Students draw dots and write division sentences (e.g., 12 ÷ 4 = 3; 24 ÷ 4 = 6) on the "Showing Division" and "Connecting Multiplication and Division" activity pages. Students match multiplication and division sentences and write division sentences that correspond to given multiplication facts (e.g., 4 × 6 = 24 and 24 ÷ 6 = 4). The skills list and one activity ask students to determine the unknown whole number in a multiplication or division equation and to "use the dots to represent the children and the letters" to show division into equal groups of 3, indicating some work with unknowns.

Students are asked to create word problems where a given multiple is the answer and to include a multiplication sentence (e.g., 2 × 8 = 16) on each poster. Students represent a number in at least five ways, including arrays, equal groups, repeated addition, number lines, and multiplication sentences, and the Skills section explicitly lists determining the unknown whole number in a multiplication or division equation. The project requires demonstration of the commutative property and asks students to make the multiple highly visible and to explain how they show each multiple when sharing posters.

Students complete the "Which Numbers?" activity that asks questions such as, "If you multiplied two numbers and then subtracted another number, the answer would be 24. What are the numbers?" and "If you multiplied two numbers and then added another number, the answer would be 21. What are the numbers?", which require performing two operations in sequence. The lesson includes explicit practice of multiplication facts (Hit the Button) so students rehearse one of the operations used in two-step problems. Several items ask for products, quotients, and then additional addition/subtraction steps, requiring students to plan and execute multi-step calculations with the given digits.

Students practice rounding whole numbers to the nearest 10 and 100 using number lines, web games (Rocket Rounding), and guided examples (e.g., 372 → 370, 678 → 680, 6995 → 7000). Students construct a "Rounding Rules" flap, glue number cards for round down/up, and complete a table of numbers with their nearest ten and hundred. Students are directed to use rounding in real-life contexts (street signs, grocery items) and to use rounding as an estimation strategy during mental computation practice.

Students practice rounding whole numbers to the nearest ten or hundred in the warm-up and guided examples (e.g., rounding 779 to 800 and 654+207 to 650+210). Students match exact arithmetic sentences to rounded versions and compute estimated answers in Activity 1 (e.g., 76+22 → 80+20 → 100). Students complete online activities and comparisons that use estimation and mental computation to assess which sums or differences are greater and to check reasonableness of answers.

Students write and solve addition sentences such as 5361 + 2313 and 1879 + 4327, modeling and adding four-digit numbers with tools (abacus, base-10 blocks) and on paper. The Student Activity Page Step 6 and multiple tasks ask students to use rounding to estimate sums (round to the nearest 10 and nearest 100) to check reasonableness. Activity 4 contains word-context addition problems (miles driven, food bank cans) where students add two quantities and use estimation to assess answers.

Students create 40 "Math Challenge" cards that explicitly target four-digit place value, rounding, addition, and subtraction (10 cards in each category). The lesson gives example cards such as "What is 2000 more than 6523?", "What number do you get when you round 6591 to the nearest 10?", and "What's the sum of 1345 and 8321?". The skills list also states students will fluently add and subtract beyond 1000 and use place value understanding to round whole numbers to the nearest 10 or 100.

Students practice solving elapsed-time word problems by adding and subtracting hours and minutes using clocks and interactive tools (for example: "The time is 3:00. What time will it be after 1 hour and 20 minutes?" and Jenny at the park from 12:15 for 1 hour 45 minutes). Students draw and label number lines and mark arcs to represent successive time intervals (for example: Zack's movie from 3:00 to 5:30 and Matt cleaning from 2:45 to 5:15), and they compute total hours and minutes from those representations. Students explain their strategies and compute elapsed times for several paired times (e.g., 2:30 to 6:45 = 4 hours 15 minutes).

