ALEX Learning Activity

  

Big Problem? Break It Apart

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Michelle Frye
System:Blount County
School:Hayden Elementary School
  General Activity Information  
Activity ID: 2552
Title:
Big Problem? Break It Apart
Digital Tool/Resource:
Big Problem? Google Slide Show
Web Address – URL:
Overview:

This Google Slide Show gets students warmed-up by activating their thinking about expanding numbers in various ways. Students will then use that knowledge to solve multi-digit multiplication problems.

This activity results from the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
11. Find the product of two factors (up to four digits by a one-digit number and two two-digit numbers), using strategies based on place value and the properties of operations.

a. Illustrate and explain the product of two factors using equations, rectangular arrays, and area models.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use strategies based on place value, properties of operations, rectangular arrays, area models, and equations to illustrate and explain the product of two factors (up to four digits by a one-digit number and two two-digit numbers).
Note: Standard algorithm is not an expectation for grade 4.
Teacher Vocabulary:
  • Product
  • Factor
  • Compose
  • Decompose
  • Digit
  • Strategy
  • Place value
  • Properties of operations
  • Equation
  • Rectangular array
  • Area model
  • Partial product
  • Multiple of 10
Knowledge:
Students know:
  • How to compose and decompose numbers in a variety of ways using place value and the properties of operations.
  • How to represent the product of two factors using an area model.
  • Use strategies based on place value (partial products), the properties of operations, arrays and area models to represent a two digit factor times a two digit factor.
Skills:
Students are able to:
  • Use strategies based on place value and the properties of operations to find products.
  • Illustrate the product of two factors using rectangular arrays and area models.
  • Explain the product of two factors using equations.
  • Make connections between models and equations.
Understanding:
Students understand that:
  • arrays, area models, place value strategies, and the properties of operations can be used to find products of a single digit factor by a multi-digit factor and products of two two-digit factors.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.11.1: Divide within 100, using strategies such as the relationship between multiplication and division (e.g. knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8).
M.4.11.2: Divide within 100, using strategies such as properties of operations.
M.4.11.3: Multiply within 100, using strategies such as properties of operations.
M.4.11.4: Multiply within 100, using strategies such as the relationship between multiplication and division (e.g. knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8).
M.4.11.5: Recall products of two one-digit numbers.
M.4.11.6: Name the first 10 multiples of each one-digit natural number.
Example: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70.
M.4.11.7: Recall basic addition, subtraction, and multiplication facts.

Prior Knowledge Skills:
  • Apply divisibility rules for 2, 5, and 10.
    Example: Recognizing that 32 is divisible by 2 because the digit in the ones place is even.
  • Apply basic multiplication facts.
  • Understand subtraction as an unknown
  • addend problem.
  • Recognize division as repeated subtraction, parts of a set, parts of a whole, or the inverse of multiplication.
  • Name the first 10 multiples of each one-digit natural number.
    Example: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70.
  • Recognize multiplication as repeated addition, and division as repeated subtraction.
  • Apply properties of operations as strategies to add and subtract.
  • Recall basic addition and subtraction facts.
  • Use repeated addition to solve problems with multiple addends.
  • Count forward in multiples from a given number.
    Examples: 3, 6, 9, 12; 4, 8, 12, 16.
  • Recall doubles addition facts.
  • Model written method for composing equations.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.11 Add and subtract one and two-digit numbers up to 49 with regrouping using concrete manipulatives and visual models.

Learning Objectives:

Students will break apart larger factors to help them solve multi-digit multiplication problems.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

  1. Show the slide one to the students. Read the title of the task aloud. The teacher will ask, "What does it mean to break apart a number?"

  2. Show slide two to the students. The teacher will ask students to look at the problem and then break that number apart in their journals. (Teachers can also simply ask for verbal responses and record these on the board.)

  3. Show slide three and point out that you used friendly numbers (multiples of ten) to help you break the problem apart. The teacher will ask, "Why does this make it easier for us to solve?"

  4. Show slide four to students. The students will record their solutions in their journals. (You can shorten this activity by assigning groups of students a certain problem.)

  5. Have students share their work. 
Assessment Strategies:

Check student work at the conclusion of the activity to assess their understanding. You can use the following guidelines to ensure students meet the learning objective.

Check that the student:

  1.  correctly expanded the larger factor

  2.  could use their strategy to solve the problem
Advanced Preparation:

The teacher will need a computer and projector to show the Google Slide Show. Students may complete this activity verbally or use a pencil to record answers in their math journals/paper.
Variation Tips (optional):

Teachers may change out the numbers to use this slide show multiples times. Teachers may also change out numbers to differentiate instruction.
Notes or Recommendations (optional):

  1. Find the product of two factors (up to four digits by a one-digit number and two two-digit numbers), using strategies based on place value and the properties of operations.

  2. Illustrate and explain the product of two factors using equations, rectangular arrays, and area models. 

Note: Standard algorithm is not an expectation for grade 4.

 

This task can be used as a stand-alone activity or in conjunction with The Digit Card Challenge (during activity) and Greatest Product Wins! (after activity).
  Keywords and Search Tags  
Keywords and Search Tags: factor, multiplication, multiplication engage activity, product