Florida Standards for Basic Facts
(Next Generation Sunshine State Standards)
By the end of third grade, students
should be able to:
Model multiplication and division including
problems presented in context: repeated
addition, multiplicative comparison, array, how
many combinations, measurement and
partitioning.
Solve multiplication and division fact problems
by using strategies that result from applying
number properties.
Internet Resources
www.elementarymath.mysdhc.org
•
www.floridastandards.org
•
Complete list of Florida Standards with
remarks and explanations of standards.
www.mathplayground.com
•
Manipulatives, games, interactive
demonstration videos
www.coolmath4kids.com
Identify, describe and apply division and
multiplication as inverse operations.
•
By the end of fourth grade, students
should be able to:
•
Use and describe various models for
multiplication in problem solving situations, and
demonstrate recall of basic multiplication and
related division facts with ease.
Hillsborough county mathematics website
Math games, lessons
www.mathstory.com
Math poems, math songs, math stories,
lessons
A family’s guide to
helping your child
learn and understand
basic facts.
By the end of fifth grade, students should
be able to:
Describe the process of finding quotients
involving multi-digit dividends using models,
place value, properties and the relationship of
division to multiplication.
Estimate quotients or calculate them mentally
depending on the context and numbers
involved.
Interpret solutions to division situations
including those with remainders depending on
the context of the problem.
Divide multi-digit whole numbers fluently, including solving real-world problems,
demonstrating understanding of the standard algorithm and checking the reasonableness of results.
T HE B ASICS ABOUT
M ULTIPLICATION
F ACTS
Susan L. Valdes
Doretha W. Edgecomb
Jennifer Faliero
April Griffin
Carol W. Kurdell
Jack R. Lamb, Ed.D
Candy Olson
MaryEllen Elia
Hillsborough County Public Schools
901 East Kennedy Blvd.
Tampa, Florida 33602
Phone:813-272-4000
Website: www.sdhc.k12.fl.us
The Hillsborough County Public
Schools’ Elementary Mathematics
Team is committed to creating an
environment in which students
can acquire the best possible
foundation of mathematical skills
and understanding to help them
be successful throughout their
lifetime.
FAQ’s
Should I prepare my child by having them memorize their facts early?
Research from John A. Van de Walle (2004) supports
the belief that prematurely drilling children on their
basic facts solely by memorization such as timed test
and flash cards before the child has had the opportunity to understand the meaning of the operation will
hinder their ability to retain the facts in long term
memory and apply the concepts later in more
rigorous situations.
So….how should you use flash cards at home?
One way to use flash cards is to check which facts
your child already knows. You can create two piles,
one pile of facts your child knows (mastered facts)
and one pile of “new” facts. Pick no more than two
“new” facts at a time for your child to work on.
Help your child master these “new” facts by showing
them strategies such as drawing pictures to represent
the fact, using actual items to model the fact, or use
the fact in an every day situation. Once your child
has an understanding of the two “new” facts, add
them to the mastered fact pile which can be used to
practice for quick recall.
Isn’t speed important in doing math?
The ultimate goal of mastering basic facts is for
children to have quick, accurate, and automatic
recall as well as an understanding of the operation
used.
Vocabulary for Multiplication
Factors: the numbers that are multiplied together
Product: the answer to a multiplication problem
The product of six and two is twelve.
“x” or “● ”: commonly used multiplication symbols
5 x 4 = 20
Or
5 ● 4 = 20
Repeated Addition
Multiplication can be shown as repeated addition.
4 + 4 + 4 + 4 = 16
This strategy can become inefficient when dealing with
larger amounts. Instead of adding the same number
repeatedly,
4+4+4+4+4+4+4+4+4+4+4+4+4+4+4+4+4+4=72
we can multiply the number of groups we have by the
amount in each group.
18 x 4 = 72
“Groups of ”
We can help students understand multiplication by using the phrase “groups of ” in place of “times” as we
read the multiplication symbol This can be represented
with numbers as seen above. It can also be represented
with pictures or everyday items.
3x5
“3 groups of 5”
What is the meaning of multiplication?
Multiplication can be seen as repeated addition
(2x3=3+3; 5x1=1+1+1+1+1). It is verbalized as
“groups of ” (two groups of three; five groups of
one).
Building Number Sense at Home
This picture shows three groups of five (three groups
with five in each group).
Your child should know different ways to read a
multiplication sentence such as 2 x 3 = 6. You
can read this as “two groups of three is six”, 2
times 3 equals 6, or the product of 2 and 3 is 6.
Focus more on, “groups of” as a way to read the
multiplication symbol. This will help your child
understand the meaning of multiplication and
tends to make a lot more sense, in most
situations, than saying “times”.
Have your child write a really long addition problem involving the same number. Ask them to
show you how they could make the addition
problem into a multiplication problem and vice
versa.
One strategy for solving multiplication problems
is to use facts that the child already knows. For
example:
3x8 =?
I know that two groups of 8 are 16. This problem
wants 3 groups of eight. That means I need to
add one more group of 8 to the 16 I already
have.
2 x 8 = 16
3 x 8 = 16 + 8
Students can practice multiplication facts using
the strategy of “groups of ” with hands on items
around your home. An example of this could be
done with paper clips. If your child needs to
practice 7 x 6, have them draw seven circles on a
piece of paper and place six paper clips in each
circle. This visualization model will help them
move this fact into their long term memory.