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Standard Algorithms For Multiplication and Division: Grades 2-3: Laying The Foundation

This document summarizes the progression of standards for developing conceptual understanding of the standard algorithms for multiplication and division in Massachusetts. It describes how students in grades 2-6 build foundations through equal groups, arrays, and partial strategies before learning the standard algorithms for multiplication in grade 5 and division in grades 5-6. Direct instruction is needed because students are unlikely to invent the standard algorithms on their own.

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Lydia Vhute
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34 views3 pages

Standard Algorithms For Multiplication and Division: Grades 2-3: Laying The Foundation

This document summarizes the progression of standards for developing conceptual understanding of the standard algorithms for multiplication and division in Massachusetts. It describes how students in grades 2-6 build foundations through equal groups, arrays, and partial strategies before learning the standard algorithms for multiplication in grade 5 and division in grades 5-6. Direct instruction is needed because students are unlikely to invent the standard algorithms on their own.

Uploaded by

Lydia Vhute
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Standard Algorithms for Multiplication and Division

The conceptual foundations for multiplication and division are developed

in grades pre-K–2 through the study of addition, subtraction, and place

value. The formal study of multiplication and division starts in grade 3 and

includes analysis of operational patterns, grouping of numbers, arrays, and

area-based strategies. These strategies become formalized as algorithms

over time and culminate with the standard algorithms. Students are not

likely to invent the standard algorithms on their own as they are not

mathematically intuitive, so direct instruction is necessary. It is vital that

students know and can apply the standard algorithms; however, it is critical

that they understand their conceptual basis. This guide summarizes the

progression of standards related to developing a conceptual

understanding of the standard algorithms for multiplication and division

in the Massachusetts Curriculum Framework for Mathematics.

Accompanying examples of multiplication and division strategies and

algorithms show how students progress toward the standard algorithms in

grades 2–6.

Grades 2–3: Laying the Foundation

Second-grade students explore the foundational concepts of multiplication

and division through work with equal groups of objects (2.OA.C) and patterns

of repeated addition. Students begin their formal study of multiplication and

division in grade 3, continuing their work with patterns by understanding the

relationship between multiplication and division (3.OA.B.6). Students also

learn and apply the properties of multiplication (3.OA.B.5) and develop

strategies using drawings and equations (3.OA.A.3). By the end of grade 3,


students fluently multiply and divide within 100 and know from memory all products of two single-digit
numbers and related

division facts (3.OA.C.7). Automaticity with these facts, combined with fluent application of the
properties of operations, is

crucial for successful use of the standard algorithms in later grades.

Grade 4: Introducing Algorithms

In grade 4, students begin more formal work with

algorithms—called “strategies” in the standards—for

multiplication and division. Drawings, particularly area

models, are still critical in making sense of multiplication

and division (4.NBT.B.5 and 6). Algorithms based on place

value, such as partial products and partial quotients,

begin to figure more prominently in grade 4.

Grade 5: Using the Standard Multiplication Algorithm

By the end of grade 5, students fluently multiply multi-digit numbers using the standard algorithm
(5.NBT.B.5). While students

may be taught the standard algorithm for division—both “long” and “short”—they will continue to
illustrate and solve problems

using equations, rectangular arrays, and/or area models (5.NBT.B.6) as well as the partial quotients
algorithm.

Algorithm: A finite set of steps for

completing a procedure: e.g., a multi-

digit operation (addition, subtraction,

multiplication, division).

Standard algorithm: One of the

conventional algorithms used in the

United States based on place value

and properties of operations for

addition, subtraction, multiplication,


and division.

Fluency: Fluency in the grades 1–6

standards is the ability to carry out

calculations and apply numerical

algorithms quickly and accurately.

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