5th  Grade  Mathematics                                                            

Unit  #1:  Becoming  a  5th  Grade  Mathematician  Extending  Place  Value  Concepts  to  Multiply  and  Divide  Whole  Numbers  

Pacing:    45  Days  Unit Overview

This unit lays a strong foundation for the year and is designed to:

1) Provide time for students to learn and practice until perfect their classroom rules, rituals, routines and procedures 2) Introduce students to the eight mathematical practices and provide opportunities for them to apply these practices 3) Provide meaningful opportunities for students to work with mathematical tools and manipulatives for the dual purpose of practicing

classroom expectations for how to use and store these materials, as well as to build a conceptual understanding of volume 4) Review fourth grade skills (factors, multiples and basic facts) in a new context (prime factorization and order of operations) 5) Solidify place value concepts and apply place value strategies to multiply and divide multi-digit whole numbers

Students will begin this unit by building upon their work with operations in 4th grade by fluently adding, subtracting, multiplying and dividing numbers that appear in expressions with and without parenthesis by following the order of operations. Students will also have an opportunity to work with manipulatives early on to develop an understanding of volume concepts (while practicing classroom procedures of working with math manipulatives) – they will build upon this conceptual understanding later in the unit by connecting the layering of unit cubes to multiplication and the formula for finding volume. After the first few weeks, the focus of this unit shifts to delve deeper into place value so that students develop and apply efficient strategies to multiply and divide multi-digit whole numbers. Students will apply concepts of multiplying or dividing by multiples of 10 to deepen their understanding of how the base-ten number system works, by recognizing that values increase by ten as you move left across a number, and decrease by ten as you move right—or, that a digit to the right represents 1/10 of the value of the digit to its left. With this understanding, students will be able to represent any given number in a variety of ways and will recognize that one representation of a number’s value may be more efficient than another based on the context in which the number is being used. These concepts must be solidified with whole numbers before students can extend them to decimals in Unit 2.

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Prerequisite Skills Vocabulary Mathematical Practices 1) Fluently multiply and divide within 100 2) Distinguish between prime and composite numbers 3) Fluently add and subtract within 1,000,000 4) Know the names of place values up to 1,000,000 5) Create rectangular arrays 6) Multiply 4 by 1 and 2 by 2 digit numbers using place

value strategies (i.e. area models) 7) Divide up to 4 digit numbers by 1 digit numbers

using place value strategies and the standard algorithm

Pattern Sum Difference Product Quotient Expression Twice/Double Order of Operations Exponent Base Power Volume Capacity Dimensions

Length Width Height Packing Formula Prism Composite Base Ten Digit Place Value Magnitude Adjacent Powers of 10 Factors

Multiples Prime Composite Prime Factorization Array Area Model Estimate Round Inverse Operation Partial Product Partial Quotient Standard Algorithm Divisor Dividend

MP.1: Make sense of problems and persevere in solving them

MP.2: Reason abstractly and quantitatively

MP.3: Construct viable arguments and critique the reasoning of others

MP.4: Model with mathematics

MP.5: Use appropriate tools strategically

MP.6: Attend to precision

MP.7: Look for and make use of structure

MP.8: Look for and express regularity in repeated reasoning  

Common Core State Standards Progression of Skills                                                                   According to the PARCC Model Content Framework, Standard 3.NF.2 should serve as an opportunity for in- depth focus:                          

According to the PARCC Model Content Framework, Standard 5.NBT.6 should serve as opportunities for in-depth focus:

“The extension from one-digit divisors to two-digit divisors requires care. This is a major milestone along the way to reaching fluency with the standard algorithm in grade 6 (6.NS.2).”

 

4th Grade 5th Grade 6th Grade 4.NBT.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.

5.NBT.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

N/A

4.NBT.4: Multiply up to 4 by 1 digits or 2 by 2 digits using place value strategies

5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.

6.NS.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

4.NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends and one-digit divisors using place value strategies

5.NBT.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors.

6.NS.2: Fluently divide multi-digit numbers using the standard algorithm.

