Topic+Eight

= Topic Eight: Developing Fluency: Multiplying by 2-Digit Numbers = Pacing (Duration of Unit):
 * ~ = Desired Results = ||
 * __**Transfer:**__

1. Makes sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 8. Look for and express regularity in repeated reasoning. ||
 * 2. Reason abstractly and quantitatively. **
 * 6. Attend to precision.**
 * 7. Look for and make use of structure.**
 * __**Established Goals:**__


 * 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

__**I Can Statements:**__
 * I can multiply a whole number up to four digits by a one-digit whole number.
 * I can multiply two two-digit numbers.

__**Pre-Requisite Standards:**__
 * 3.NBT.3: Multiply one-digit whole numbers my multiples of 10 in the range 10-90 (ex. 9x 80, 5x60) using strategies based on place value and properties of operations.
 * 4.NBT.3: Use place value understanding to round multi-digit whole numbers to any place.
 * 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models ||
 * __**Big Ideas:**__
 * __Algorithms__: There is more than one algorithm for each of the operations with rational numbers. Most algorithms for operations with rational numbers, both mental math and paper and pencil, use equivalence to transform calculations into simpler ones.
 * __Practices, Processes, and Proficiencies:__ Mathematics content and practices can be applied to solve problems. || __**Essential Questions:**__
 * How can arrays be used to find greater products
 * What is a standard procedures for multiplying multi-digit numbers? ||
 * __**Students will know...**__
 * The expanded algorithm for multiplying by two-digit numbers is just an extension of the expanded algorithm for multiplying with one-digit numbers.
 * Making an array with place-value blocks provides a way to visualize and find products using an expanded algorithm
 * The standard algorithm for multiplying a 2-digit number by a multiple of 10 is just an extension of the algorithm for multiplying multi-digit numbers by a 1-digit number.
 * The standard multiplication algorithm is a shortcut for the expanded algorithm. Regrouping is used rather than showing all partial products.
 * Sometimes the answer to one problem/question is needed to find the answer to another problem/question.

__**Vocabulary:**__ There is no new vocabulary for this topic. || __**Students will be skilled at..**__. __**[|4.NBT.5: The Baker]**__ || __**Other Evidence:**__ || 8-1: The expanded algorithm for multiplying by two-digit numbers is just an extension of the expanded algorithm for multiplying with one-digit numbers. 8-2: Making an array with place-value blocks provides a way to visualize and find products using an expanded algorithm. 8-3: The standard algorithm for multiplying a 2-digit number by a multiple of 10 is just an extension of the algorithm for multiplying multi-digit numbers by a 1-digit number. 8-4: The standard multiplication algorithm is a shortcut for the expanded algorithm. Regrouping is used rather than showing all partial products. 8-5: Sometimes the answer to one problem/question is needed to find the answer to another problem/question. ||
 * Using arrays to multiply two-digit numbers by two-digt numbers to find the product.
 * Using an expanded algorithm to multiply two-digit numbers by two-digit numbers to find the product.
 * Using grids and patterns to multiply 2-digit numbers and multiples of 10.
 * Using partial products ot multiply 2-digit numbers by 2-digit numbers and find the products.
 * Solving two-question problems. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__
 * __**Resources:**__

__Problem of the Month__ __**[|4.NBT.5: Measuring Up]**__

__Centers:__ __**[|4.NBT.5: Make the Largest Product]**__ __**[|4.NBT.5: Make the Smallest Product]**__ ||