.
- I can create and solve a multiplication problem that is either 2- digit by 1-digit, or 3-digits by 1-digit.
- I can change my personal strategies to make them more efficient.
- I can estimate a product, using a personal strategy; e.g., 2 × 243 is close to or a little more than 2 × 200, or close to or a little less than 2 × 250.
- I can model and solve a given multiplication problem using an array, and record the process.
- I can solve a given multiplication problem, and record the process.
Unit 9: Dividing Multi-Digit Numbers
I Can Statements
- I can solve a division problem without a remainder using arrays or base ten materials and show how I solved it using pictures, numbers and words.
- I can solve a division problem with a remainder using arrays or base ten materials and show how I solved it using pictures, numbers and words.
- I can solve a division problem using a personal strategy and record how I got the answer.
- I can develop the personal strategies I use to do division to become more efficient.
- I can create and solve a division problem involving a 1- or 2-digit dividend, and record the process.
- I can use a personal strategy to estimate a quotient. E.g. 86 ÷ 4 is closer to 80 ÷ 4 or 80÷ 5.
- I can solve a given division problem by relating division to multiplication;
e.g., for 100 ÷ 4, we know that 4 × 25 = 100, so 100 ÷ 4 = 25.
- I can describe aloud, the meaning of a given one-step equation with one missing number.
I Can Statements
- I can model a given multiplication problem, using the distributive property
e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5).
- I can use concrete materials (e.g. Base ten blocks) or pictures to represent multiplication and record what I’ve done using words, pictures and numbers.
- I can create and solve a multiplication problem that is either 2- digit by 1-digit, or 3-digits by 1-digit.
- I can change my personal strategies to make them more efficient.
- I can estimate a product, using a personal strategy; e.g., 2 × 243 is close to or a little more than 2 × 200, or close to or a little less than 2 × 250.
- I can model and solve a given multiplication problem using an array, and record the process.
- I can solve a given multiplication problem, and record the process.
Unit 9: Dividing Multi-Digit Numbers
I Can Statements
- I can solve a division problem without a remainder using arrays or base ten materials and show how I solved it using pictures, numbers and words.
- I can solve a division problem with a remainder using arrays or base ten materials and show how I solved it using pictures, numbers and words.
- I can solve a division problem using a personal strategy and record how I got the answer.
- I can develop the personal strategies I use to do division to become more efficient.
- I can create and solve a division problem involving a 1- or 2-digit dividend, and record the process.
- I can use a personal strategy to estimate a quotient. E.g. 86 ÷ 4 is closer to 80 ÷ 4 or 80÷ 5.
- I can solve a given division problem by relating division to multiplication;
e.g., for 100 ÷ 4, we know that 4 × 25 = 100, so 100 ÷ 4 = 25.
- I can describe aloud, the meaning of a given one-step equation with one missing number.