Embedded Files
Know Your Math Facts
Know Your Math Facts
Log into Reflex to master your multiplication and division facts.
Your login information is taped inside your math folder.
Practice Your Extended Math Facts
Practice Your Extended Math Facts
This will help us estimate quickly.
We should estimate before we solve the problem so we know if our product or dividend is reasonable.
Lesson 11: Multiply By One Digit Numbers
Lesson 11: Multiply By One Digit Numbers
Here are three strategies you will see in class. The goal is to use partial products.
Base Ten Blocks
Base Ten Blocks
Draw out 3 groups of 132.
Add them together.
Area Models
Area Models
Draw out a rectangle.
Write one factor as each dimension of the rectangle: 3 by 1,125.
Expand 1,125 into 1,000 + 100 + 20 + 5
Multiply the factor of 3 by the expanded form of 1,125.
Add the partial products together.
Partial Products
Partial Products
3 x 5 = 15
3 X 20 = 60
3 X 100 = 300
3 X 1,000 = 3, 000
Add all of the partial products together to get 3,365.
Extra Practice: Here are a few problems to try using one of the strategies above:
If you drive 23 miles a week to and from school, how many miles do you drive in 4 weeks?
If you and your siblings each needed to buy 225 index cards for school, how many index would that be?
Review the iReady Interactive Practice video by clicking this link.
Lesson 12: Multiply By Two Digit Numbers
Lesson 12: Multiply By Two Digit Numbers
The goal is to use partial products. In 5th grade you will learn the standard algorithm. If you liked to try that, check out the video below.
Here is the lesson interactive video to use for extra practice.
Area Model
Area Model
Write one factor as each dimension of the rectangle: 16 by 28.
Expand 16 into 10 + 6.
Expand 28 into 20 + 8.
Multiply across and up; 10 by 20 and 10 by 8. Do the same for 6.
Add the partial products together.
Partial Products
Partial Products
6 x 8 = 48
6 x 20 = 120
10 x 8 = 80
10 x 20 = 200
Add all of the partial products together: 48 + 120 + 80 + 200 = 448, so 16 by 28 = 448.
Standard Algorithm
Challenge Activity!
Challenge Activity!
You are a pet shelter volunteer, and you have been sent to the pet store to stock up on supplies. It’s almost closing time, but you are still browsing the store, being careful not to miss anything you might need. Suddenly, the intercom announces that it is almost closing time, and you have to make some decisions on what to buy. Look through the aisles and compare items to make the best choices. Hurry, you’re running out of time!
This is a puzzle that you need to solve using the clues in each section. Select the first lock to begin. You will know you are correct if you unlock the puzzle. If it stays locked, you are making a mistake, so keep working! Then use the icons in each lock to help you solve the rest of the puzzle.
Did you master the strategies above? Challenge yourself to learn the standard algorithm (5th grade).
Did you master the strategies above? Challenge yourself to learn the standard algorithm (5th grade).
Lesson 13: Use Multiplication to Convert Measurements
Lesson 13: Use Multiplication to Convert Measurements
Interactive Video Practice here!
RCM0X_NA_CMS_AS_Math_Reference_Sheet.pdfThink:
Am I converting from a larger unit of measure to a smaller unit of measure? If so, you will end up with a larger number, so you will multiply.
For example: 4 feet = ? inches; feet are larger than inches, so I should have a larger number of inches to equal 4 feet.
4 feet x 12 inches = 48 inches
Watch the video below.
3. Try these practice problems.
Take your time reading over the chart on the left.
Use the same logic above to convert from larger units of measure to smaller units of measure.
Watch the review video below.
4. Try these practice problems!
Challenge Activity!
Challenge Activity!
You’re in charge of designing and building a new playground at the local park, but you have mixed up all the measuring tools for the equipment and some of your digital tools are not functioning properly. You need to convert the measurements to work with the tools you have at hand. Hurry and figure out your plans before time runs out and you miss your deadline.
Reflection Questions:
How can you compare customary units of liquid volume?
How can you use benchmarks to understand the relative sizes of measurement units?
How can you use models to compare customary units of length, weight?
Lesson 14: Divide 3 Digits Numbers
Lesson 14: Divide 3 Digits Numbers
Review your times tables, vocabulary and estimating strategies before using either the array or area model to divide 3 digit dividends by one digit divisors.
Know your times tables!
Know your times tables!
Log into Reflex to master your multiplication and division facts.
Your login information is taped inside your assignment notebook.
