Multiplying by Five and Ten: Take Your Pick
Day 1 Content Development
Title: Take Your Pick
Day One: Content
Development
Grade Level:
4th-5th
Resources for Lesson:
High Yield Routines:
Origo Fundamentals: Green
Level
Lesson: Students use their knowledge of place value
to multiply by five and ten. (Students are
encouraged to multiply by 10 first and halve the
product)
Guiding (Focus) Question:
How can I use my understanding of place value to
multiply numbers by five and ten?
Unit Learning Targets: Students will use their understanding of place value to multiply numbers by five and
ten.
Success Criteria: I can multiply numbers by five and ten and develop and share the strategies I used with my
partner and the class.
Mathematical Practices
Content Standards (Clusters)
Time for Lesson:
Warm up-10 minutes
3.OA.A Represent and solve
1. Make sense of problems and
Content Development-10 minutes
persevere in solving them.
problems involving multiplication
Game-30 minutes: Take Your Pick
2. Reason abstractly and
and division.
Reflection-10 minutes
quantitatively.
3.
Construct viable arguments and
critique the reasoning of others.
4.
5.
Model with mathematics
Use appropriate tools
6.
strategically.
Attend to precision.
7.
Look for and make use of
structure.
8.
Look for and express regularity
in repeated reasoning
3.OA.B Understand properties of
multiplication and the relationship
between multiplication and
division....
3.OA.C Multiply and divide within
100.
Content Objectives:
Language Objectives:
(Student Friendly)
(Throughout unit make sure all four language modalities,
reading, writing, speaking and listening are addressed)
I can use strategies to mentally multiply numbers by
five and ten.
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I can discuss my product and claim a space on the
game board.
I can share my strategies for multiplying single digit
numbers by five and ten.
Washington MEP
7/16/2014
Key Vocabulary
Multiply
Divide
Multiple
Place value
Strategy
Hundreds chart
Multiplication Chart
Lesson Supports
Student Engagement: Leadership
How will this lesson develop leadership skills for our
migrant students?
2. I speak and listen well to others.
Materials:
Multiplic For each pair
ation
 Take Your Pick Game board
Chart
 1 set of numeral tokens
 1 number cube with the
numerals 5,5,5,10,10,10
For each player
 15 transparent counters
(different color for each player)
Strategies to develop leadership skills:
Students will be working in pairs to play the game.
Grouping strategies should be carefully used to allow
students the best opportunity for learning and
language development.
Warm Up: (10 Minutes)
High Yield Routines (Empty Number Line)
 Have students use an empty number line to show the problem 18x5. Students to discuss what 18x5 means
and represents, and then to show it on a number line.
 Allow groups of students to share their thinking
Content Development: (10 minutes)
Notes:
1. Discuss with students other ways that they might calculate 18x5. Examples
I do, We do, You do
could be 20x5 or using the distributive property to multiply (10x5)+(8x5)
2. If students do not mention it, model the strategy of multiplying by 10 and
MODEL the strategy!
then halving the product. This means that 18x5 is the same as 18x10 divided
by 2.
3. Possibly practice this strategy with a few more problems.
Game Activity: (30 minutes)
Could use variations
1. Explain the rules of the game to students.
like 4 in a row, 4
a. The goal is to get as many counters on the game board as possible
corners, etc.
b. Tokens are placed face up and the first player selects a token and
rolls the number cube
Beans could also be
c. This player multiplies the numbers mentally and claims the answer on used at home
the game board.
d. The next player has a turn.
e. The player with the most counters on the game board after 10
rounds is the winner.
2. During the game use effective questioning. Point to an open space on the
board and ask “What token should you pick to give yourself a chance of
covering that number? How do you know?”
Reflection:
Review and Assessment:
1. How do you decide to multiply the number by
The game can be extended by making a gameboard
10 or 5?
like the one on pg. 53 and using numbers
2. Where can I place a counter if I pick
13,15,17,21,25,29,32,35,38,41,45,49
14…24…36?
3. If I needed to cover 180 to win which token
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would I need to pick?
Home School Connection
Send the game board home along with a set of numeral for students to play with
their family. Also send the rules page home for the parents in English/Spanish
Materials to Send
Home:
Game board, numeral
tokens, counters (or
beans can be used at
home)
Multiplying by Five and Ten
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Washington MEP
7/16/2014
Day Two: Problem Solving-Markers in Boxes
Title: Markers in Boxes
Multiplication
Day Two: Problem Solving
Grade Level:
4th-5th
Lesson: Compare two problems that have different
interpretations of division. (How many groups, and
how many in each group)
Resources for Lesson:
High Yield Routines:
Illustrative Math Task: Markers in Boxes (How many
groups?)
Guiding (Focus) Question:
How can I decide how two word problems are
similar and different?
Unit Learning Targets: Students will analyze two problems that have different interpretations and solve the
problems by showing their solution strategies.
Success Criteria: I can work as a team to analyze word problems and decide how to solve the problems. I
can discuss and describe my reasoning using words and pictures. I can share how the problems are similar
and different.
Mathematical Practices
1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and
quantitatively.
3. Construct viable arguments and
critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of
structure.
8. Look for and express regularity in
repeated reasoning
Content Objectives:
Content Standards
3.OA.A Represent and solve
problems involving multiplication
and division.
3.OA.B Understand properties of
multiplication and the relationship
between multiplication and
division....
3.OA.C Multiply and divide within
100.
Language Objectives:
(Student Friendly)
I can discuss, solve, and explain how the two
problems are similar and different.
Key Vocabulary
Analyze
Multiplication
Strategy
Division
Similar
Different
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Time for Lesson:
Warm Up: 10 Minutes
Content Development: 20 Minutes
Problem Solving: 20 Minutes
Reflection: 10 Minutes
(Throughout unit make sure all four language modalities,
reading, writing, speaking and listening are addressed)
I can work with my team to discuss and record our
thinking and reasoning for the two problems in the
task.
Lesson Supports
Materials:
This use of tape
 Markers in Boxes
diagrams (models)
 Colored pencils
can be very helpful in
 Chart paper
pulling information
 Markers
out of word
problems.
Washington MEP
7/16/2014
Student Engagement: Leadership
How will this lesson develop leadership skills for our
migrant students?
6. I am a problem-solver and critical thinker.
Strategies to develop leadership skills:
 Small group work
 Collaboration
 Think, pair, share
 Elbow partners
Warm Up: (High Yield Routines) (10 Minutes)
Quick Images- Routine from High Yield Routines
1. Show some quick images (dot arrangement) to get students thinking and
sharing their thinking. Flash the image for a short time to the class to get
them thinking. Next, have students explain how they saw it. Did they see
4x4 or 4 groups of 4, or do students explain 4+4+4+4.
2. Practice with a few different arrangements.
Content Development:
Notes:
1. Read the “task” to the students and generate a discussion on how the
problems are similar and how they are different from each other.
2. What is happening in the two scenarios?
3. Give directions to groups that we want to know how many markers Presley
should put in each box, and how many boxes Anthony should fill with
markers. Show your work!
Problem Solving Activity:
1. Students work in small groups to solve the problems and show their
thinking.
2. Did all groups do the problems the same?
Reflection:
1. Have groups share their work and explain
their reasoning for each question.
2. Students can practice designing story
problems to match the “How many groups?”
and “How many in each group?”
3. Discuss the solutions
Review and Assessment:
Home School Connection
Materials to Send
Home:
Students Continue to play the game at home with their family. Parents can sign
the home school connection page and send it back to school along with the game
board and numeral tokens.
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Students will be using
game boards made
from heavy paper and
the numeral tokens are
on card stock!
7/16/2014