Name:________________________#______
Math Topic 4: Meanings of Multiplication
Study Guide
I can:
 Write multiplication number sentences for given
equal group situations, using the “x” symbol. (4-1)
 Write multiplication sentences for arrays and
use arrays to find products. (4-2)
 Write multiplication sentences for arrays, use
arrays to find products, and use the
Commutative Property of Multiplication. (4-3)
 Write math stories for given multiplication facts.
(4-4)
 Use objects, words, pictures, numbers, and
technology to provide a written explanation
reflecting my understanding. (4-5)
How much effort did you put
into math?
Minutes Studied:________________
Study Guide Answers
1) D
2) C
3) C
4) Addition and multiplication are both ways to find
many in all. They both have parts you put together to
get the whole. You can add groups of any size. You
can multiply only if you have same-size groups.
Study Guide Answers
1) C
2) B
3) Yes, Dana is correct. An array has equal rows.
Each row has the same number of stickers in it.
The fact 3 x 6 shows an array with 3 rows and
6 stickers in each row. 3 x 6= 18
So, Dana has 18 stickers
Study Guide Answers
1) B
2) B
3) An array has equal rows. Each row has the same
number of things in it, like equal groups. This array
shows 3 x 5=15
This array is 5 x 3, which is 15, too. 3 x 5 and 5 x 3
both are 15 because of the Order Property of
Multiplication.
Study Guide Answers
1) B
2) D
3) Suki has a few mistakes. First, her problem is not
about the same-size groups, arrays, or “times as
many.” It’s really about subtracting. But she didn’t
give enough information to solve it. Or she gave too
much information!
Here’s a multiplication story for 3 x 6:
One ant has 6 legs. How many legs on 3 ants? 18 legs
in all.
Study Guide Answers
1) B
2) D
3) A
4) A picture helps to keep track of Kai. Mine is like a
graph. It starts with 2 at the bottom. I counted by
1s for each floor. I drew arrows for each trip where
the last one ended. Kai ended on the 12th floor.