 

Major  Standards  

Additional  Standards  

 5.OA.1:    Evaluate    

Expressions    with  Parentheses  

5.OA.2:  Write  Simple  Expressions  5.OA.3:  Generate  Numerical  Patterns  

5.NBT.1: Explain the Value of Each Digit 5.NBT.2: Explain Patterns in Decimals when

Multiplying or Dividing by a Power of 10 5.NBT.5: Multiply Multi-Digit Whole Numbers

5.NBT.6: Find Whole Number Quotients 5.MD.3: Understand Volume Concepts

5.MD.4: Measure Volume by Counting Cubes 5.MD.5: Relate Volume to Multiplication

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Big Ideas Students Will… • What are the eight

mathematical practices and how do I leverage them to become a better mathematician?

• How does the value of a digit change depending on where it is located in a number?

• How do place value strategies for multiplication connect to the standard algorithm? How can we use these strategies to help us multiply multi-digit numbers?

• How does multiplying or dividing by a power of ten impact the product or quotient of a number? How can I make use of the patterns/structures I observe?

• How does division relate to multiplication? How can I represent and solve whole number division problems in multiple ways?

• Why does the formula for

volume (l x w x h) work?

Know/Understand Be Able To… • The base-ten place-value system extends infinitely in

two directions: to tiny values as well as to large values. Between any two consecutive place values, the ten-to-one ratio remains the same.

• The standard algorithm for multi-digit multiplication works because of the distributive property of multiplication

• There are two common situations where division may be used: fair sharing (given the total amount and the number of equal groups, determine how many/much in each group) and measurement (given the total amount and the amount in a group, determine how many groups of the same size can be created).

• Some division situations will produce a remainder, but the remainder will always be less than the divisor. If the remainder is greater than the divisor, that means at least one more can be given to each group (fair sharing) or at least one more group of the given size (the dividend) may be created.

• The dividend, divisor, quotient, and remainder are related in the following manner: dividend = divisor x quotient + remainder.

• The quotient remains unchanged when both the dividend and the divisor are multiplied or divided by the same number.

• The properties of multiplication and division help us solve computation problems easily and provide reasoning for choices we make in problem solving.

• that words, numbers, and numerical symbols can represent a math problem.

• Fluently multiply multi-digit numbers using the standard algorithm.

• Draw an array model to solve a multi-digit multiplication problem

• Estimate the value of a missing factor in a multi-digit multiplication problem and explaining reasoning.

• Solve word problems where the divisor is the number of groups and problems where the divisor is the size of the groups.

• Fluently divide multi-digit dividends by 1 digit divisors.

• Estimate a 2-digit divisor and evaluate that estimate to solve multi-digit division problems.

• Use knowledge of expanded notation, relationships between numbers, and multiplication and division properties to solve multi-digit multiplication and division problems.

• use numerical and symbolic notation to represent an expression from a problem.

• extend their understanding of the order of operations to include parenthesis, brackets and braces.

• write simple expressions that record verbal or written calculations (e.g., express the calculation "subtract 876 from 1,674, then multiply by 3" as 3(1,674 - 876)).

• recognize implications of certain operations without solving equations.

• interpret numerical expressions without solving by explaining what they mean in a real world context

• solve, create and model expressions that include parenthesis, brackets, and braces

• count cubes to determine the volume of a prism • calculate the volume of right rectangular prisms and

composite figures • connect the formula for volume to packing a figure

with unit cubes

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Unit Sequence Student Friendly Objective

SWBAT… Key Points/

Teaching Tips Exit Ticket Instructional Resources

1

Learn and practice the rules, procedures and practices of a 5th grade

mathematician.

I. Classroom Rituals, Rules and Procedures Ø General Classroom Rules and Procedures Ø Math-Specific Procedures

o Do Nows & Fluency Drills o Handling Math Manipulatives o Organizing Math Materials (binders, notes, My Math, etc.)

II. Getting to Know your Fellow Mathematicians

Ø Survey the Class Ø Collect the Data Ø Display and Analyze the Data (line plots)

III. Investigating the 8 Mathematical Practices

Ø Illustrate the 8 MPs & Conduct Gallery Walk Ø Apply the Mathematical Practices in Content (Jigsaw)

o My Math Chapter 3 Lesson 1 o My Math Chapter 7 Lessons 5-6

Ø Attending to Precision in Communication o Accountable Talk Protocols (4.NBT.4, 4.NBT.5-6, 4.OA.1-2) o Writing Mathematical Arguments (4.NBT.4, 4.NBT.5-6, 4.OA.1-2)

IV. Pre-Assessments & Goal Setting

Ø Fluency Pre-Assessment (Assign Levels) Ø Set Individual and Class Goals

“Getting to Know my Fellow Mathematicians” (Appendix C) My Math Chapter 3 Lesson 1 My Math Chapter 7 Lessons 5-6

2

3

4

5

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6 Explore volume concepts by building and counting with unit cubes

• Dual lesson purpose to reinforce classroom expectations: perfect practice of procedures using math manipulatives and how to work collaboratively in small groups/with a partner

• Define volume as the measure of space within a 3-D shape or object.