Students practice estimating and judging plausible weights in Activity 3 by choosing between two numeric options (e.g., deciding whether a horse is 450 g or 450 kg). Students use concrete benchmarks (a 1-liter bottle = 1 kg) and sort real or pictured items into grams vs. kilograms and into groups greater than or less than 1 kilogram. Students complete estimation tasks and comparisons that require them to assess whether a suggested weight is reasonable.

Students compute comparisons by dividing their weight by an item's weight when the item weighs more than a pound (e.g., 51 ÷ 2 → about 26 cartons of milk) and by multiplying when the item weighs less than a pound (e.g., 3 × 51 → 153 shoes). Students are asked to round results (round 25.5 up to 26) and to make and circle reasonable estimates on the "Estimating Ounces, Pounds, and Tons" page. Students build and use a balance scale to determine whether objects weigh less than, the same as, or more than a known object, recording comparisons in a table.

Students estimate and measure capacities using cups, pints, quarts, and gallons (Activities 1, 3, and 4) and then compare their estimates to actual measurements, which provides practice assessing reasonableness. Students convert between units (e.g., 2 cups = 1 pint, 4 cups = 1 quart, 16 cups = 1 gallon) and answer numerical conversion questions (e.g., how many cups in a gallon), which requires multiplication and unit conversion. Students answer comparison questions such as "How much more water does the largest container hold than the next largest container?" which requires subtraction of measured quantities.

Students practice repeated addition/multiplication in Activity 1 when they add 10 milliliters ten times to make 100 ml and then add 100-ml pours ten times to fill a 1-liter container. Students make and record an estimate for the bottle capacity in Activity 3 and later compare the estimate to the measured amount. The Basic Skills Review includes word problems (time and money) and a rounding problem (round 4682 to the nearest 10 and 100).

Students compute new weights by adding or subtracting amounts in the Reading Scales problems (e.g., "If the block shown were 9 pounds heavier…" and problems asking for ounces/pounds after adding or subtracting). Students perform multiplication/repeated-addition in Reading Scales problems that ask for total weight of 2 or 5 identical blocks. In Packing My Lunch, students add multiple item weights to find totals and then compare two totals by subtracting to find a difference, which requires carrying out more than one operation.

Students solve contextual multiplication and division problems such as finding the number of legs for 6 or 9 ants, calculating sides of 8 hexagons, and converting days into weeks (e.g., 35 days → weeks, 49 days → weeks). Students fill in missing factors and products on worksheets (e.g., "7 x __ = 42", "__ x 7 = 56") and use manipulatives (abacus) to model problems like 6×7 and 9×6. Activities ask students to list and identify multiples and to color multiples on a multiplication chart, reinforcing single-step multiplication/division reasoning.

Students practice using letters to represent unknowns in equations (e.g., 5×6 = n; 2 + n = 4) and solve for n in several examples. Students replace numbers with n within associative multiplication contexts (e.g., (2×10)×1 = 2×(n×1) with n = 10) and complete activity pages that ask them to rewrite problems with an "n" and find missing factors. Students also write multiplication sentences and use parentheses to represent grouping when multiplying more than two factors.

Students write and manipulate multiplication equations (for example 5×12=(5×10)+(5×2)) and practice the distributive property by breaking arrays into smaller arrays and adding products. Students complete a Basic Skills Review that includes rounding (round 5871 to the nearest 10 and 100) and word problems involving time, money, addition and subtraction. Students are instructed to check their answers (for example using a calculator) and encouraged to "check results."

Students solve multi-step word problems that require using more than one operation, such as treating the Snail Parade as a 5×5 array minus 3 to get 22 and using multiplication and subtraction as described in the Grapes of Math activity. Students write number sentences for problems on Day 2, for example (5×4)+(3×4) for the zoo legs and (2×8)+(4×6) for the spider/insect problem, showing use of multiplication and addition together. Students practice combining the four operations in puzzles (Make a Number) and use grouping/multiplication plus addition on the Chinese Checkerboard (10×12+1) to find totals.