Estimating
Estimating
Use multiplication to help you guess what the quotient should be around.
Review video below! Then try these practice problems.
Division Strategies
Division Strategies
The goal is to use partial quotients as it is most similar to long division which you will learn in 6th grade. You are only allowed to use area model if Ms. Steffen told you it is okay.
136 / 4 = ?
Estimate first: 4 x what gets me close to 136? I know 4 x 3 = 12, so 4 x 30 will get me to 120. My quotient should be close to 30.
Start by thinking "what times 4 gets me a greater number that is also less than the dividend 136?"
Multiplying by ten is easy, so let's think 4 x 10 gets me to 40. Let's draw an array of 4 by 10 to get 40 and subtract 40 from 136 to see what's left to split up, which is 96.
Ninety-six is left to divide up. Let's make another array of 40 and subtract 40 from 96 to see what's left to divide. That will leave us with 56.
We will continue repeatedly subtracting 4 groups of ten (40) until we get to a number that is less than 40. Then we will take groups of 4 from the difference until we get to zero.
Finally, we add up all of the groups of 4 we subtracted from 136 to find the quotient of 136 / 4. We repeatedly took 10 groups of 4 + 10 groups of 4 + 10 groups of 4 + 4 groups of 4, which = 34 groups of 3 with no remainder.
We should multiply to check 34 x 4 = (30 x 4) + (4 x 4) = 120 + 16 = 136. Thirty-four is close to my estimate of 30 so my answer is reasonable.
Area Model
Area Model
This is essentially the same strategy, except you would not draw arrays, you focus on separate subtraction problems.
Below is a review video in which Sal shows you how to set this up for one problem.
What the first example of 286 divided by 2 and do the work along with Sal.
Pause at about 5 minutes and 30 seconds and try the second problem (856 divided by 8) on your own. Watch the remainder of the video to see if you were correct. Add your work to this Jamboard so Ms. Steffen can see you work. Be sure to tell her if you did so.
Lesson 15: Divide 4 Digit Numbers
Lesson 15: Divide 4 Digit Numbers
In 6th grade, you will be required to use long division or the standard algorithm for division. Until then, you can use area models or partial quotients.
Partial Quotients
Partial Quotients
This is the opposite of partial products. The problem on the left can be solved with different partial quotients, too. Either way, you will end up with the same quotient. See below:
Estimate first. Think, 4 x what gets me close to the dividend without going over. Well 4 x 5 = 20, so 4 x 500 gets me to 2,000. My quotient should be around 500.
You can then subtract 2000 from the dividend 2,125, which leaves you with a difference of 125. That's all you have left to divide by 4.
Four time what gets you close to 125 without going over? Four times 3 gets me 12, so 4 x 30 gets me to 120. Then subtract 120 from 125 and you only have 5 left to divide by 4.
Four x 1 gets me to 4, without going over 5. I will have a remainder of 1. Now add up all of the partial quotients in bold: 500 + 30 + 1 with a remainder of 1.
2,125 / 4 = 531 R 1
531 R 1 is close my estimate of 500 so my answer is reasonable.
Check out the video below for more of a review. Work along with Sal pressing play and pause to check your work.
Then try these practice problems by clicking link.
Looking for more?
Teach yourself long division (grade 6 math) with this introduction video.
Then try these practice problems.
Challenge Activity!
Challenge Activity!
It’s game night and you are ready to crush the competition with your expert gaming skills. Work through the puzzles to be the best and break your own record high scores!
Lesson 16: Find Perimeter and Area
Lesson 16: Find Perimeter and Area
You will use the formulas to find perimeter and area of rectangles.
Perimeter
Perimeter
If you were to walk around the outside of a rectangle, you would be walking along its perimeter.
Peri is a prefix that means around. Around the meter, which is the metric unit, meter.
If you were to calculate a rectangle's perimeter, you would have to add up all the sides.
Or you can consider that a rectangle has opposite, congruent sides or two lengths and two widths, like in the model above.
Area
Area
Area is the space inside the perimeter. The answer is given in units squared which is related to multiplying the two dimensions together.
Challenge Activity!
Challenge Activity!
You have just inherited a new home that is...well, let’s just say, less than perfect. It needs a few renovations, but after they are complete, your home will be spectacular. So what are you waiting for? Let’s get started!
Reflection Questions:
How can you use a formula to find the perimeter of a rectangle?
How can you use a formula to find the area of a triangle?
How can you find the area of combined rectangles?
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