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Telescoped Math - Unit 1 Numbers and Operations
Friday, August 31, 2018 9:00 AM


Unit 1 --- Telescoped 4|5 --- Math --- Number and Operations 1 (adapted from Grade 4 Math Unit 1)

Students can solve problems using place value and multiplication strategies.  

Approximate Time Needed

60 minutes per day

4.5 weeks/20 lessons

Long-term Learning Targets

Instructional Considerations


  1. I can read and write whole numbers through the hundred thousands place. (

  1. I can compare and order whole numbers using models. (

  1. I can demonstrate fluency of multiplication facts. 1-9. (

  1. I can multiply numbers by 10, 100 and 1,000. (

  1. I can multiply whole numbers as great as 3 digit numbers by 2 digit numbers.  (

  1. I can estimate products. (

  1. I can solve real-world problems using addition, subtraction and multiplication. (


Student Background Knowledge

During their work in previous years students have had opportunities to read, write, and represent whole number up to 100,000. They have compared and ordered whole numbers, and used place value to represent these whole numbers in expanded notation.  In addition, students should be able to round numbers to the nearest ten thousand. Students have had a wide range experiences with multiplication and division facts. Their instruction has been mostly conceptual, with activities including the use of array models, skip counting, and fact families.  Students have been learning to see the relationship between multiplication and division and to view them as repeated addition or repeated subtraction. You should be aware that students’ previous learning in this area focused on the idea of equal groups. Students have been exposed to finding the product of a 2 or 3 digit number multiplied by a single digit.

Essential Questions

  • Do I have strategies to find the answer to a basic fact if I do not know the answer?

  • Can I mentally multiply by 10, 100 or 1,000 and explain how I got my answer using accurate place value language?

  • Can I multiply a 3 digit number by a 2 digit number in at least 2 ways?

  • Can I estimate the product of a multiplication problem in two ways?

  • Can I compare my estimate to an actual answer and decide if my answer is reasonable?

  • Can I find my mistake if I solve a problem inaccurately?

  • Can justify my solving strategy?


Number Sentence, Area, Equivalent, Factor, Horizontal, Operation, Solve, Vertical, Round, Product, Standard Form, Ones, Tens, Hundreds, Thousands, Ten Thousands, Hundred Thousands, Digit, Inequality, Dimension, Compatible Numbers, Distributive Property

Common Misconceptions

Students may believe…

  • Multiplication functions the same way as addition. For example, students may think that multiplying by 0 means nothing changes in the product and multiplying by 1 means adding 1 more to find the product.

  • 6 x 7 and 7 x 6 are two separate facts and need to be learned independently. Student who think this do not recognize the commutative property of multiplication when learning basic facts.

  • They do not "know" the facts if they are not fast. In reality, students know their facts when they are able to derive an unknown fact from known facts. For example, 6 x 8 is the same as 2 x (3 x 8) or (3 x 8) + (3 x 8).

Core Resources

Grade 4 Investigations Unit 1

Grade 4 Investigations Unit 3

Nimble with Numbers Grades 4/5

Web resources

Learning the Basic Facts

Instructional Tools focusing on Multiplication and Division in the Intermediate Grades


Welcome Back to School!
Monday, August 27, 2018 1:00 PM



Unit 1 - Lessons 5-8

Workbook pages 9-38

Math Homework:

Days 8-11 (from 180 Days of Math)


Earth Materials 

Mock Rocks & Scratch Test