Students solve real-world multiplication and division word problems such as Tanner (6×30), Lisa (8×40), and Jonathan (7×80). Students explicitly solve a two-step problem: Callie buys 20 bags of 20 pieces (20×20=400) and then divides the total among 10 friends (400÷10=40), requiring multiplication followed by division. Students practice multiplying by multiples of 10 using strategies (associative property, expanding 40 to 4×10, adding a zero) and hands-on activities (index cards and die) to compute products mentally and with models.

Students solve multi-step word problems such as Carly's pepperoni problem (3 pepperonis on 5 slices, then 4 on 3 slices, then total = 27), and they are asked to write number sentences using n for unknowns (examples: 4×6=n, 36÷4=n, 3×2×n=24, fact-family items like 63÷9=7). The Student Activity Pages and whiteboard tasks require students to write equations with a letter for unknowns and to compute answers for a variety of word problems that use multiplication, division, and addition.

The lesson explicitly lists as a skill: "Solve two-step word problems using the four operations," and students complete multiple activity pages (Picnic Food, Picnic Games, Seating Arrangements) that require using addition, subtraction, multiplication, and division to compute packages, teams, and supplies for 60 people. Instructions tell students to "use what you know about addition, subtraction, multiplication, and division" and suggest strategies like breaking numbers and using the distributive property to make multiplication easier. Student tasks require multi-step calculations (e.g., determine number of packages and leftover items; compute teams then dozens of eggs; determine boards and beanbags for cornhole), which give students practice solving two-step contextual problems.

Students solve numeric shape-count problems that require multiplication and addition, for example "How many sides do 8 rectangles have? (32)" and "How many vertices do 4 squares and 3 hexagons have? Write a number sentence to show your answer. (16+18=34)." Students use letters to label missing measures on shapes (b, c, d, n, x, y) and are told these letters represent missing numbers to be found. Students write number sentences to justify combined counts of sides and vertices.

Students solve multi-step arithmetic in the Basic Skills Review #11 (e.g., Matt has 4 boxes of 8 cookies and gives away 10: 4×8=32, 32−10=22), and students compute perimeters by writing number sentences using addition and multiplication in the perimeter activities (examples show 3+5+3+5=16 and 4×6=24). The lesson also includes a rounding problem (round 4572 to the nearest 10 and 100), and hands-on tasks require measuring and adding side lengths to find perimeters.

Students are asked to use letters for unknown side lengths (e.g., a, b, c, n) and to write and solve equations such as 6(x) = 24 for a regular hexagon. In "Something's Missing" students add known side lengths and subtract from a given perimeter to find missing sides (triangle with sides 3, 4, n and perimeter 12; rectangle problems with labeled unknown sides). Activities also require using multiplication/division when reasoning about regular polygons and halving remaining perimeter to find equal opposite sides.

Students solve word problems on the "Basic Skills Review #13" sheet that require two operations (for example: Camey has 7 boxes of 8 crayons, then gives away 1 box — solution shown as 7×8=56, 56−8=48). Students perform rounding (Round 1592 to nearest 10 and 100) and reasonableness checks (deciding whether an elephant is more likely to weigh 8 tons or 8 pounds). In the Getting Started and Activity 1 tasks, students make and check estimates of perimeters and areas by guessing and then verifying with tiles.

Students multiply side lengths to find areas of rectangles and squares (multiple activities ask them to compute areas such as 3×4=12, 5×6=30, etc.). Students write number sentences/equations for area problems (What's the Area? and Make These Areas! require students to draw shapes and 'write the equation' to find area). Students compute both area (multiplication) and perimeter (addition) for given rectangles (Activity 2 asks students to find perimeter and area for a 6 ft by 9 ft rectangle).

The Basic Skills Review includes a two-step word problem about Clayton (multiply total crayons, subtract crayons given away) that has solutions showing multi-step operations. The same review contains equation problems with letters (60×b=540 and a×7=420) where students solve for an unknown. The review also asks a rounding question (round 3086 to nearest 10 and 100), providing practice with estimation and rounding.