• Attend to precision when describing the attributes of a right rectangular prism (dimensions, edges, vertices, faces, and base)

• Apply what you know about measuring 2-D space to conjecture how you would measure the space inside a right rectangular prism:

Engage NY Module 5 Lesson 1 (Appendix C) http://illuminations.nctm.org/LessonDetail.aspx?id=L570 http://learnzillion.com/lessons/1590-identify-thedifference- between-a-square-unit-and-a-cubic-unit http://www.mathguide.com/lessons/Volume.html https://www.teachingchannel.org/videos/measuring-volume-lesson

7 Find the volume of a right rectangular prism by packing it with unit cubes

• Again, reinforce classroom expectations and procedures with manipulatives and when working in small groups

• Encourage students to attend to precision when packing with units cubes (without gaps or overlaps)

Engage NY Module 5 Lesson 2 (Appendix C) http://learnzillion.com/lessons/1799-count-unitcubes-in-a-rectangular-prism http://learnzillion.com/lessons/1264-find-volumeby-counting-cubes

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8 Compose and decompose right rectangular prisms

Engage NY Module 5 Lesson 3 (Appendix C)

9 Flex Day: • Based on pre-assessment, students who did not master 4.NBT.5 should receive re-teaching using

My Math Chapter 2 Lessons 6-7 and 9 (Note: these skills, along with fact fluency, should be ongoing in small groups over the next 1-2 weeks/until mastery for the most intensive

students) • Students who are able to use area models and the distributive property to multiply can do further work with volume using any of

these resources: “Differentiating Area and Volume” (Appendix C)

“How Many Ways?” (Appendix C) “Exploring with Boxes” (Appendix C)

10 Write composite numbers as a product of prime numbers using prime factorization

• Recommendation for “I am Ready to Tackle Today’s Objective” in the 4 square Do Now: assess students ability to define and identify prime numbers, as this is a critical pre-req for today’s lesson

• Suggested question for written reflection and verbal discussion/debate as a closing activity: True or False: every number has EXACTLY and ONLY one prime factorization? Explain and provide an example

• This lesson is an opportunity to review factor and multiple concepts from 4th grade in a brand new context (students have never conducted prime factorization before)

• Common mistake: students may not break down each number all the way (i.e. 12 = 3 x 4 instead of 12 = 3 x 2 x 2)

1) Write the prime factorization of 54. 2) Fill in the blank to complete the

prime factorization of 68:

68 = 2 x 2 x ____

3) Kristi wrote the prime factorization of 96 as:

2 x 6 x 2 x 2 x 2

Is she correct? Explain how you know

My Math Chapter 2 Lessons 1-2

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11 Explain the purpose of exponents. Use multiplication to find the value of factors to the ___ power. Rewrite expressions using exponents.

• Emphasize precision with language (base, power, factor)

• Encourage students to think of this as repeated multiplication (distinguish from repeated addition); in addition to rewriting the number using exponents they should also illustrate it as repeated multiplication and SOLVE

• Common Misconception: students frequently multiply the base by the power; therefore, the conceptual understanding is incredibly important. Students should have ample time to represent these expressions as repeated multiplication (using visuals and/or manipulatives as necessary).

• It will also help to connect this to yesterday’s lesson on prime factorization, in which they started with a number and decomposed it into its prime factors (i.e. 27 = 3 x 3 x 3) – challenge students to revisit problems from yesterday and now write their final answer using exponents (ie 27 = 3 x 3 x 3 or 27 = 33).

