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# Info Gap Multiplication Rich Task - Grades 4 - 6 - no prep freebie!

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Ms Cottons Corner
197 Followers
4th - 6th
Subjects
Resource Type
Standards
Formats Included
• PDF
Pages
5 pages
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Ms Cottons Corner
197 Followers
##### Also included in
1. You will love these rich tasks that give your students the opportunity to practice essential multiplication skills and mathematical communication and thinking skills at the same time! The Baseball-themed resource has easier problems, and the space theme has longer problems. Together, they cover the
Price \$3.60Original Price \$4.50Save \$0.90

### Description

This is a great routine to build mathematical communication, precision and content knowledge. This freebie contains a sample problem that you can use along with a script to help you model. Then you get two problems so your students can give it a try! You have everything you need to build mathematical practices and help students master multiplying three by two problems.

Just print and teach!

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Baseball-themed Info Gap - Multiplication Rich Tasks for 4th and 5th grades

Be sure to check out my blog post about Info-Gaps for more ideas.

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For more multiplication practice, be sure to check out:

Close to 1,000 or 10,000 - Differentiated Multiplication Game

Standard by Standard - Multiplication practice and/or Assessment 5.NBT.5

Multiplication Pretest

Multiplication Master Certificate freebie

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Thank you for your ratings and comments. I read every one, and they help me create with my students, and yours, in mind!

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Happy teaching!

Susan

Total Pages
5 pages
N/A
Teaching Duration
45 minutes
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### Standards

to see state-specific standards (only available in the US).
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.
Fluently multiply multi-digit whole numbers using the standard algorithm.
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.
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.
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.