Welcome to the Chapter 2 Page!
Below, you will see what each lesson consists of. Please be aware that many of the links are restricted to the Norwayne Local School District and/or require a login. For example, students may practice their IXL lessons, but they will need to log in so they can track their progress. The PDFs require a student to be logged in to their Norwayne School account, or they can be found on Google Classroom under the daily lesson. Please feel free to use these to help your child practice and review concepts we're learning in class!
Please note that IXL doesn't directly correlate with some of the lessons in this chapter; however, there should be an interactive practice through Think Central (the online textbook), as well as some of the "Gimkit- Play at Home" assignments I have added to Google Classroom (under "Classroom Resources"), that students can use for extra practice.
How can you use multiplication to compare the amounts of something? Students learn how to use models to show comparisons.
For example, 20 is 4 times as many as 5. Likewise, 20 is 5 times as many as 4.
How does a model help you to solve comparison problems? It can help you determine how many parts there are in the whole. For example, If Kevin has 4 times as many comic books as Tim does, and there are 20 comics in total, I know that there are 5 parts.
If 5 x n = 20, then n=4.
How do understanding place value and renaming numbers help you understand how to multiply by tens, hundreds, and thousands? Remember that in the Base Ten system, each place value has 10 times the value of the digit to its right. Students will practice renaming numbers to help them multiply by tens, hundreds, and thousands.
Students will learn how to estimate products to help them check if their estimates are reasonable.
Students will learn how to multiply using the distributive property, which means that they will break numbers down into manageable parts so that they can multiply by 2-digit numbers.
For example, 6 x 13
Students have not yet learned this multiplication, but they do know single-digit multiplication. I can break 13 into 2 single-digit numbers, 5 + 8.
Therefore, I can take 6x5 + 6x8 = 6x13
Students will use their knowledge of expanded form so they can break numbers down into parts. They will multiply with these parts (as we learn we can do using the distributive property).
Student take what they learned in lesson 2.6 to multiply with partial products - by stacking the numbers in a fashion much more in line with how we learned and remember multiplication. This will incrementally set students up to be able to multiply 2-digit by 2-digit numbers in the next chapter.
How can we use the commutative property (we can switch facts into a different order so long as they are using the same operation) and the associative property (think grouping numbers in different ways) to help us answer problems more easily (in a way we could do it in our heads). For example, if I have to find 25 X 9 X 4, I can rearrange the numbers to 25 X 4 X 9 because I know 4 quarters is equal to 1 dollar (or 100 cents), so 25 X 4 = 100. Now, it's easier to multiply by the 9 !100 X 9 = 900.
More Information Coming Soon!
More Information Coming Soon!
More Information Coming Soon!
More Information Coming Soon!