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Math can be a challenge, but with the help of this incredibly cool app you will be able to observe and build math models that show patterns when multiplying numbers. You will also create a video to show your knowledge. Learning Objectives CCSS.MATH.CONTENT.5.NF.B.5 Interpret multiplication as scaling (resizing), by: CCSS.MATH.CONTENT.5.NF.B.5.A …

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Math can be a challenge, but with the help of this incredibly cool app you will be able to observe and build math models that show patterns when multiplying numbers. You will also create a video to show your knowledge.

### Learning Objectives

- CCSS.MATH.CONTENT.5.NF.B.5 Interpret multiplication as scaling (resizing), by:
- CCSS.MATH.CONTENT.5.NF.B.5.A Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
- CCSS.MATH.CONTENT.5.NF.B.5.B Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
- CCSS.MATH.CONTENT.5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
- CCSS.MATH.CONTENT.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

### Guiding Ideas

Explore these ideas with your class: 1) What happens to the product when you multiply a number to 1? 2) What happens to the product when you multiply a number greater than 1? 3) What happens to the product when you multiply a number to a fraction? 4) What happens to to the product when you multiply a number to a fraction that equals 1?### Performance Expectations

1) The student was able to compare the size of a product to the size of one of factor on the basis of the size of the other factor. 2) The student was able to make math models that prove patterns when multiplying numbers greater than, less than, or equal to one. 3) The student was able to multiply number with a fraction that equal one and explain the patterns between the product and the original number. (the concept of the “Great 1”) 4) The student was able to make a video explaining what patterns are found when a number is multiplied by a number that is greater than, less than, or equal to 1.#### Skills

- Creativity
- Critical Thinking

### External References

Common Core Standard Link Engage NY Link Associated Engage NY module and lesson.## Course Curriculum

## Course Reviews

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