# CGI Multiplication and Division Stories: CGI Word Problems--Grades 2-4

2nd - 4th
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
90 pages
\$5.50
List Price:
\$7.00
You Save:
\$1.50
\$5.50
List Price:
\$7.00
You Save:
\$1.50

### Description

Helping students learn to tackle basic multiplication and division word problems or "stories" is essential--and textbooks often rush through this process, especially for students who may have limited problem solving experience.

So what IS this resource?

This resource is designed to help teachers provide students with quality problems to help them navigate the nine multiplication and division problem types. Because students come to the table with a variety of skills, each problem has 3 different “select a size” number choices to help make the problem a perfect fit! Rather than having to find different problems for your different levels, you can teach the different problem types and the differentiated numbers are right on the page!

Where did these 9 problem types come from? You may be familiar with the research done with children and how they acquire math understanding—especially in problem solving called CGI or “cognitively guided instruction”. If you aren’t familiar with it, I highly recommend a little reading because it is fascinating! The work is so thorough and well respected that the writers of the CCSS and other rigorous standards have chosen to base a good part of the standards on it! In fact, if you have not spent time looking at the tables in the glossary (pages 88-89), I would recommend it as the CCSS for grades 2-4 refer directly to them.

Because of the great number of problems and sample problems, this resource is perfect for whole class instruction but is a wonderful tool for intervention groups, one-on-one coaching, or homeschooling.

What is included?

• Real photos and teaching tips and suggestions

• A “teach me” problem to use whole-class to model each of the 9 problem types. Customize them by writing your student names in the blanks!

• 6 quality problems in all 9 different problem types—all CCSS aligned (54 word problems)

• 3 levels of challenge per problem

• Problems available with 6 of the same problem per page AND on sheets with 6 different problems per page

• *Blank forms to use for independent work or as assessments (use this for ANY of the problems included…students can use it for independent work or for you to collect as an assessment of their problem-solving and/or to show their written explanations..)

• 2 assessment forms!

I hope you enjoy using this resource to help improve problem-solving with your students! Problem-solving is more than just multiplying or dividing two numbers--it is THINKING...and this resource can help!

-----------------------------------------------------------------------------------------

Looking for all my CGI "Select-a-Size" problems?

Subtraction Only CGI Problems

Multiplication and Division CGI Problems

-----------------------------------------------------------------------------------

Need more division resources and help?

A Lesson Plan for Introducing Division Concepts

Multiplication and Division Formative Assessments

Division Concepts Practice Game: The Pretzel Game

Larger Number Division Word Problems

-----------------------------------------------------------------------------------

All rights reserved by ©The Teacher Studio. Purchase of this problem set entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

Total Pages
90 pages
Included
Teaching Duration
N/A
Report this Resource to TpT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.

### Standards

to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.