• Students who struggle with multiplication may use a calculator so that their lack of mathematical procedure does not interfere with building a conceptual understanding

1) Write the product using an exponent, and then find its value:

7 x 7 x 7

2) Write the power as a product of the same factor, then find its value:

42 = 3) Diana and Michaela are checking their math homework and can’t agree on the answer to the problem below: “Write the power as a product of the same factor, then find its value:”

35 =

Diana says: 35 = 3 x 5 3 x 5 = 15 Michaela disagrees and says: 35 = 5 x 5 x 5 5 x 5 x 5 = 125 Are either of them correct? Identify and explain any mistakes you see in either of their mathematical thinking. If neither of them are correct, show how to correctly solve this problem:

My Math Chapter 2 Lesson 3

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12 Write and evaluate simple expressions to represent and solve real world problems

• Students may use manipualtives and/or bar models/tape diagrams

• Encourage students to apply inverse relationships in order to think about the multiple ways they can write expressions (i.e. repeated addition OR multiplication, as well as repeated subtraction OR division)

• While students will learn the order of operations in tomorrow’s lesson, they will be introduced to parentheses today and should have opportunities to practice using parentheses to group like terms (see exit ticket example: (4 x 2) + 7 + 5

1) Sam is working at a pet store this summer and is in charge of grooming. The chart below shows how many of each dog came in for grooming this week:

Type of Dog How many came in for grooming

Golden Retriever 4 Black Lab 7 Pitbull 4 Boxer 5

a. Write an expression using only addition to represent and find the total number of dogs Sam groomed this week: b. Write an expression using addition and multiplication to represent and find the total number of dogs Sam groomed this week: 2) The bar diagram below can be represented by three of the four expressions underneath it. 8 2 3 9 3 2

Expression 1: 8 + 2 + 2 + 9 + 3 + 2 Expression 2: (3 x 2) + (2 x 2) + (8 x 9) Expression 3: 2 x (3 x 2) + 8 + 9 Expression 4: (3 x 2) + 2 + 2 + 8 + 9 Which one does NOT accurately represent the bar diagram? Explain:

My Math Chapter 7 Lesson 1

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13 Apply the order of operations to solve expressions with more than one operation involving simple whole numbers

Suggested Hook to Start the Mini-Lesson: 1. Write 3 + 4 x 4 on the board. Have students start by laying down 3 tiles. Then have students add a 4-by-4 array. Ask: How many tiles are shown in the model?

2. Have students show 3 + 4 using a different color of tile for each addend. Then have the students build an array to show this quantity times four. Ask: How many tiles are shown in this model?

3. Have the students discuss the two models they have constructed. Students will then discuss and journal how the two models are different? Challenge students to think about WHY the models are different.

4. Scaffold as necessary to help students realize that the models are different because we performed the operations in a different order (for the first one we multiplied 4 x 4 first and then added the 3, and for the second one we added 3 + 4, then multiplied by 4). Encourage them to make a prediction about which one is correct.

5. Connect this understanding to today’s objective: today we are going to learn a set of rules, called the Order of Operations, to help us figure out which operations to do first…

1) What is the value of the expression below?

6 − (1 × 4) – 2 A. 0 B. 4 C. 10 D. 18 2) What is the value of the expression below? [24 + 9 − (4 × 2) + 11] ÷ 2

Show your work.

3) Harry solved the two problems below and got the same answer both times. He wrote a sentence explaining his work.

Which problem did Harry solve incorrectly? Correct and explain his mistake

My Math Chapter 7 Lesson 2

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14 Given an equation, place parentheses and/or brackets in the correct place to make the equation true. Given a number, create as many possible expressions that are equivalent to that number as possible.

Suggested Hook: Give students a number and ask them to create complex expressions equivalent to the number. Encourage students to continually expand the expression as shown below (you may want to do this one first as an example):

17 17 = 10 + 7 17 = (2 x 5) + 7 17= [2 x (30 ÷ 6)] + 7 17= [2 x (15 x 2 ÷ 6)] + 7

Have students do this for another number (i.e. 15). Then, require them to use the same process you just modeled to evaluate the work of their peers. Students can continue with this challenging activity after they finish or in a center. • Mini-Lesson: put up an expression

without any parentheses that will equal 2once the parentheses are placed correctly: 2 = 48 ÷ 2 x 4 + 8

Allow them some independent struggle/think time before they share their ideas with a partner. Then model as necessary and guide them through a few practice examples before they practice independently.

1) Place grouping symbols (parentheses, braces, or brackets) into the following equations to make them true.

