I. Last 6 problems in the Multiplication and Division chapter of the 4th grade Everyday Mathematics Student Math Journal Volume 1, pp 77-78:

[Math Boxes]

Complete the multiplication facts.

3.

a. 4 × 7 = __________

b. 7 × 7 = __________

c. 5 × 7 = __________

d. = _________ = 3 × 6

e. = _________ = 6 × 5

f. =__________ = 9 × 6

4. Tell whether each number sentence is true or false.

a. (7 × 4) - 2 = 80 - (9 × 6) __________

b. 8 × 11 = (8 × 5) + (8 × 6) __________

e. 34 < (3 × 5) + (63/9) __________

d. 12 = (6 × 7) / (19 - 7) __________

5. Make a true sentence by inserting parenthesis.

a. 7 × 4 - 4 = 0

b. 45 / 9 + 10 = 15

c. 8 × 7 - 6 = 8

d. 24 / 3 + 5 = 13

[Time to Reflect]

1. Why are multiplication facts called "turn-around facts"?

2. In this unit, your teacher encouraged you to use "A Guide for Solving Number Stories" when solving problems. Do you think the steps and suggestions in the guide are useful? Why or why not?

3. Is the World Tour Project a good way to learn about numbers? Is it helping you? Why or why not?

II. Last six problems in The Four Operations of Whole Numbers chapter of the Singapore Math Primary Mathematics 4A workbook, p. 62:

[Multiply and use the answers to complete the cross-number puzzle]

DOWN

A.

895

__×31__

B.

676

__×62__

E

346

__×28__

F

406

__×53__

G

119

__×29__

I

135

__×65__

III. Extra Credit

Are Singapore Math students less reflective than Everyday Math students?

## 5 comments:

Everyday Math - "Turn Around" facts. Yeah...turn around and RUN!

Pg 77-78 of the 3rd edition of Everyday Math 4th grade student math journal (lesson 3-12) looks nothing like this. It has students comparing decimals to the thousandths, adding and subtracting decimals, and measuring and estimating length. Where are you getting your data from?

@Anonymous: Does your edition have a "Multiplication and Division" chapter? If so, what do its final 6problems look like?

Ah, I think I see what's going on here. Anonymous 2 is referring at the "Math Boxes" that occur after Time to Reflect and are technically still within the chapter, but don't contain a single multiplication and division problem (yes, they're about decimals and length). In my 2002 edition, these problems are is on p. 79, not pp 77-78. The problems I give here, pp. 77-78 in my edition, are the last problems in the chapter that cover multiplication/division.

The standard for 4th grade multiplication is for students to be able to fluently multiply two 2-digit numbers or one 4-digit number by one 1-digit number. Based on those questions, which we can assume would be the most difficult questions as they are the last 6 questions in the unit, the EDM math unit doesn't come close to meeting that standard.

Why would any school district use EDM when the instruction it provides doesn't meet expectations?

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