2.6.A
The Standard
model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use objects or drawings to show several groups with the same number in each group. They join the groups, find the total, and describe the situation with words and repeated addition.
What Mastery Looks Like
- Students build equal groups with objects and find the total. They create a matching story and explain how repeated addition represents the groups.
Common Misconceptions
- Students may make groups with different amounts or count only the number of groups. They may add the group count to the group size instead of adding each equal group.
How to Assess It
- Give students 15 counters and ask, “Show 3 equal groups, then write and explain a matching addition sentence.”
Lesson moves
Ways to Teach It
Give pairs counters and cups, then have them build four cups with three counters each and find the total.
Ask students to draw and explain a story for five bags holding two apples each.
Play Match the Groups using cards that show equal-group pictures, repeated addition sentences, and totals.
Plan snack bags with four crackers in each bag, then calculate how many crackers are needed for six bags.
Keep exploring
Related Standards
- 2.6.B
model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets
- 1.3.B
use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the ...
- 5.3.I
represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models
- 6.7.C
determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations
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