Search the California Content Standards

Cluster:
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Standard:
Relate area to the operations of multiplication and addition. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

Cluster:
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Standard:
Relate area to the operations of multiplication and addition. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.

Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to creating, performing, and responding?
Process Component(s): Synthesize

Performance Standard(s):
Identify and demonstrate how personal interests, experiences, and ideas relate to creating, performing, and responding to music.

Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding.
Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when creating, performing, and responding?
Process Component(s): Relate

Performance Standard(s):
Identify and demonstrate connections between music and societal, cultural, and historical contexts.

Cluster:
Use place value understanding and properties of operations to perform multi-digit arithmetic.

Standard:
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Cluster:
Represent and solve problems involving multiplication and division.

Standard:
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 =  ÷ 3, 6 × 6 = ?.

Cluster:
Understand properties of multiplication and the relationship between multiplication and division.

Standard:
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

Footnote:
Students need not use formal terms for these properties.

Cluster:
Understand properties of multiplication and the relationship between multiplication and division.

Standard:
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Cluster:
Multiply and divide within 100.

Standard:
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
Essential Question(s): What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Process Component(s): Empathize

Performance Standard(s):
Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.