(a) 15 − 7 − 2 = 10 (b) 3 × 25 ÷ 5 + 7 = 22

“Trick Answers” (Appendix C)

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15 Translate between words and numbers to write expressions.

1) Write an expression that demonstrates the following:

6 times the sum of 12 and 8 Then, solve:

2) Write the numerical expression in words:

(30 × 2) + (8 × 2) Then, solve:

3) A box contains 24 oranges. Mr. Lee ordered 8 boxes for his store and 12 boxes for his restaurant.

1) Write an expression to show how to find the total number of oranges ordered. Then solve:

2) Next week, Mr. Lee will both double the number of boxes he orders. Write a new expression to represent the number of oranges in next week’s order.

3) Evaluate your expression from Part (b) to find the total number of oranges ordered in both weeks.

My Math Chapter 7 Lesson 3

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16 Create and interpret expressions that represent real world situations.

Eric is playing a video game. At a certain point in the game, he has 31500 points. Then the following events happen, in order:

• He earns 2450 additional points. • He loses 3310 points. • The game ends, and his score

doubles.

(a) Write an expression for the number of points Eric has at the end of the game. The expression should keep track of what happens in each step listed above. (b) Eric's sister Leila plays the same game. When she is finished playing, her score is given by the expression

Describe a sequence of events that might have led to Leila earning this score.

My Math Chapter 7 Lesson 4 “Money from Chores” “Hogwarts House Cup” (Appendix C)

17 Flex Day (Instruction Based on Data) Recommended Resources:

“Target Number Dash” (Appendix C)

“Expression Puzzle” (Appendix C) Chapter 7 “Check My Progress” (Pages 505 – 506)

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18 Decompose a multi-digit number into the individual values of each of its digits in order to read and write numbers up to the hundred millions place in standard, expanded, and word form.

• Model the decomposition using this example with 421, 687:

• Teach students to attend precision by

always starting with the ones place, and moving to the left (they may place their digits in a place value chart still at this point to help them stay organized)

• Emphasize the necessity to be precise about where you place a comma (i.e. in between each period of 3 numbers)

1) Decompose the number 50, 709 to show the values of each of its digits before writing it in word form:

50, 709

2) Show two different ways to represent

the number represented by the base ten blocks below:

2) A National Park in Alaska has eighty-nine million, six-hundred twenty-four thousand and 7 acres of nonfederal land. Which of the following shows this number in standard form? A. 89, 624, 700 B. 89, 624, 007 C. 89, 600, 247 D. 896, 024, 007

My Math Chapter 1 Lesson 1 *Modify resource to require students to follow the process modeled in the Teaching Tips column

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19 Within a muti-digit whole number, express the value of any digit in a variety of ways. Infer that a number in one place is 10 times greater than it would be if it was in the place to its right and 1/10 the value it would be in the place to its left

• Example: the 3 in 3,067 can be reported as 3 thousands or 30 hundreds, 300 tens, or 3,000 ones

• Based on this inference, students

should then reason that the number is 100 times greater than it would be two places to its right, 1000 times greater than 3 places to its right and so on

• Make a connection between moving

Left à Right across a multi-digit number and the inverse relationship between multiplication and division in order to infer that if the value of a digit is 10 times greater each time it moves left across the number, it would be 1/10 its value as it moves right

1) How many different ways can you express the value of the 2 in the number 329, 408?

___ ones or ___ tens or ___ hundreds or ____ thousands 3) How many times larger is the value of the 8 in 802, 654 than it is in 29, 983?

a. 100 times b. 1000 times c. 10,000 times d. 100,000 times

Which number could you put in the blank to make the number sentence below true?

50, 000 ________ = 500

a. 10 b. 100 c. 1,000

d. 5,000 Part II: Lidya says that the 8 in 830 is 1/10 the value of the 8 in 8,300. Using Lydia’s same phrasing, compare the value of the 5 in 500 with the 5 in 50,000 based on your response above:

“Better Lesson” Appendix C    *modify  resource  to  meet  objectives  

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20 Apply place value understanding to compare and order whole numbers through millions

My Math Chapter 1 Lesson 2

21 Multiply multiples of 10 using powers of ten in order to explain and demonstrate how a digit represents 10 times what it represents in the place to its right and 1/10 what it represents in the place to the left.

