Investigations Training

3/2/19
Unit 7: How Many Packages and Groups? (Multiplication and Division 3)

Standards:
 4.NBT.B.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.
 4.NBT.B.6 - Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular
arrays, and/or area models.
 4.MD.A.1 - Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single system of
measurement, express measurements in a larger unit in terms of a smaller unit.
Record measurements in a larger unit in terms of small unit. Record
measurement equivalents in a two-column table. For example, know that 1 ft is
12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a
conversion table for feet and inches listing the number of pairs (1,12), (2,24),
(3,36), ...

Understanding various strategies (Make anchor chart with strategies)

 Multiplication: Review pages 163 and 164

o Breaking the numbers apart by addition
o Changing one factor and adjusting
o Creating an equivalent problem
 Division: Review pages 175
o Using groups of divisor (multiplication)
o Breaking dividend into parts (divide in parts)
o Make an equivalent problem (divide each number so the ratio is the same)
o Solve a related problem and adjust (making an easier problem)

Assessments
 What does it mean to MEET each benchmark?
 T Guide pages 170-171, 178 -179
Review Lessons:

INVESTIGATION 1: Multiplication with 2 Digit Numbers

 Lesson 1.1 and 1.2: Review conversions and measurement
 Lesson 1.3 and 1.4: Building number sense, estimating, and reasonableness
o Which estimate is the closest and how do you know?
o All about dialogue, not the answer
o Pg 43 - lists some strategies for finding an estimate
 Lesson 1.5: Introduce Cluster Problems and Area Model
o Discuss how cluster problems are related to each other, how does each
problem help you solve the final problem?
o Introduce the area model and show multiples ways of drawing the array
(page 57). Discuss which is more efficient.
 Lesson 1.6: Factor Bingo & Cluster Problems Continued
o Factor Bingo - Help students make the connection that if 2 is a factor of
240, then 20 is also a factor. Students find factors of various numbers.
 Lesson 1.7: Introducing Partial Products
o Discuss the purpose of cluster problems using 43 x 65. Connect to a story
problem and discuss the steps students used. How do you know when
you are done solving? What would this look like in a picture?
o Introduce Partial Products on an array. Connect back to finding factors
and relate to Factor Bingo

INVESTIGATION 2: Strategies for Multiplication

 Lesson 2.1: Making an Easier Problem
o Introduce how you can use 15 x 30 to help you solve 15 x 29
o Highly important to draw a picture and relate both problems to story
context. Discuss: How do you know what to do for the final step? Why
does this final step work?
 Lesson 2.2: Students create their own cluster problems
o Brainstorm all different cluster problems you could use to solve a problem.
o Important to discuss HOW you choose which strategy to use. We want
students to understand which problems lend themselves better to which
strategies.
 Lesson 2.3 -2.5: Introduce multiplying 4-digit by 1-digit
o First, create a story problem around each problem to give context
o Always estimate and discuss estimates
o Discuss various strategies and consistently refer back to story problem
INVESTIGATION 3: Solving Division Problems
 Lesson 3.1: Relationship between multiplication and division
o With each problem, create story context and draw a picture. Relate each
strategy step back to the context of the problem.
o Choose various starter problems and discuss how you would continue
solving.
 Lesson 3.2: Multiple Towers
o Connect back to previous unit on multiple towers in multiplication. This will
help build the connection between multiplication and division.
 Lesson 3.3: Introducing dividing 4-digit by 1-digit
o Lead a number talk with various strategies used by students. Encourage
them to use a multiplication fact or division fact they already know to start
solving the problem (to introduce the strategies: Using groups of divisor
and Breaking dividend into parts).
 Lesson 3.4 - 3.6: Division Starter Problems
o Lead a discussion about how to continue solving based on the starter
problems provided. Discuss which strategy matches each starter problem
and which strategy is more efficient for the particular problem.