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Multiplications (numbers of groups x amount in each)
multiples of 10 (equal groups of 10)
place values

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Students should be able to show that when you multiply by ten, you are moving what is in a column to the left. Students should be able to count up by groups of ten tens, ten hundreds, etc. and annotate that they are moving them over. Students should know that the 7 in the ones place in 77 is worth 7 ones and the 7 in the tens place is worth 7 tens. They should know that 7 tens is ten times 7 ones.

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-Multiply
-Place value
-tens place, hundreds place, etc.
-times table
-divide
-groups of ten

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CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

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Students should be able to show that 10 x a number "moves" the digits over, or "adds" a zero to the end.

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Multiply
Product
Place Value
Partial Products
Area model
Multiples of...

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CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

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Identify the verbs that indicate the tasks, actions, or skills that students need to complete as part of the standard.

What specifically do you want students to do?

What are the skills and actions students need to demonstrate to show mastery of the standard?

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Identify the key nouns that reflect the big ideas of the content.

What do students need to know to be successful in a given content standard?

What prior knowledge do students need to have to be successful on this standard?

What specifically do you want students to understand?

What facts and basic concepts should students know and be able to recall?

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- Annotations in a place value chart to represent x10
- words to describe the strategy. For example, "when I multiplied 18 x 10, I know that represent 18 groups of ten. The value of 18 tens is 180."

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1. Students need to know the process of multiplication (equal groups, number of groups x size of groups), should know strategies to solve multiplication problems (skip counting, pictures, repeated addition, etc)
2. Prior knowledge: place value (hundreds, tens, and ones), multiplication strategies
3. I want students to understand how to multiply 9 x 80, rather than the "trick" to solve
4. Students should know multiplication facts within 9

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Write the vertical aligned standard to include both code and full standard.

Use https://achievethecore.org/coherence-map/ for assistance.

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The Coherence Map shows the connections between Common Core State Standards for Mathematics.

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Write the vertical aligned standard to include both code and full standard.

Use https://achievethecore.org/coherence-map/  for assistance.

# data[].attributes.attachment_link.description
The Coherence Map shows the connections between Common Core State Standards for Mathematics.

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4.NBT.A.1 - Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

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3.NBT.A.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

# data[].attributes.body
Identify the verbs that indicate the tasks, actions, or skills that students need to complete as part of the standard.

What specifically do you want students to do?

What are the skills and actions students need to demonstrate to show mastery of the standard?

# data[].attributes.body
Identify the key nouns that reflect the big ideas of the content.

What do students need to know to be successful in a given content standard?

What prior knowledge do students need to have to be successful on this standard?

What specifically do you want students to understand?

What facts and basic concepts should students know and be able to recall?

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Know

Vocabulary
- Multiplication
-Product
- Place Values (tens,ones,hundreds)
-Symbols for multiplication
- Multiples
-Digit
- Area Model
-Partial Products
- Properties of multiplication Communicative, Associative,Distributive, Zero Property of Multiplication

Skill
- What numbers would be considered multiples of 10, why are these numbers considered as multiples of 10?
-Basic understanding of multiplication (as we multiply numbers get larger) Multiplication can be considered as repeated addition.
- Multiplying by multiples of 10
- Multiplication facts fluency
- Place Value strategies (Area Model, Partial Products)
-Properties of multiplication