Unit 8 Putting It All Together — Unit Plan

Title	Assessment
Lesson 1 Find the Greatest Product	Multiply 2 Digits by 2 Digits Use the digits 3, 4, 6, and 8 to make the greatest product. Use each digit only once. Explain your reasoning. Show Solution $83\times64$ Sample response: I figured out through trial and error that the two-digit by two-digit multiplication problems made greater products. To get the greatest product, the two digits with the greatest value should go in the greatest place, tens. So, I knew my two factors would have 7 tens and 5 tens. Then I tried a few different placements of 2 and 3 as the ones digits until I found the one that made the greatest product.
Lesson 2 More Multiplication	What Is Important? What is important to remember when using the standard algorithm to multiply large numbers? Show Solution Sample responses: It is important to estimate first so you know your answer is reasonable. It is important to keep track of the places as you multiply digits. It is important to know your basic math facts because you can use them to solve problems with greater numbers.
Lesson 3 Factors as a Factor in Our Strategy Choice	Reflect on Multiplication Describe something new, interesting, or challenging you learned today about multiplication. Show Solution Sample responses: I learned a new strategy. It was interesting to use the factors to choose my strategy. The algorithm was helpful as the size of the factor increased.
Lesson 4 Dive Back into Division	Estimate and Evaluate Estimate the value of $540 \div 15$ . Find the value of the quotient. $540 \div 15$ Show Solution Sample responses: 30 or 40 or a number in between. 36
Lesson 5 More Division	Partial Quotients Find the value of the quotient. Explain or show your reasoning. Show Solution 124. Sample response:

Lesson 6 Revisit Volume	Reflection: Volume What are some big ideas about volume that you have learned this year? Show Solution Sample response: Volume is how we measure the space inside a solid figure. We measure volume in cubic units.
Lesson 7 Estimate the Volume of the World’s Largest Wagon	The Volume of the Big Red Wagon If the big red wagon is 27 feet long, 13 feet wide, and 2 feet deep, what is the volume of the wagon? Show Solution 702 cubic feet
Lesson 8 Fill the World's Largest Wagon	Multiplication and Division How did you use multiplication and division to solve problems about volume? Show Solution Sample response: I used multiplication to figure out how many boxes would fit in the wagon and I used division to figure out how many trips the wagon would need to make to deliver 4,000 boxes. I also used division to figure out how many bags of sand it would take to fill the wagon and multiplication to figure out the wagon's volume.
Lesson 9 Problem Solving with Volume: Water	Reflection: Volume What questions do you still have about measuring volume? Show Solution Sample responses: How can we find the volume of something that isn’t a rectangular prism? Is it possible to use the same strategy to find the volume for liquid? I know 2 numerical ways of finding the volume of a rectangular prism. Is there another way?

Lesson 10 Here Comes the Sum	Reflect on Fraction Addition What is important to remember when adding fractions with unlike denominators? Show Solution Sample response: I need to find a common denominator and then I can add the numerators. One way to find a common denominator that always works is to take the product of the two denominators.
Lesson 11 What’s the Difference?	Reflect on Subtracting Fractions What is important to remember when subtracting fractions with unlike denominators? Show Solution Sample response: You have to find common denominators before you can subtract.
Lesson 12 Decimal Game Day	Reflect on Operating with Decimals What is important to remember when adding decimal numbers? Show Solution Sample response: Make sure to add digits with the same place value.
Lesson 13 Multiply Fractions Game Day	Reflect on Multiplication What is important to remember when multiplying fractions? Show Solution Sample responses: I can multiply numerators to get the numerator of the product and multiply denominators to get the denominator of the product. Sometimes the product will be greater than the fraction we started with and sometimes it will be less than the fraction we started with.

Lesson 14 Notice and Wonder	Reflection Describe something you really understand well after today’s lesson, or describe something that was confusing or challenging. Show Solution Sample response: I understand how a fraction can be understood as the numerator divided by the denominator. ( $a\div b=\frac{a}{b}$ )
Lesson 15 Estimation Exploration	Reflection In math class, it’s important to listen to other people’s ideas. During class today, what is something you learned by listening carefully to someone? Show Solution Sample response: I learned that thinking about other students’ ideas helps me clarify my own understanding. When we were writing possible responses, I learned about how other students might think differently about the problem than I did.
Lesson 16 Number Talk	Reflection As mathematicians we use patterns and structure in problems we solve to reason about new problems. Describe a time today when you did that. Show Solution Sample response: Today when we were designing a Number Talk, I was trying to think of how to make the problems similar enough so you could use the same strategy for all the problems.
Lesson 17 True or False?	Reflection In math class, it’s important to listen to other people’s ideas. What was something you learned today by listening to someone else’s ideas? Show Solution Sample response: Today when we were discussing an equation to include to finish a True or False? activity, I learned a different strategy to use when I’m multiplying by 7.
Lesson 18 Which Three Go Together?	Reflection As mathematicians, it is important to justify our thinking and listen to the reasoning of others. Describe a time when you learned something new or thought differently about something based on what someone else in the class said today. Show Solution Sample response: When we were creating a Which Three Go Together? activity, I thought we could use a square for the final shape, but we couldn’t because we needed a quadrilateral that didn’t have right angles.