Hello families!

This week in math we continued with our multi-digit multiplication unit. See below for a letter from Big Ideas about this unit. Additionally, you can support at home by consistently practicing multiplication facts!

 

We will be doing a daily multiplication challenge. Each day students will have 2 minutes to complete a fact sheet about a fact family, starting with ones. When they pass that family, they will move on to the next family. Our ambitious goal is to be through our twelves by Winter Break! If we can work together as a class to achieve this goal, we will earn a hot chocolate party.

 

Below is the letter from Big Ideas:

Dear Family,

In this chapter, your student is learning how to multiply one-digit numbers by tens, hundreds, and thousands. The lessons address how to estimate products by rounding, and to multiply using properties, expanded form, and partial products. The vocabulary words associated with this chapter are: Distributive Property and partial products.

Your student can practice multiplying by one-digit numbers while looking at prices at home or at the store!

• While shopping, look at whole-number price tags. For items that are less than $10, ask your student to name a two-digit number, then find the total cost of that many of the item. For example, if a jar of peanut butter costs $4, ask, “How could you find the total cost of 23 jars of peanut butter? What would the total cost be?” Encourage your student to explain more than one strategy for finding the answer. Have your student draw an area model and explain how it can be used to multiply.
• At home, look through advertisements for items that have a three-digit price. Have your student point out the digits in each place value. Then, have them use partial products to find the total cost of several of the items. Remember to select a single-digit number of items. For example, your student might select a $425 TV. Guide your student to find the total cost of 3 TVs. Ask, “What is the product of 3 and 4 hundreds? What is the product of 3 and 2 tens? What is the product of 3 and 5 ones?” Then, have your student add the partial products. Continue by asking, “Can you find an item that costs about 3 times as much as your item? Is there an item that costs about 8 times as much?”
• Ask your student to name an item that might have a four-digit price. Look up the cost of the item online. Roll a number cube and have your student estimate the total cost of that many of the item. Then, have your student choose a strategy to multiply. Have your student compare the total cost with the estimate and explain whether the answer is reasonable. Encourage your student to think of word problems involving multiplication that you can solve together.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other contexts in which they multiply by one-digit numbers, such as finding the number of minutes in the hours they are in school each day, and then the minutes each week.

Have a great time practicing multiplication!