Before You Begin this Unit…  Unit at a Glance  
In 3^{rd} and 4^{th} grade, students develop flexibility in breaking numbers apart based on place value and the properties of operations to multiply a whole number of up to four digits by onedigit. This work is continued in Unit 1 and is extended for numbers up to three digits by two digits. Use of the standard algorithm for multiplication is an expectation in 5^{th} grade after students have developed their own fluent methods for solving problems with whole numbers. To help students maintain a focus on understanding place value and the operations, the conventional algorithm in not studied until Unit 7 in Investigations. The work done during this unit sets the stage for multiplying fractions. The standard for operations on fractions begins with use whole number understanding and applies to work with fractions. Students often look like they understand but don’t and it shows up in the fraction work. However, by then is too late. This unit highlights whole number operations and computational fluency as students: ● Reason about numbers and their factors ● Solve multiplication problems with 2digit numbers ● Use the relationship between multiplication and division to solve division problems ● Represent the meaning of multiplication and division Although the work in this unit has students multiplying two and three digit numbers, students will get more experience with larger numbers later in Unit 7. 
Suggested Dates: August 25 September 19 Estimated Duration: 19 days *Investigation 1: 1.11.4 Omit 1.51.7 *Investigation 2: 2.12.7 (Skip 2.4A and combine 2.4 and 2.5) NOTE: 2.4A was moved to Unit 7, where you will teach more Order of Operations to include fraction and decimals numbers. *Investigation 3: 3.13.8 

Standards Addressed in the Unit  
Link to CCSS Unpacking Document Updated Sept. '15 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. 5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10. 5.NBT.5 Fluently multiply multidigit whole numbers using the standard algorithm.5.NBT.6 Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 