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# 3.OA.A.1*

**Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.**

*For example, describe a context in which a total number of objects can be expressed as 5 × 7.*

***TNCore**

**Focus Standard**

__Summary:__

This standard attempts to provide an understanding rather than a rote memorization of facts. Prior to memorizing multiplication facts, students need a more developed understanding of the meaning of multiplication. This understanding comes from a variety of opportunities to see multiplication as repeated addition and to interpret multiplication as a visual array. __Understanding the Standard:__

__Understanding the Standard:__

- Students need to see the connection between repeated addition and multiplication. For instance, 4 + 4 + 4 is the same as 3 x 4.
- Arrays are an excellent visual tool that aids in students’ abilities to see the organization of multiplication. The use of arrays allows students to justify an answer with a drawing.
- Use of a variety of manipulatives and technologies is important as well.

__Questions to Focus Instruction:__

- Are students able to express repeated addition sentence as a multiplication fact?
- Can students take a multiplication fact and decompose it into a repeated addition sentence?
- Can students represent a multiplication fact using a representative drawing, such as an array?

__Skills__

**Prior to:**Students are familiar with the array and can use repeated addition to find the total number of objects in an array. To view previous skills, go to 2.OA.C.4.

**Students have the vocabulary for multiplication sentences and can explain the organization of a multiplication sentence.**

At Grade Level:

At Grade Level: