Getting tarted: total nit motivationMATH · MA | LEVEL 4 Teacer Eition ame Page ntinmin.com Unit 10...

ELA | LEVEL 1Teacher Edition Sample Page

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Unit 1

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mentoringminds.com totalmotivationELA™LEVEL 1 ILLEGAL TO COPY 115

Getting Started: Unit 12 student edition pages 114–116

GSE Focus: ELAGSE1RI4

5 Unpacking the StandardMeanings of Words and Phrases – Students in Grade 1 are expected to use questioning strategies to determine meanings of words and phrases in a text.

Authors use words and phrases in informational texts to teach the reader ideas and concepts associated with the topics of the texts. The reader should ask and answer questions in order to determine definitions of words and phrases.

When teaching students to determine meanings of unknown words, model asking and answering questions such as the following: Do I know the meaning of this word? Have I seen this word in another text? What do I think the word means? Does my idea of the word’s meaning make sense in the sentence? Which print or digital source(s) can help me verify the meaning? Prompt students to ask and answer these questions when they encounter unknown words during independent reading.

6 Instructional Activities Use the following activities to provide instruction and practice for the GSE Focus Standard.

Ask and Answer – Display the passage-specific words. Have students answer the following questions about the words.

• What words do I know?• What words have word parts I know?• What words are similar in spelling?• What words are similar in meaning?• What words have I seen in other texts?• What words can I use correctly in sentences?Guide student responses to the questions as they determine the word meanings.

Sticky Words – Lead discussions with students about habits of skilled readers. Emphasize that skilled readers acknowledge when they encounter words they do not know during reading. Provide students with informational texts and sticky notes. As students read the texts, direct them to use the sticky notes to flag words with unknown meanings. Prompt students to ask and answer questions about the flagged words and the words around them. Allow students to debrief with partners to share what they learned about the words based on their questions and answers.

7 Formative Assessment Provide students with several sentences that contain passage-specific vocabulary words and instruct students to record questions and answers that would help them determine the meanings of words. Use student responses to clarify misconceptions and to plan further instruction or interventions.

MATH | LEVEL 4Teacher Edition Table of Contents

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TABLE OF CONTENTS

Unit 1 Use Grouping Symbols (MGSE5.OA.1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unit 2 Write Simple Expressions (MGSE5.OA.2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unit 3 Analyze Patterns and Form Ordered Pairs (MGSE5.OA.3) . . . . . . . . . . . . . . . . . . . . . . 17

Unit 4 Understand Base Ten Place Value (MGSE5.NBT.1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Unit 5 Explain Patterns in Powers of Ten (MGSE5.NBT.2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Unit 6 Read, Write, and Compare Decimals (MGSE5.NBT.3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Unit 7 Use Place Value to Round Decimals (MGSE5.NBT.4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Unit 8 Multiply Whole Numbers (MGSE5.NBT.5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Unit 9 Divide Whole Numbers (MGSE5.NBT.6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Unit 10 Add and Subtract Decimals (MGSE5.NBT.7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Unit 11 Multiply Decimals (MGSE5.NBT.7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Unit 12 Divide Decimals (MGSE5.NBT.7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Unit 13 Add and Subtract Fractions with Unlike Denominators (MGSE5.NF.1) . . . . . . . . . . 97

Unit 14 Solve Word Problems: Add and Subtract Fractions (MGSE5.NF.2) . . . . . . . . . . . 105

Unit 15 Interpret Fractions as Division (MGSE5.NF.3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Unit 16 Multiply Fractions and Whole Numbers (MGSE5.NF.4) . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Unit 17 Interpret Multiplication as Scaling (MGSE5.NF.5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Unit 18 Solve Word Problems: Multiply Fractions (MGSE5.NF.6) . . . . . . . . . . . . . . . . . . . . . . . . 137

Unit 19 Divide Fractions and Whole Numbers (MGSE5.NF.7) . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Unit 20 Convert Measurement Units (MGSE5.MD.1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Unit 21 Make and Interpret Line Plots with Measurement Data (MGSE5.MD.2) . . . . . . . . 161

Unit 22 Understand and Measure Volume in Cubic Units (MGSE5.MD.3, MGSE5.MD.4) . . 169

Unit 23 Relate Volume to Multiplication and Addition (MGSE5.MD.5) . . . . . . . . . . . . . . . . . . . 177

Unit 24 Understand and Use the Coordinate Plane (MGSE5.G.1) . . . . . . . . . . . . . . . . . . . . . . . 185

Unit 25 Represent Problems on the Coordinate Plane (MGSE5.G.2) . . . . . . . . . . . . . . . . . . . 193

Unit 26 Understand Attributes of Two-Dimensional Figures (MGSE5.G.3) . . . . . . . . . . . . . 201

Unit 27 Classify Two-Dimensional Figures Using Properties (MGSE5.G.4) . . . . . . . . . . . . . 209

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Unit 1 Interpret Multiplication as a Comparison (MGSE4.OA.1) . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unit 2 Solve Word Problems: Multiplication and Division as Comparisons (MGSE4.OA.2) . . 9

Unit 3 Solve Multi-Step Word Problems Using Four Operations (MGSE4.OA.3) . . . . . . . 17

Unit 4 Identify Factor Pairs, Multiples, Prime andComposite Numbers (MGSE4.OA.4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Unit 5 Generate and Identify Number or Shape Patterns (MGSE4.OA.5) . . . . . . . . . . . . . . . 33

Unit 6 Understand Place Value (MGSE4.NBT.1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Unit 7 Read and Write Multi-Digit Whole Numbers (MGSE4.NBT.2) . . . . . . . . . . . . . . . . . . . . 49

Unit 8 Use Place Value to Round Multi-Digit Whole Numbers (MGSE4.NBT.3) . . . . . . . . 57

Unit 9 Add and Subtract Multi-Digit Whole Numbers (MGSE4.NBT.4) . . . . . . . . . . . . . . . . . . 65

Unit 10 Multiply Whole Numbers (MGSE4.NBT.5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Unit 11 Divide Whole Numbers (MGSE4.NBT.6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Unit 12 Recognize and Create Equivalent Fractions (MGSE4.NF.1). . . . . . . . . . . . . . . . . . . . . . . 89

Unit 13 Compare Fractions (MGSE4.NF.2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Unit 14 Compose and Decompose Fractions (MGSE4.NF.3ab) . . . . . . . . . . . . . . . . . . . . . . . . . 105

Unit 15 Add and Subtract Fractions and Mixed Numbers (MGSE4.NF.3cd) . . . . . . . . . . . . 113

Unit 16 Multiply a Fraction by a Whole Number (MGSE4.NF.4) . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Unit 17 Equivalent Fractions: Tenths and Hundredths (MGSE4.NF.5) . . . . . . . . . . . . . . . . . . . 129

Unit 18 Use Decimal Notation for Fractions (MGSE4.NF.6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Unit 19 Compare Decimal Numbers (MGSE4.NF.7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Unit 20 Convert Measurements within a System (MGSE4.MD.1) . . . . . . . . . . . . . . . . . . . . . . . . 153

Unit 21 Solve Word Problems: Distance, Time, Capacity, Mass, Money (MGSE4.MD.2) . . 161

Unit 22 Apply Area and Perimeter Formulas for Rectangles (MGSE4.MD.3) . . . . . . . . . . . 169

Unit 23 Make and Interpret Line Plots with Measurement Data (MGSE4.MD.4) . . . . . . . . 177

Unit 24 Understand Angle Measurement (MGSE4.MD.5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Unit 25 Use a Protractor to Measure Angles (MGSE4.MD.6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Unit 26 Add Angle Measurements (MGSE4.MD.7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Unit 27 Add Areas (MGSE4.MD.8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Unit 28 Draw and Identify: Points, Lines, Line Segments, Rays, Angles (MGSE4.G.1) . . 217

Unit 29 Classify Two-Dimensional Figures (MGSE4.G.2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Unit 30 Identify Lines of Symmetry (MGSE4.G.3). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

ELA | LEVEL 1Teacher Edition Sample Page

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mentoringminds.com totalmotivationELA™LEVEL 1 ILLEGAL TO COPY 115

Getting Started: Unit 12 student edition pages 114–116

GSE Focus: ELAGSE1RI4

5 Unpacking the StandardMeanings of Words and Phrases – Students in Grade 1 are expected to use questioning strategies to determine meanings of words and phrases in a text.

Authors use words and phrases in informational texts to teach the reader ideas and concepts associated with the topics of the texts. The reader should ask and answer questions in order to determine definitions of words and phrases.

When teaching students to determine meanings of unknown words, model asking and answering questions such as the following: Do I know the meaning of this word? Have I seen this word in another text? What do I think the word means? Does my idea of the word’s meaning make sense in the sentence? Which print or digital source(s) can help me verify the meaning? Prompt students to ask and answer these questions when they encounter unknown words during independent reading.

6 Instructional Activities Use the following activities to provide instruction and practice for the GSE Focus Standard.

Ask and Answer – Display the passage-specific words. Have students answer the following questions about the words.

• What words do I know?• What words have word parts I know?• What words are similar in spelling?• What words are similar in meaning?• What words have I seen in other texts?• What words can I use correctly in sentences?Guide student responses to the questions as they determine the word meanings.

Sticky Words – Lead discussions with students about habits of skilled readers. Emphasize that skilled readers acknowledge when they encounter words they do not know during reading. Provide students with informational texts and sticky notes. As students read the texts, direct them to use the sticky notes to flag words with unknown meanings. Prompt students to ask and answer questions about the flagged words and the words around them. Allow students to debrief with partners to share what they learned about the words based on their questions and answers.

7 Formative Assessment Provide students with several sentences that contain passage-specific vocabulary words and instruct students to record questions and answers that would help them determine the meanings of words. Use student responses to clarify misconceptions and to plan further instruction or interventions.

MATH | LEVEL 4Teacher Edition Table of Contents

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Appendix A: Organization and Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Teacher and Student Edition Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220

Additional Teacher Edition Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Appendix B: Instructional Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231

Standards for Mathematical Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232

Hess Cognitive Rigor Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Bloom’s Taxonomy/Revised Bloom’s Taxonomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236

Appendix C: Answer Codings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

Units 1–27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

Performance Tasks and Suggested Scoring Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295

Appendix D: Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325

Image Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Comprehensive Children’s Literature List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346

Class Performance Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348

Chart Your Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350

Math Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355

Mathematics Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361

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Appendix A: Organization and Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

Teacher and Student Edition Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Additional Teacher Edition Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250

Appendix B: Instructional Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255

Standards for Mathematical Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

Hess Cognitive Rigor Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Bloom’s Taxonomy/Revised Bloom’s Taxonomy (RBT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260

Appendix C: Answer Codings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263

Units 1–30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265

Performance Tasks and Suggested Scoring Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Appendix D: Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

Image Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361

Comprehensive Children’s Literature List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381

Class Performance Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384

Chart Your Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386

Math Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391

Mathematics Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397

MATH | LEVEL 4Teacher Edition Sample Page

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Multiply Whole Numbers

Unit 10 MGSE4.NBT.5 student pages 73–80

Suggestions for Planning InstructionCareful planning and implementation of direct instruction in mathematics can yield huge benefits in terms of student performance. Total Motivation Math™ provides a wealth of tools for planning, including valuable resources for direct instruction, focused practice, and assessment of student learning. The following suggestions outline one way that Total Motivation Math can be used to plan effective lessons. The teacher should:

• review the teacher edition unit in either the print or online component, noting the standards for mathematical content and Standards for Mathematical Practice addressed by the unit.

• carefully read the unpacking of standards to clarify the standard. Note the identified vocabulary terms and the instructional activities that are aligned to the standard.

• review the pages in the corresponding unit of the Motivation Math™ Student Edition.

• assign the unit Assessment of Prerequisite Skills available in the online component. This pre-assessment indicates if there are any prerequisite skills for the unit that some students may need to review.

• note that the use of activities and practice pages in Motivation Math™ is designed to be flexible. For example, one or more pages in the student edition may be assigned as homework (depending on the school policy on homework), or selected pages may be reserved for use as part of a spiraled review. Teachers do not have to use all activities or assign all practice pages to deliver an effective lesson sequence.

• refer to answers to student edition questions on the corresponding teacher edition pages. Teachers should note that coding for Depth of Knowledge (DOK) and Revised Bloom’s Taxonomy (RBT) for each item may be found in Appendix C at the back of this book.

Georgia Standards of Excellence for Mathematical Content MGSE4.NBT.5

Other Standards for Mathematical Content Addressed in this UnitMGSE4.OA.3, MGSE4.MD.2, MGSE3.OA.1, MGSE3.OA.3, MGSE3.OA.5, MGSE3.OA.7, MGSE 3.NBT.3

Standards for Mathematical Practice Addressed in this UnitSMP.1 Make sense of problems and persevere in solving them.

SMP.2 Reason abstractly and quantitatively.

SMP.4 Model with mathematics.

SMP.5 Use appropriate tools strategically.

SMP.6 Attend to precision.

SMP.7 Look for and make use of structure.

SMP.8 Look for and express regularity in repeated reasoning.


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Unit 10 MGSE4.NBT.5

Unpacking the StandardIn grade 3, students investigated multiplication by solving multiplication problems in the context of equal groupings. They represented and solved multiplication problems (within 100), including two-step word problems, by using drawings and writing equations with a symbol to represent the unknown number. Students also used fact families and properties of operations (commutative, associative, distributive, identity, and zero properties of multiplication) as strategies to multiply, and examined patterns on the multiplication table. In grade 4, students build upon previous work with multiplication, including multiplicative comparisons (e.g., 35 is 5 times as many as 7) and using multiplication to solve multi-step word problems. Students are expected to multiply a whole number that has up to four digits by a one-digit whole number and multiply two 2-digit numbers, using the standard algorithm and a variety of strategies. These strategies are based on properties of operations or place value. Students verify results with models such as arrays or area models.

Re�ection Notes:

What materials/activities were effective?

What were the most common errors/misconceptions?

What concepts should be emphasized in instruction?

Partners Individual

Key for Recommended Grouping

Groups Whole Class


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Multiply Whole Numbers

Introduction: Unit 10 MGSE4.NBT.5 student page 73

Start Here

1 Assessment of Prerequisite Skills The teacher may assign the Assessment of Prerequisite Skills for Unit 10 as an online assignment. Students log into Motivation Online and complete this pre-assessment. The teacher may access the Reports area to review student performance and use the information to plan additional instruction to help students develop an understanding of the concepts in this unit.

2 Introduction Activity (DOK: 2, RBT: Create)Students brainstorm real-world examples of multiplication, and the teacher records them on a class chart. Pairs of students select an example from the chart and write a multiplication word problem about the situation. Partners exchange problems with another pair of students and solve the problems.

3 Formative Assessment (DOK: 1, RBT: Analyze)As a class, students read the problems they have solved and verbally share the strategies they used in solving them. The teacher observes and listens to student responses to assess understanding and plans additional instruction as needed.

4 Connecting to the Student Edition: IntroductionThe teacher may wish to work with the students as a whole group or in small groups to complete the Introduction page in the student edition. If desired, this page can be projected from the online component for whole group instruction.

5 Answers1. 11 × 36 = 396 quarters or 11 × 4 × 9 = 396 quarters2. 26,400 feet3. 864 inches4. $1805. Mark recorded the answer to 6 × 3 instead of 60 × 3. The 18 should be 180.6. 16 × 25 = 400


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Vocabulary/Journal: Unit 10 MGSE4.NBT.5 student page 74

1 Vocabulary FocusThe teacher introduces the essential vocabulary terms for this unit.

area model distributive property multiplyarray factor product

2 Vocabulary Activity (DOK: 1, RBT: Understand)Students stand in a circle. The teacher has vocabulary cards and a beach ball. The teacher holds up a vocabulary card and reads the term. The teacher then throws the ball to a student, and the student who catches the ball provides a definition or an example of the term. The same student then takes a new vocabulary card from the teacher and throws the ball to another student. The game continues until everyone has at least one turn. In addition to terms for the current unit of study, the teacher should include vocabulary terms previously studied as an ongoing or spiral review.

3 Formative Assessment (DOK: 1, RBT: Understand)Students match vocabulary terms to definitions. The teacher distributes a page with a column of vocabulary terms and a column of definitions for the terms. The teacher notes which students have not learned all the vocabulary terms and provides additional practice.

4 Connecting to the Student Edition: Vocabulary/JournalAt this point, the teacher may wish to assign the Vocabulary Activity and/or the Journal prompt in the student edition. The Journal prompt may also be reserved as a reflection/closure activity.

5 AnswersVocabulary Activity array distributive property area modelJournal 4,9955,9946,9937,992Explanations will vary. Students should describe that the digits in the thousands place increase by one, and the digits in the ones place decrease by one in consecutive products. The digits in the hundreds and tens places are always 9s.


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Partner Practice: Unit 10 MGSE4.NBT.5 student page 75

1 Instructional Activities (Select from the following activities.) 1. Students use digital resources to create pictorial models representing multiplication as repeated addition,

equal groups, or rectangular arrays/area models. Students create and describe situations such as the examples shown. Students may use other strategies as well and discuss the different strategies they used. (DOK: 2, RBT: Apply)

50 6

40

7

40 × 50 = 2,000

7 × 50 = 350 7 × 6 = 42

40 × 6 = 240

47 × 56 =2,000 + 350 + 240 + 42 = 2,632

6 × 14 = 8414 + 14 + 14 + 14 + 14 + 14 = 84

2. Students draw or find pictures of real-world examples of rectangular arrays (e.g., seats in an auditorium, rows of trees in an orchard, pegboards) to illustrate the distributive property. Students partition one factor into smaller equal groups and multiply by the other factor, recording their work using numbers and symbols. For example, if a movie theater has 645 seats and tickets cost $8 each, students calculate the total amount of ticket sales for a full house by decomposing 645 as 600 + 40 + 5 and multiplying each addend by 8, 8 × 645 = (8 × 600) + (8 × 40) + (8 × 5). Students explain and justify their thinking to partners. (DOK: 2, RBT: Apply)

2 Formative Assessment (DOK: 2, RBT: Understand)Students make an area model to find the product of two 2-digit factors. The teacher may provide the factors, or students may choose the factors. The teacher reviews the models and products to make plans for further instruction or interventions.

3 Connecting to the Student Edition: Partner PracticeAt this point in the lesson, the teacher may wish to have students work with partners to complete the Partner Practice page in the student edition, in print or online. If desired, this page can be projected from the online component as student pairs debrief the completed work and the class discusses the results of the practice.

4 Answers1. C2. B3. D4. C5. A6. D


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Independent Practice: Unit 10 MGSE4.NBT.5 student page 76

1 Instructional Activities (Select from the following activities.) 1. Students use base 10 blocks and place value mats to model multiplication of multi-digit numbers.

For example, to show 6 × 248, students build the factor 248 using 2 flats, 4 longs, and 8 unit cubes. Students show six identical sets of 248 with base 10 blocks. Students then combine the sets, beginning with the unit cubes, making exchanges of unit cubes for longs as needed, then repeating with the tens, exchanging 10 longs for one flat, etc. Students explain their reasoning to partners, using correct terminology, including “compose,” “factor,” and “product.” Students write word problems to match the models. (DOK: 2, RBT: Create)

2. Students use partial products to find the product of two 2-digit numbers. They record the multiplication to the right of each partial product. (DOK: 1, RBT: Apply)

2 Formative Assessment (DOK: 1, RBT: Understand)Students work a three-digit by one-digit multiplication problem using a strategy of their choice. Students explain the strategy they used. Then they repeat the process for a two-digit by two-digit multiplication problem. Based on student responses, the teacher plans additional targeted instruction or interventions to meet student needs.

3 Connecting to the Student Edition: Independent PracticeAt this point, the teacher may wish to assign the Independent Practice page to be completed independently in the student edition using either the print or online component. If the online component is used, student work is graded automatically and results may be viewed in the Reports area.

4 Answers1. C2. D3. C4. A5. D6. B

24× 63

1260

240+ 1,200

3 × 43 × 2060 × 460 × 20


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Assessment: Unit 10 MGSE4.NBT.5 student page 77

1 Reflection/Closure Activity (DOK: 3, RBT: Analyze)At the conclusion of instruction, it is recommended that the teacher engage students in an activity that allows them to reflect upon their learning and summarize main concepts.

Students complete Critical Thinking activity 1 on page 79 in the student edition. Students create two 2-digit numbers using the digits 1, 3, 7, and 9 which, when multiplied, yield the greatest possible product. They may repeat the process with the object of creating the least possible product. Students repeat this activity with partners, using number cubes or spinners as number generators. The partner who creates the greater product scores one point. Students make generalizations about where to place the digits in the factors to form the greatest or least products.

2 Formative Assessment (DOK: 3, RBT: Analyze)As students complete the Reflection/Closure Activity, the teacher asks probing questions.

• What arrangement of the digits 1, 3, 7, and 9 produced the greatest possible product?• How did the placement of the digits change when the goal was to produce the least possible product?• Does this same reasoning apply no matter what digits are used?• What generalizations can you make about how the size of the factors affects the product?

The teacher evaluates student responses for understanding of the “place of control” in a multiplication problem.

3 Connecting to the Student Edition: Assessment At this point, the teacher may choose to assign the Assessment pages in the print or online component. Note that if the online component is used, the first page of the Assessment uses a selected-response format and will be scored by the computer. The second page of the Assessment will be teacher graded. After students complete the Assessment, the teacher may access the Reports area to review students’ results. Following the completion of the Assessment pages, the teacher uses the information to plan additional instruction and/or interventions.

4 Answers1. C2. B3. D4. A5. C

5 Interventions (Select from the following activities.) After students complete the Assessment pages, the teacher determines which students are in need of further instruction and selects one or more of the Intervention activities for individual students or small groups of students.

1. Students use base 10 blocks to model the product of two 2-digit numbers. They arrange the tens and ones as they would appear in an area model. Then students sketch an area model and label the sections with the appropriate partial products. Finally, they add the partial products to find the product. (DOK: 1, RBT: Understand)

2. Students use three spinners (evenly divided and labeled with the numbers 1–9) with the first spinner designated as the hundreds place, the second spinner marked as the tens place, and the third spinner marked as the ones place. Students spin each spinner to create and record three-digit numbers. They roll a 10-sided die to find a one-digit multiplier. Students multiply the numbers and compete to see who has the greatest product. Students explain the steps and methods used to solve the problems. (DOK: 1, RBT: Apply)


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Assessment: Unit 10 MGSE4.NBT.5 student page 78

1 Connecting to the Student Edition: Assessment The second Assessment page utilizes an open-response format. Students may complete this page in either the print or online component. This page is teacher graded but allows students to communicate their thinking.

2 Answers6. Explanations will vary. They should explain that Derek used partial products to find the product, but he

did not record some of the partial products as tens. He should have recorded 450 instead of 45 because he multiplied 90 × 5. He should have recorded 90 instead of 9 and 2,700 instead of 27. Multiplication methods may vary. The correct product is 3,255.

7. 27 × 52 = 1,404 Explanations will vary but may include (20 × 50) + (20 × 2) + (7 × 50) + (7 × 2)

8. 476 seats

3 Interventions (Select from the following activities.) 1. Students review the repeated addition interpretation of multiplication and use repeated addition to solve a

two-digit by one-digit multiplication problem. Next, students use the same method to solve a three-digit by one-digit multiplication problem. (DOK: 1, RBT: Analyze)

2. Students use a jigsaw strategy to solve multiplication problems. The teacher divides students into four equal groups. Students work together within their groups using one strategy to solve a three-digit by one-digit or a two-digit by two-digit multiplication problem. The first group solves the problem using base 10 blocks, the second group solves the problem using an area/array model, the third group solves the problem using partial products, and the fourth group solves the problem using the distributive property. Within each group, students discuss their assigned strategy. The teacher moves from group to group to observe and provide feedback. When all groups have completed the computation, the teacher regroups students so that each new group consists of one student from each of the previous four groups. Within these new groups, one student assumes the role of an expert on the strategy he or she used to complete the computation. Students teach the others in the group how to multiply using the strategy assigned to their original groups. Students compare the methods and select personal favorites, justifying their choices. (DOK: 2, RBT: Apply and Evaluate)

4 Formative Assessment (DOK: 2, RBT: Apply)Individual students work a three-digit by one-digit multiplication problem and a two-digit by two-digit multiplication problem using a different strategy. Then the students explain why they chose the strategies they did. Based on student responses, the teacher plans additional interventions targeting students’ learning needs.


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Critical Thinking: Unit 10 MGSE4.NBT.5 student page 79

1 Connecting to the Student Edition: Critical ThinkingThe teacher determines if students will complete the Critical Thinking questions in the print or online version and assigns one or both questions. Students may work individually, with partners, or in small groups to solve the problems. The teacher may also choose to solve one or both problems as a whole group activity, projecting the Critical Thinking page from the online component. In addition, the teacher may elect to assign the Critical Thinking questions over more than one class period.

2 Answers1. 73 × 91 = 6,643 or 91 × 73 = 6,643

Explanations will vary.2. Questions may vary but should be similar to the following.

How many total subscriptions did the math club sell? How much did the math club make from the fundraiser? How much did the math club collect for magazine subscriptions?

3 Extending Student Thinking (DOK: 3, RBT: Create) Extending Student Thinking offers suggestions for differentiated instruction for students in need of an additional challenge.

Students investigate John Napier, a Scottish mathematician and inventor who lived in the mid-1500s. One of Napier’s inventions was an early multiplication calculator known as Napier’s Bones or Napier’s Rods (also known as the lattice method of multiplication). Students explore the history of Napier’s Bones, create a set of rods using strips of poster board or paint stir-sticks, and demonstrate how these rods can be used to solve multi-digit multiplication problems.

4 Formative Assessment (DOK: 2, RBT: Analyze)Students compare the Napier’s Bones method of multiplication to one of the methods they have used in this unit.


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Unit

10


Motivation Station: Unit 10 MGSE4.NBT.5 student page 80

1 Connecting to the Student Edition: Motivation Station (DOK: 2, RBT: Analyze)The teacher may choose to have students play the Motivation Station game.

Students play “Hit the Target” with partners. Each player needs six game markers (one color for each player). Each pair needs four number cubes and a game board. At the beginning of each round, one player selects a target number from the game board. Player 1 rolls the four number cubes, records the digits rolled, and passes the number cubes to Player 2, who also rolls and records four digits. At the teacher’s signal, both players use their four digits to create two 2-digit numbers to multiply. The player with the product that comes closer to the target number, without going over, wins the space and places a game marker over the target number. Repeat for each round, alternating which player selects the target number. The winner is the first player to cover six target numbers.

2 AnswersResults will vary.

3 Parent ActivitiesThe teacher reviews the Parent Activities and encourages students to complete these activities at home with a parent or guardian.

4 Additional ResourcesChildren’s Literature ConnectionsThe following titles provide additional connections to unit vocabulary concepts. These books may be used as an introduction or extension to unit concepts presented during classroom instruction. Books may also be placed in the classroom library or in a math center for easy student access.

The Best of Times: Math Strategies that Multiply – Greg TangThe California Gold Rush: Multiplying and Dividing Using Three- and Four-Digit Numbers – Kerri O’DonnellMinnie’s Diner: A Multiplying Menu – Dayle Ann Dodds

Vocabulary CardsConsult the Motivation Math™ Word Play Activities with Teacher Guide that accompanies the Motivation Math™ Vocabulary Card Set (available as a separate purchase) for additional activities to use with content vocabulary terms that have not yet been mastered. Activities include word wall activities as well as additional activities designed for whole group, small group, partners, or individual students.

MATH | LEVEL 4Student Edition Sample Page

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Name __________________________________________

Standard MGSE4.NBT.5

1. Mr. Penney purchases coin albums for his collection of state quarters. Each album holds 36 coins as shown.

Write and solve an equation that can be used to find the total number of quarters Mr. Penney can place in 11 coin albums.

Answer: _________________________________

2. There are 5,280 feet in 1 mile. Veronica ran 5 miles last week. How many feet did Veronica run?

Answer: _________________________________

3. Margie uses 36 inches of lace to make one pillow. She makes 24 pillows for the school fair. How many total inches of lace does Margie use on the pillows?

Answer: _________________________________

4. There are 15 students in the art club. Each student purchased 4 paintbrushes at $3 each. How much did the art club members spend on paintbrushes?

Answer: _________________________________

5. Mark makes this model to multiply 67 × 83 . He makes a mistake.

3

18

21

60

7 560

4,800

80

What is Mark’s mistake?

_________________________________________

_________________________________________

6. Use the model to answer the question.

10 10 5

10 100 100 50

6 60 60 30

What multiplication equation does the model represent?

Answer: _________________________________

Unit 10 Introduction


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74 ILLEGAL TO COPY motivationmath™LEVEL 4 mentoringmindsonline.com

Name __________________________________________


Study the table. Without multiplying, predict the next four products and complete the table. Explain the pattern you see.

Journal Analysis

Analyze

area model distributive property multiply

array factor product

Words for the Wise

Label each example with a vocabulary term from Words for the Wise.

3 × 925 = (3 × 900) + (3 × 20) + (3 × 5)

10

10 10 × 10 10 × 4

4 × 44 × 104

4

Vocabulary Activity

Unit 10 Vocabulary/Journal

1 9992 9993 9994 999

9991,9982,9973,996

5 9996 9997 9998 999


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1. Jal’s bedroom measures 12 feet by 15 feet. She uses base 10 blocks to make a model of the floor area of her room.

10 5

10

2

What is the product of Jal’s bedroom measurements?

A 62 ft 2

B 125 ft 2

C 180 ft 2

D 600 ft 2

2. Callie reads 24 pages of her book each night. She reads the book in 25 days. How many pages are in Callie’s book?

A 1,500 C 490

B 600 D 168

3. An airplane pilot flies from Anchorage to Glennallen 9 times each month to deliver supplies. The flight is 358 miles round trip. How many miles does the pilot fly each month between Anchorage and Glennallen?

A 3,012 mi

B 3,022 mi

C 3,122 mi

D 3,222 mi

4. Hector needs to find the product of 23 and 47 . Which shows a way that Hector could find the product?

A ( 23 × 47 ) − ( 23 × 7 )

B ( 23 × 40 ) × ( 23 × 7 )

C ( 23 × 40 ) + ( 23 × 7 )

D ( 2 × 4 ) + ( 2 × 7 ) + ( 3 × 4 ) + ( 3 × 7 )

5. Ellen walks her dog for 45 minutes every day. How many minutes will Ellen spend walking her dog over a 2 -week period?

A 630 min

B 450 min

C 315 min

D 90 min

6. A theater seats 1,264 people. All the seats were sold out for 8 shows. How many tickets were sold?

A 9, 682

B 10, 092

C 10, 108

D 10, 112

Unit 10 Partner Practice


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Name __________________________________________


1. Last week, Sergio unpacked 68 boxes of books at a bookstore. There were 24 books in each box. How many books did Sergio unpack?

A 136 C 1,632

B 161 D 1,700

2. Which expression can be used to find the product of 4, 036 and 8 ?

A 8 + 4, 036

B 8 × ( 4 + 1, 000 + 30 + 6 )

C ( 8 + 6 ) × 4, 030

D ( 8 × 4, 000 ) + ( 8 × 30 ) + ( 8 × 6 )

3. Josh reads that a manatee, or sea cow, eats as much as 112 pounds of water plants in 1 day. He uses that number to determine how much a manatee can eat in 1 week. How many pounds of water plants can a manatee eat in 1 week?

A 112 lb C 784 lb

B 560 lb D 1,120 lb

4. Santeo was asked to find this product.

36 25

Which expression could Santeo use?

A ( 25 × 30 ) + ( 25 × 6 )

B ( 25 × 40 ) − ( 25 × 3 )

C ( 25 + 30 ) × ( 25 + 6 )

D ( 30 × 20 ) + ( 5 × 6 )

5. Carlos draws this model to multiply 22 × 16 .

10 6

10

10

2

What is the product of 22 and 16 ?

A 28

B 154

C 220

D 352

6. There are 3, 600 seconds in 1 hour. Kalil is in school for 7 hours. How many seconds is Kalil in school?

A 25, 277 s

B 25, 200 s

C 21, 277 s

D 21, 200 s

Unit 10 Independent Practice


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Name __________________________________________


1. A bus travels 64 miles in 1 hour on a tripfrom Los Angeles to Houston. It travels 8 miles on 1 gallon of gasoline. How far willthe bus travel in 16 hours?

A 128 mi

B 512 mi

C 1,024 mi

D 8,192 mi

2. Jarell creates this area model to find theproduct of 34 and 86 .

80 6

30 30 80 2,40030 6

180

4 4 80 3204 6

24

Which equation can Jarell use to find p, the product of 34 and 86?

A 2,400 + 180 + 320 − 24 = p

B 2,400 + 180 + 320 + 24 = p

C 2,400 + 180 − 320 − 24 = p

D 2,400 × 180 × 320 × 24 = p

3. Washington Elementary prints a schoolnewspaper. The newspaper has 6 pages with3 columns per page. Each column has36 lines of print. How many lines of print arein the newspaper?

A 108 C 324

B 216 D 648

4. Isa helps Mr. Jimenez set up chairs in thecafeteria for a talent show. They arrange 41 rows with 28 chairs in each row. Whichexpression shows the total number of chairsfor the talent show?

A ( 41 × 20 ) + ( 41 × 8 )

B ( 40 × 20 ) + ( 1 × 8 )

C ( 20 × 41 ) × ( 8 × 41 )

D ( 41 × 20 ) − ( 41 × 8 )

5. Mr. Bush’s son lives in San Diego, which is1,739 miles from his home in Mississippi.Mr. Bush traveled to San Diego and back3 times last year. How many miles didMr. Bush travel to and from San Diegolast year?

A 1, 742 mi

B 5, 217 mi

C 10, 434

miD 11, 436

Unit 10 Assessment

mi


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Name __________________________________________


6. Derek uses partial products to find this product.

Explain the errors Derek makes in finding the product. Then find the correct product.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

7. Each of Mrs. Howard’s 27 students writes 52 math facts for homework. How many total math facts do Mrs. Howard’s students write? Complete this area model to find the solution.

50 2

20

7

Write an equation to represent the area model.

__________________________________________________________________________________________

Explain how you used the area model to find the product.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

8. Owen rode a train at a park. He counted 17 cars on the train. Each car had 28 seats. Owen wants to find the total number of seats on the train. Use partial products to solve the problem.

Answer: ____________________________

Unit 10 Assessment

� 3515

4509

� 27501

93


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Name __________________________________________

Standard MGSE4.NBT.5 Unit 10 Critical Thinking

1. Morgan works multiplication problems. He writes numbers in these boxes to create a problem with the greatest possible product. Morgan uses the digits 1 , 3 , 7 , and 9 . How does Morgan arrange the digits in the boxes to get the greatest possible product? (He can use each digit only one time.)

�Explain how you determined your answer.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. There are 16 students in the math club. As a fundraiser, each student sells 6 magazine subscriptions at $45 each. The club receives $12 from each subscription, and the rest is sent to the magazine publisher.

What is the question if the answer is 96 ?

Answer:

What is the question if the answer is $1,152 ?

Answer:

What is the question if the answer is $4,320 ?

Answer:

Synthesis

Create

Analysis

Analyze


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Name __________________________________________

Standard MGSE4.NBT.5Unit 10 Motivation Station

Hit the Target

Using one game board, play “Hit the Target” with a partner. Each player needs six game markers (one color for each player). Each pair needs four number cubes. At the beginning of each round, one player selects a target number from the game board. Player 1 rolls the four number cubes, records the digits rolled, and passes the number cubes to Player 2 , who also rolls and records four digits. At the teacher’s signal, both players use their four digits to create two 2 -digit numbers to multiply. The player with the product that comes closer to the target number, without going over, wins the space and places a game marker over the target number. Repeat for each round, alternating which player selects the target number. The winner is the first player to cover six target numbers.

1,000 3,000 675 2,500 1,275

1,450 2,000 700 1,675 350

500 1,500 2,800 850 1,800

2,325 200 2,200 1,300 2,650

1. Help your child make a set of number cards with digits 0 through 9 . Shuffle the cards, place them facedown, and draw 3 , 4 , or 5 cards from the deck. Use the drawn cards to make a number problem multiplying a 2- , 3- , or 4 -digit number by a 1 -digit number. Redraw from the deck for more practice.

2. Use dominoes to practice multiplication. Have your child take a domino and read the dots as a 2 -digit number. For example, could represent 64 or 46 . Then have your child roll a die to generate a 1 -digit multiplier. Solve the computation together and have your child explain his or her work.

Parent Activities

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