Students should model and describe contextual multiplication situations using concrete objects. In second grade, students are beginning to lay the foundation of multiplication so they will use the vocabulary, __ groups of __ equals __. For example, 5 tables with 3 plates on each table equals 15 plates. Students should use a variety of objects to describe the multiplication situations they experience as repeated addition or as equivalent groups of objects. Second grade students do not learn and memorize multiplication facts as this is appropriate for third grade.
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2.6 Number and operations. The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to: