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Remarks
Examples of Opportunities for In-Depth Focus
Word problems involving equal groups, arrays, and measurement quantities can be used to build students’ understanding of and skill with multiplication and division, as well as to allow students to demonstrate their understanding of and skill with these operations.
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
- Assessment Limits :
All values in items may not exceed whole number multiplication facts of 10 x 10 or the related division facts. Items may not contain more than one unknown per equation. Items may not contain the words “times as much/many.” - Calculator :
No
- Context :
Required
- Test Item #: Sample Item 1
- Question: Craig has 72 grapes. He separates the grapes into 9 equal groups. How many grapes are in each group?
- Difficulty: N/A
- Type: EE: Equation Editor
- Test Item #: Sample Item 2
- Question: Mr. Soto gave a total of 54 fire-safety posters to 9 schools. He gave the
same number of posters to each school.
What is the total number of posters that Mr. Soto gave to each school?
- Difficulty: N/A
- Type: EE: Equation Editor
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Problem-Solving Tasks
Student Center Activity
Teaching Ideas
Text Resource
Tutorial
Unit/Lesson Sequence
STEM Lessons - Model Eliciting Activity
Students will think like chess club members to make two wish lists on how to spend $75 on chess related materials. Then they have to make two new wish lists on how to spend $750 on chess related materials.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx
This MEA asks students to work as a team to figure out which candidate is the best possible choice for the 8th grade boys' basketball coach. They will have to analyze data, decide on a procedure, and create a ranking system to choose the best candidate. They are also given multiplication and division problems based on the data.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
In this Model Eliciting Activity, MEA students will analyze different carnival rides to determine which ride would make the most profit by looking at factors such as number of tickets per ride, the cost per ticket, the length of the ride, the number of hours the ride is open, and the cost to operate the ride. Students will need to use different operations in order to solve the tasks and will be required to do multi-steps.
This task involves having students look at three different fish tank sizes and determine, using a data list, which fish will fit in these fish tanks based on their size. They will also need to look at other characteristics to determine how to group the fish together. Students will have to either multiply, divide or add repeatedly in order to find different solutions on how to place the fish in each tank size.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
In this Model Eliciting Activity, MEA, students will be required to rank musical instrument lesson packages based on the price, the number of minutes of practice each week, and the quality of the instructor.
Part of the task involves students figuring out the elapsed time of the lessons based on their start and stop times. They will also need to figure out the total weekly cost of the lessons based on the number of lessons offered per week and the cost of each lesson based on its length.
The twist will require students to determine whether or not to revise their ranking based on new information about the cost of instrument rentals per lesson and the class size of each package.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
In this MEA, students will rank pets from most family-friendly to least family-friendly by considering data such as purchase price, cost to feed, cleanliness, etc. as well as notes regarding the physical description of the pet. In the twist, students will be given information on additional pets as well as information on cleanliness and life expectancy. Students may need to make trade-offs in regards to cost to adopt, feed, and house along with life expectancy, ease of clean up, etc.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
MFAS Formative Assessments
Students are asked to model an equal groups and an array problem in which the product is unknown with multiplication or division equations and then solve each problem.
Students are asked to model an equal groups and an array problem in which the group size is unknown with multiplication or division equations and then solve each problem.
Students are asked to model an equal groups and an array problem in which the number of groups is unknown with multiplication or division equations and then solve each problem.
Students are asked to model a multiplication and a division problem that involve measurement quantities with multiplication and division equations and then solve each problem.
Student Resources
Problem-Solving Tasks
Both of the questions are solved by the division problem 12÷3 but what happens to the ribbon is different in each case. The problem can be solved with a drawing of a tape diagram or number line. For problem 1, the line must be divided into 3 equal parts. The second problem can be solved by successive subtraction of 3 feet to see how many times it fits in 12.
Type: Problem-Solving Task
The first of these is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"
Type: Problem-Solving Task
In this task, the students are not asked to find an answer, but are asked to analyze the problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.
Type: Problem-Solving Task
The purpose of this task is for students to solve problems involving the four operations and draw a scaled bar graph to represent a data set with several categories.
Type: Problem-Solving Task
Student Center Activity
Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.
Type: Student Center Activity
Tutorial
Use a picture and understanding of multiplication to solve a division word problem. Watch out for unnecessary information.
Type: Tutorial
Parent Resources
Problem-Solving Tasks
Both of the questions are solved by the division problem 12÷3 but what happens to the ribbon is different in each case. The problem can be solved with a drawing of a tape diagram or number line. For problem 1, the line must be divided into 3 equal parts. The second problem can be solved by successive subtraction of 3 feet to see how many times it fits in 12.
Type: Problem-Solving Task
The first of these is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"
Type: Problem-Solving Task
In this task, the students are not asked to find an answer, but are asked to analyze the problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.
Type: Problem-Solving Task
The purpose of this task is for students to solve problems involving the four operations and draw a scaled bar graph to represent a data set with several categories.
Type: Problem-Solving Task
