ALEX Classroom Resource

Strand: Economics

Course Title: Living and Working Together in State and Nation

Students:

• Explain the production and distribution cycle and relate these to consumer choices and decisions.
• Diagram the production and distribution cycle for a variety of goods.
• Identify examples of imported and exported goods.

Students know:

• The production and distribution cycle.
• The difference between imported and exported goods consumer choices and decisions.
• The concepts of supply and demand.
• Vocabulary: production, producer, resource, consumer, economy

Students are able to:

• Describe the production and distribution cycle and relate it to consumer choices and decisions.
• Trace the production and distribution cycle for a variety of goods.
• Differentiate between imported and exported goods and provide examples of each.

Students understand that:

• The production and distribution cycle and the impact of consumer choices on this cycle.

Strand: Economics, Geography

Course Title: Geographical and Historical Studies: People, Places, and Regions

Students:

• Analyze trading patterns between countries differentiating between producers and consumers, and imports and exports.

Students know:

• The meaning of trading patterns, producers, consumers, imports, and exports.
• How to identify trading patterns of countries.

Students are able to:

• Analyze information.
• Explain how things are related.
• Recognize patterns.

Students understand that:

• There are effects of trading patterns between countries and these can differentiate between producers/consumers and imports/exports.

Students:
Given any multiplication problem in the form a x b = c,

Interpret the equation as a groups of b objects equals the product c, the total number of items.

Example: Given 5 x 7 = 35, students explain that 35 represents the total, 5 is the number of groups and 7 is the number in each group.

Use concrete materials/pictorial representations to model multiplication situations.

Write expressions and equations illustrated by models and drawings.

Write word problems to represent a multiplication situation.

Students know:

• that in multiplication, one factor represents the number of groups and the other factor represents the number of items in each group, and the product represents the total number of items in all of the groups.

Students are able to:

• Use a model or drawing to illustrate the product of two whole numbers.
• Write an expression or equation to represent the product of two whole numbers identifying the number of equal groups and the group size.

Students understand that:

• a multiplication problem can be interpreted as x groups of y objects.

Learning Objectives:
M.3.1.1: Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.
M.3.1.2: Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.
M.3.1.3: Write an equation to express the product of the multipliers (factors).
M.3.1.4: Relate multiplication to repeated addition and skip counting.
M.3.1.5: Apply concepts of multiplication through the use of manipulatives, number stories, skip counting arrays, area of a rectangle, or repeated addition.
M.3.1.6: Apply basic multiplication facts through 9 x 9 using manipulatives, solving problems, and writing number stories.
M.3.1.7: Solve addition problems with multiple addends.
M.3.1.8: Represent addition using manipulatives.

Students:

• When given any single digit multiplication problem, use an efficient strategy (recall, inverse operations, arrays, derived facts, properties of operations, doubling, skip counting, square numbers) to name the product.
• When given a division problem with a single digit divisor and an unknown single digit quotient, use an efficient strategy (recall, inverse operations, arrays, derived facts, properties of operations, doubling, skip counting, square numbers) to name the quotient.

Students know:

• Strategies for finding products and quotients.
• How to use multiplication facts in terms of a missing factor to learn division facts.

Students are able to:

• Use strategies based on properties of operations and patterns of multiplication to find products and quotients.
• Use efficient multiplication and division strategies based on the numbers in the problems. -Use multiplication facts in terms of a missing factor to learn division facts.

Students understand that:

• they can use the meaning of the numbers in multiplication and division situations to determine strategies to become fluent with multiplication and division facts.

Learning Objectives:
M.3.7.1: Name the first 10 multiples of each one-digit natural number.
M.3.7.2: Recognize multiplication as repeated addition, and division as repeated subtraction.
M.3.7.3: Apply properties of operations as strategies to add and subtract.
M.3.7.4: Recall basic addition and subtraction facts.