EM2 APPLY Level 3 Module 1 Lesson 1 Thin Slice by Great Minds

Student 3 APPLY A

Module 1 ▸ Multiplication and Division with Units of 2, 3, 4, 5, and 10

Story of Units® Units of Any Number

A Story of Units® Units of Any Number ▸ 3 APPLY Module 1 Multiplication and Division with Units of 2, 3, 4, 5, and 10 2 Place Value Concepts Through Metric Measurement 3 Multiplication and Division with Units of 0, 1, 6, 7, 8, and 9 4 Multiplication and Area

Fractions as Numbers

Geometry, Measurement, and Data

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1 Copyright © Great Minds PBC EUREKA MATH2 3 ▸ M1 Contents Multiplication and Division with Units of 2 , 3 , 4 , 5 , and 10 Topic A 3 Conceptual Understanding of Multiplication Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Organize, count, and represent a collection of objects. Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Interpret equal groups as multiplication. Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Relate multiplication to the array model. Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Interpret the meaning of factors as number of groups or number in each group. Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Represent and solve multiplication word problems by using drawings and equations. Topic B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Conceptual Understanding of Division Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Explore measurement and partitive division by modeling concretely and drawing. Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Model measurement and partitive division by drawing equal groups. Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Model measurement and partitive division by drawing arrays. Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Represent and solve division word problems using drawings and equations.

57 Properties of Multiplication Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Demonstrate the commutative property of multiplication using a unit of 2 and the array model. Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Demonstrate the commutative property of multiplication using a unit of 4 and the array model. Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Demonstrate the distributive property using a unit of 4 Lesson 13 77 Demonstrate the commutative property of multiplication using a unit of 3 and the array model. Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Demonstrate the distributive property using units of 2, 3, 4, 5, and 10. Topic D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Two Interpretations of

Lesson 15 91 Model division as an unknown factor problem. Lesson 16 97 Model the quotient as the number of groups using units of 2, 3, 4, 5, and 10. Lesson 17 103 Model the quotient as the size of each group using units of 2, 3, 4, 5, and 10. Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

and solve measurement and partitive division word problems.

Topic C

Division

Represent

Copyright © Great Minds PBC 2 3 ▸ M1 EUREKA MATH2 Topic E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Application of Multiplication and Division Concepts Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Use the distributive property to break apart multiplication problems into known facts. Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Use the distributive property to break apart division problems into known facts. Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Compose and decompose arrays to create expressions with three factors. Lesson 22 131 Represent and solve two-step word problems using the properties of multiplication. Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Represent and solve two-step word problems using drawings and equations. Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . 143

MATH Conceptual Understanding of Multiplication

Dear Family,

Your student is making sense of multiplication by connecting it to addition. Instead of repeatedly adding the same number, they recognize that multiplying can be more efficient. They create representations of multiplication in equal groups or arrays by using cubes or drawing pictures. Then they write multiplication equations to match. For now, the factors are limited to 2, 3, 4, 5, and 10 as your student builds their understanding of multiplication.

Number in each group: 3

Key Terms and Symbols factor multiplication

multiplication symbol × multiply product

Number of groups: 4

At-Home Activities

How Can You Make Equal Groups?

Gather groups of everyday objects from around your home such as toy cars, crackers, or beads. Together with your student, arrange the objects into equal groups or arrays. Ask them to write or say a multiplication equation to represent the groups of objects. Encourage skip-counting to figure out the product.

Equal Groups and Arrays at the Grocery Store

Look for items packaged in equal groups and arrays, such as eggs, hamburger buns, or toilet paper. Discuss with your student the number of groups and the number in each group for each situation. Then have them use multiplication to find the total in each package.

FAMILY

3 + 3 + 3 + 3 = 12 4 × 3 = 12 4 threes = 12

12 factor factor product

Draw an array to show 4 rows of 3.

× 3 =

1. Count the pencils.

How many pencils are there in total? 32

I see each box holds 10 pencils. I count by tens. Then I count on 2 more.

Name

Pencils

Pencils 10 Pencils 10 Pencils 10 Pencils 10 20 30

2. Group the strawberries to help you count. Circle strawberries to show your groups.

a. How many strawberries are there in total? 35

b. Describe another way you can group the strawberries. The strawberries can be circled in 7 groups of 5.

I can circle groups of 10 I know 3 tens is 30 and there are 5 more.

30 + 5 = 35

I can also circle groups of 5

5 10 15 20 25 30 35 I skip-count by fives until all the groups have been counted.

REMEMBER

quarter to 5

I know that quarters are 4 equal parts of a whole. Quarter to is when the minute hand is three quarters of the way around the clock. At quarter to, the minute hand points at 9.

Quarter to

Quarter past

At quarter to 5, the hour hand is almost to the 5.

3. Draw the missing hand on the clock to show the time.

Name

1. Count the crayons.

How many crayons are there in total?

2. Group the dots to help you count. Circle dots to show your groups.

a. How many dots are there in total?

b. Describe another way you can group the dots.

10 Crayons 10 Crayons 10 Crayons 10 Crayons 10 Crayons

REMEMBER

3. Draw the missing hand on the clock to show the time.

quarter past 9