MA.4.A.6.2Archived Standard

loading spinner
Export Print
Use models to represent division as:
  • the inverse of multiplication
  • as partitioning
  • as successive subtraction

Remarks

The inverse of multiplication: 4 x 45 = 180, 180 ÷ 4 = 45, and 180 ÷ 45 = 4.

 

Partitioning: We can share 180 things (possibly represented by base-ten blocks) evenly among 4 groups and determine the number of items in each group.

 

Successive subtraction: We can find the quotient of 180 ÷45 by repeatedly subtracting 45 and counting the number of groups of 45 subtracted before reaching zero.

 

 

The area model is a useful model for exploring the inverse relationship between multiplication and division.

General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 4
Body of Knowledge: Algebra
Idea: Level 2: Basic Application of Skills & Concepts
Supporting Idea: Number and Operations - Number and Operations
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: MC item(s)

  • Clarification :
    Students will identify inverse equations or expressions for division or multiplication problems.

    Students will use partitive division to solve a division problem.

    Students will use successive subtraction to solve a division problem.
  • Content Limits :
    Items will include only whole numbers and whole-number remainders.

    Items will not require students to interpret a remainder.

    Items may assess how to translate a word problem to a multiplication or division expression or equation.

    Items will not include computing solutions to long-division problems.

    Items may be a translation from arrays, equal-sized groups, area, or visual representations.
  • Stimulus Attributes :
    Graphics should be used in some of these items, as appropriate.
Sample Test Items (1)
  • Test Item #: Sample Item 1
  • Question: Ms. Parker is buying ceramic tiles to put on the floor of her shop. The tiles come 8 to a box.

    graphic
     

    ms. parker needs 176 tiles. which of the following could be used to find n, the number of boxes of tiles ms. parker needs to buy?
  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Teaching Idea

Hand Spans, A Lesson for Third and Fourth Graders (Division and Measurement):

A measurement activity to give students experience with the grouping model of division and practice with rulers and tape measures.

Type: Teaching Idea

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.