Lesson 1: Multiplication as Repeated Addition

Name: _______________________________________________ Date: _________________

1. Which symbol would you put on the line to make the statement true?
5 _____ 5 = 25
a. =
b.
c. +
d. x
2. Which number sentence shows the best way to find the total number of stars?

a.
b.
c.
d.

4 + 4 + 4 = _____
5 + 4 = ____
5 x 4 = ____
5 + 5 + 5 + 5 = ____

3. Which picture shows 4 groups of 2?

a.
b. ______________

___ ___

c.

__

__

__

__

d.
4. Write to explain: In what ways are addition and multiplication alike? In what ways are
they different? Explain your thinking.
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Lesson 2: Arrays and Multiplication

Name: _______________________________________________ Date: _________________

1. Write to explain: What is an array? Draw an array for 3 x 4. Then use a related array to
show your understanding of the Commutative Property of Multiplication.
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Lesson 3: Using Multiplication to Compare

Name: _______________________________________________ Date: ______________

In this lesson, you learned how to multiply in order to compare the size of two different groups.
Complete the following question using the UPSL strategy to show your understanding.

Ava is 8 years old. Her parents say she can get a cell phone when she is twice as old as she is
now. Write a number sentence to show this situation, and then solve it. Explain which operation
you used and why.

Understand

Plan

Solve

Look Back

Lesson 4: Writing Stories with Multiplication

Name: _______________________________________________ Date: _____________

1. Write to explain: Janice wrote this multiplication story for 3 x 6.

I have 3 brothers. I am 6 years older than Joey. How old am I?

What is wrong with Janices problem? Explain your thinking. Rewrite

the story so that it works with 3 x 6.

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Lesson 5: Writing to Explain using UPSL

Name: _______________________________________________ Date: _____________
o Understand = write what you know about the problem.
o Plan = write down how you are going to solve it.
o Solve = solve the problem.
o Look back = check your work and make sure it makes sense. Give a written
explanation as to why your answer is reasonable.
Joe got on the elevator on the 2nd floor. He rode up 7 floors, then he rode down 3 floors. Then he
rode up 6 floors and got off. What floor did Joe end up on? Draw a picture or table to help you
solve the problem. Label the picture and explain your thinking.

Understand

Plan

Solve

Look Back

Lesson 6: Using 10 as a Factor

Name: _______________________________________________ Date: _____________

0 x ____ = ____

1 x ____ = ____

2 x ____ = ____

3 x ____ = ____

4 x ____ = ____

5 x ____ = ____

6 x ____ = ____

7 x ____ = ____

8 x ____ = ____

9 x ____ = ____

10 x ____ = ____

Lesson 6: Using 10 as a Factor

Name: _______________________________________________ Date: _____________
1. Which factors do NOT have a product that is a multiple of 10?
a. 3 x 10
b. 5 x 6
c. 7 x 5
d. 2 x 25
2. Joe bought seven 10-packs of pencils. How many pencils does he get?
a. 71 pencils
b. 70 pencils
c. 17 pencils
d. 7 pencils
3. Which is the product of 0 x 10?
a.
0
b.
1
c.
10
d.
100
4. Write to explain: Your teacher asks you what you know about patterns when you
multiply by 10. Write to explain the pattern and how to use it. Use your age as one factor
and 10 as the other factor. Use the UPSL strategy.
Understand

Plan

Solve

Look Back

Final Assessment
Name: ______________________________________________________
In this unit, you learned how to write stories for multiplication facts. Complete the following
question using the UPSL strategy to show your understanding.
Suki wrote this multiplication story for 3 x 6.
I have 3 brothers. I am 6 years older than Akira. How old am I?
What is wrong with Sukis problem? Explain your thinking. Rewrite the multiplication story
so that it works with 3 x 6. Use the UPSL strategy.

Rubric for End of Unit Assessment

Suki wrote this multiplication story for 3 x 6. I have 3 brothers. I am 6 years older than Akira.
How old am I? What is wrong with Sukis problem? Explain your thinking. Rewrite the
multiplication story so that it works with 3 x 6. Use the UPSL strategy.
Points

Student Sample

The student clearly identifies and

explains Sukis errors then revises
the problem to accurately reflect 3
x 6.

Suki has a few mistakes. First, her problem

isnt about same-size groups, arrays, or
times as many. Its really about
subtracting. But she didnt give enough
information to solve it. Or she gave too
much information. Heres a multiplication
story for 3 x 6. One ant has 6 legs. How
many legs on 3 ants? 18 legs in all.

The student identifies one of Sukis

errors with an adequate explanation
and then revises the problem to
reflect 3 x 6.

You dont have to multiply in Sukis

problem. It started out like it might be about
times, but then it got to be about
subtracting. She could have said: I have 3
brothers. Each brother has 6 goldfish. How
many goldfish do my brothers have? 18
goldfish.

The student identifies Sukis error

with little or no explanation and
then gives the product of 3 x 6
without suggesting an alternative
problem.

Sukis problem doesnt have groups or

arrays to multiply. 3 x 6 = 18, so the story
should be about 3 equal groups of 6 or 6
groups of 3.

The student does not explain what

is wrong with Sukis problem but
suggests an alternative problem
about 3 x 6.

3 x 6 = 18, but that has nothing to do with

the story. This is a good story, a shirt costs
$6. How much for 3 shirts? $18.

No attempt made, uses incorrect

strategy, and/or incorrect answer
given.