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Grade 05 Mathematics - EC: M05.A-T.2.1.1

Grade 05 Mathematics - EC: M05.A-T.2.1.1

Continuum of Activities

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

  • Instructional activities designed to be integrated into planned lessons
  • Questions/activities that grow in complexity
  • Opportunities for differentiation for each student’s level of performance

Grade Levels

5th Grade

Course, Subject

Mathematics

Activities

  1. 10 x 10 =

  2. 10 x  ? = 110

  3. What is the next number to the left of the 8 in the solution to this multiplication problem?

  1. Which multiplication problem has a larger solution:  11 x 11 or 11 x 12?

  2. In the problem 20 x 12,  how many groups of 12 are there in the solution?
  1. Identify the correct solution to 108 x 14
  1. 1,532
  2. 1,512
  3. 1,412
  4. 1,402
  1. Compare the two problems and solutions.  Which one has the correct work and correct solution.

                                                                                     

  1. 109 x 41

  2. Multiply 42 by 48

  3. 64 x 39 =

  4. 692 x 12 = 7,844     True or false

  5.  371
    x 47
  1. Alicia will eat 12 M & M’s each day for lunch.  If she does this for 32 days, how many M & M’s will she have eaten?
  1. Is 97, 007 the solution to 123 x 789?

  2. Identify the problem for which 2,870 is the solution?
    1. 45 x 61
    2. 70 x 41
    3. 22 x 88
    4. 409 x 12
  1. Two students solved the multiplication problem using different methods.  One of them is correct.  Which one is correct?    Explain the error in the incorrect work.

  1. Solve the problem below using two different methods. Show all work. Explain why both methods work.

Darius was putting together care packages for the Salvation Army.  He included 14 canned food items and 3 bread products in each bag.  He must fill 142 bags.  He needs to know how many total can and bread products are necessary to accomplish this goal.

  1. What is the largest number that 329 can be multiplied by to get a whole number 5-digit solution?  Show all work and explain your thinking.

  2. Each letter in the expression below represents a single digit in a whole number.

     abc
 x    bc

List the possible solutions to the expression if the following statements are true. Explain your reasoning.

  • b is half of c
  • c is divisible by 2 and 3
  • the solution is less than 10,000 and has one “c” in it
  1. State a word problem that will model the expression below.  Explain what the solution means in terms of the problem.   172 x 73

  2. Which of the following is not true for any multiplication problem with whole numbers

    1. The solution to a 2-digit times a 2-digit is always greater than one of the original 2 –digit numbers
    2. The solution  to a 2-digit times a 2-digit multiplication problem is always greater than 10 times one of the numbers being multiplied
    3. When multiplying 2-digit numbers the solution is always greater than 99
    4. If the solution is a 4-digit number, one of the numbers being multiplied must be a 3-digit number

  3. Demonstrate how multiplication and addition are both possible operations that could be used to solve the following situation.  Show all work and explain your thinking.
    Cammi purchased 12 boxes of candy with 17 pieces of candy per box.  How many pieces of candy did she have?

  4. Use the digits below to create a multiplication problem with one 2-digit number and one 3-digit number with the largest possible solution.   Digits can be used multiple times.  Explain your reasoning.

2   9   1    3

  1. Write a number model for the diagram below.   Explain how the diagram can represent an addition problem or a multiplication problem.

  1. How many possible solutions are there to the multiplication problem given A > 1? Show the work for two solutions.   List three things that must be true about the solutions.  Show all work and explain your thinking.

4 A 2                           
x  10

 

 

Answer Key/Rubric

  1. 100

  2. 11

  3. 6

  4. 11 x 12

  5. 20
  1. b

  2. b

  3. 4,469

  4. 2,016

  5. 2,496

  6. False

  7. 17,437

  8. 384

  9. No

  10. b
  1. Student A.  The error student B made is 792 x 10 = 7,920 and not 70,920

  2. 142 x 14 = 1988
    142 x 3   = 426       1988 + 426 = 2414

    142 x 10 = 1420
    142 x 4   = 568
    142 x 3  = 426          1420 + 568 + 426 =  2414

    Explanations will vary and so will the methods used (ex.  Lattice multiplication )

  3. 303     Explanations will vary according to the method / thinking used by the student.

  4. 4,896 and 8,496.  Student must explain how they reasoned this out. Things to look for: c must be 6 because this is the only digit (0-9) divisible by 2 and 3; b must then be 3 because it is half of 6.  The only possibilities for a are 1 and 2 or the answer will be over 10,000.

  5. Answers will vary according to student generated word problem.  (Example: An auditorium has 172 rows with 73 chairs in each row, how many chairs are in the auditorium?  The solution represents the total number of chairs.)

  6. d

  7. Student must indicate that 17 x 12 is the same as adding 17 twelve times.  Explanation must follow.

  8. 99 x 999      Explanation must address that the largest 2 –digit number (99) when multiplied by the largest 3-digit number (999) will produce the largest solution.

  9. 11 x 12.  Students must indicate that 11 x 12 is the same as adding 11 twelve times. 

  10.   8 solutions.  (4220, 4320, 4420, 4520, 4620, 4720, 4820, 4920).  Answers will vary ( examples:  divisible by ten, an even number, end in zero, etc)
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