Common Core: MATH.CONTENT
5.NF.B7b
Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4.
October 1, 20188.EE.A1
Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 x 3-5 = 3-3 = 1/33 = 1/27.
October 1, 2018HSA.REI.C9
(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 x 3 or greater).
October 1, 2018HSN.VM.C12
(+) Work with 2 x 2 matrices as a transformations of the plane, and interpret the absolute value of the determinant in terms of area.
October 1, 20185.NF.B5b
Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and … Read More “5.NF.B5b”
October 1, 20185.NF.B7a
Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = … Read More “5.NF.B7a”
October 1, 20183.MD.C7c
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning.
October 1, 20183.NBT.A3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.
October 1, 20183.OA.A2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 (square root) 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a … Read More “3.OA.A2”
October 1, 20183.OA.A4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 _ ? = 48, 5 = _ (square root) 3, 6 _ 6 = ?
October 1, 20183.OA.B6
Understand division as an unknown-factor problem. For example, find 32 (square root) 8 by finding the number that makes 32 when multiplied by 8.
October 1, 20183.OA.C7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 _ 5 = 40, one knows 40 (square root) 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
October 1, 2018