• More importantly than looking for and making use of structure to multiply by multiples of 10 efficiently, the focus of this lesson should be to connect these patterns to our base-ten system of place value. For instance, if students multiply 8 x 10,000 = 80,000 they should explain that the 8 in 80,000 is 10,000 times the value of the 8; it is 1,000 times the value of the 8 in 80; 100 times the value of the 8 in 800 and 1000 times the value of the 8 in

• Using Powers of 10: 8 x 10,000 = 8 x 104 = 8 x 10 x 10 x 10 x 10 = 80,000

“Patterns R’ Us” (Appendix C) My Math Chapter 2 Lesson 4 Engage NY Module 2 Lesson 1 (Appendix C)

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22 Estimate the product of a multi-digit multiplication problem using two different strategies: 1) Round each factor to its nearest ten, hundred or thousand 2) Use estimation to determine the possible range of a product

Mini-Lesson Example: Strategy #1:

54 x 38 50 x 60 = 3,000 Strategy #2: Instead of rounding to the nearest ten, students will use a version of front-end estimation to determine a possible range.

54 x 38 1) Round both to the lowest ten to get the minimum end of the range: 50 x 30 = 1,500 2) Then round to the highest ten to get the highest end of the range: 60 x 40 = 2,400 Now, I know my answer must be between 1,500 – 2,400. This will help me determine the reasonableness of my product once I compute. *Encourage students to think about when one strategy might be preferable over the other (i.e. to analyze the strategies and demonstrate examples of when one might give you a better estimate than the other)

1) If you multiply 368 x 215, the solution will be somewhere between: a. 12,000 and 6,000 b. 300 and 200 c. 7,000 and 3,000 d.12,000 and 15,000 2) At the farmer’s market, each of the 94 vendors makes $502 in profit each weekend. About how much profit will all vendors make on Saturday? Illustrate and explain your estimation strategies:

3)  When multiplying 1,729 times 308, Clayton got a product of 53,253. Without calculating, does his product seem reasonable? Explain your thinking.  

Engage NY Module 2 Lesson 2 (Appendix C) Additional Practice: My Math: Chapter 2 Lesson 8 *Modify resource to require students to apply BOTH strategies listed here for each problem. Do not require students to solve using the algorithm yet

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23 Use area models and place value strategies to multiply 2-digit by 2-digit numbers without renaming. Connect these strategies to the standard algorithm

• Note: students used area models to multiply in 4th grade, but were not expected to use the standard algorithm for 2 by 2 digit multiplication

• The emphasis on this lesson is solidifying multiplication with these place value strategies and to begin to understand how/why the standard algorithm works through these place value strategies. Students are not expected to fluently apply the algorithm at this point

1) There is patch of dirt near the sandbox that measures 24 by 29 centimeters. The ladybugs want to divide it into different sections as shown below. Use a multiplication equation to label each section. Then find the total area of the 24 by 29 cm patch.

2) Complete the place value model to find the product of 225 x 12: 200 20 5

10 2

“Engage NY Module 2 Lessons 5-6” (Appendix C) http://learnzillion.com/lessons/24-solve-2-by-2-digit-multiplication-problems-using-area-model http://bridges1.mathlearningcenter.org/media/Bridges_Gr4_OnlineSupplement/B4SUP-A5_NumOpMDigitMulti_0409.pdf Additional Practice: My Math Chapter 2 Lessons 6-7

24 Connect area diagrams and the distributive property to partial products of the standard algorithm with renaming

Engage NY Module 2 Lesson 7 (Appendix C)      

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25 Apply the standard algorithm to find the product of two multi-digit whole numbers. Use estimation to judge the reasonableness of your product.

1) Find the product: 4,238 x 54

Use estimation to prove that your answer

is reasonable:

2) Based on what you know about the standard algorithm for multiplication, fill in the missing numbers in the boxes below:

Show your work and explain how you were able to deduce the missing numbers

3) So far, Carmella has collected 14

boxes of baseball cards. Each box has 315 cards in it. Carmella estimates that she has about 3,000 cards, so she buys 6 albums that hold 500 cards each. a. Will the albums have enough

space for all of her cards? Why or why not?

b. How many cards does Carmella have?

c. How many albums will she need for all of her baseball cards?

Engage NY Module 2 Lesson 8 (Appendix C) Resource for remediation: My Math Chapter 2 Lesson 9