Students create four-sided shapes with a specified perimeter of 36 cm and add side lengths to check that the perimeter totals 36 (Activity 1). Students compute areas of those shapes by multiplying side lengths and using the distributive property to break multiplication into smaller parts (Activity 1). In the Food Court activity, students fill a table of areas and perimeters and perform addition and subtraction to combine stands and find differences in area.

Students solve for unknown side lengths given perimeter or area in several problems (e.g., the rectangle with one short side 6 ft and perimeter 32 ft; the triangle with side n and perimeter 22 in.; rectangles with area given and one side labeled). Students decompose composite shapes into rectangles, multiply to find areas, and add those areas (composite L-shaped figures). The activity pages ask students to draw shapes with specified perimeters or areas and to compute perimeter and area for labeled rectangles, providing practice that uses multiple arithmetic steps (e.g., multiply then add, or subtract then divide).

Students are asked to compute unknown dimensions from area and perimeter information (e.g., Step 4 has students find Building #1 width = 6 in from area 54 sq in and height 4 in; Step 5 has students find Building #2 side = 10 cm from perimeter 40 cm and Building #5 height = 3 in from perimeter 28 in and width 11 in). Students multiply side lengths to find areas of rectangles and use perimeter formulas when determining side lengths as they create and cut building shapes. Day 2 asks students to explain how they found perimeters and areas for their own building designs.

The Basic Skills Review #15 includes a two-step word problem about Sharon's donuts where students compute 10×6 then subtract 5 to find 55, and then divide 55 by 9 to determine how many donuts each friend receives (55 ÷ 9 = 6 R1). The review also contains algebraic equations (4 × b = 320 and a × 30 = 270) where students solve for an unknown. These items require students to perform multi-step computations and to solve for unknown values in simple equations.

Students solve two-step word problems in the Basic Skills Review #16 (e.g., Jenny: 9×6=54 then 54−11=43 donuts, and then 43÷8=5 R3 when sharing). The review also includes single-step equations with letters for unknowns (4×b=120 and a×30=180) and a range of problems using addition, multiplication, and division. Students practice multi-step computation when answering the donut scenario and perform operations across several problem types.

Students solve a two-step word problem about Marco and the donuts by multiplying (9×6=54) then subtracting (54−10=44) and then dividing the result to share with friends (44÷7=6 R2). The Basic Skills Review also includes equations that use letters for unknowns (60×b=360 and a×9=270), showing work with variables in numerical equations.

Students solve a two-step word problem about candy where they compute 5×8 = 40 and then 40 − 9 = 31, and then use that result to divide 31 by 7 to find how many pieces each friend gets (31 ÷ 7 = 4 remainder 3). The Basic Skills Review includes algebraic equations with letters (40×b = 360 and a×3 = 270) that require solving for an unknown. The answer key shows students perform multiplication, subtraction, and division in context, demonstrating use of the four operations within word problems.

The Basic Skills Review includes the marker problem that requires a student to compute 7×10 then subtract 10 (70 − 10 = 60), and then a subsequent sharing problem that requires division of 60 by 7, which involves multiple operations in sequence. The Basic Skills Review also presents equations with letters to solve, e.g., 50 × b = 450 and a × 7 = 420, giving students practice solving for an unknown. Several items in the review require use of different operations (multiplication, subtraction, division), so students practice the four operations in problem contexts.

Students solve the Deena jellybean scenario by computing 8 × 10 = 80 and then 80 − 12 = 68, showing a two-step use of multiplication followed by subtraction. Students then use the result (68) to divide by 7 to find how many jellybeans each friend gets and the remainder (68 ÷ 7 = 9 R5), showing a multi-step application of division after the initial steps. The Basic Skills Review also includes an equation with a letter (a × 5 = 450) that has students solve for an unknown, demonstrating some practice with symbolic equations.

Students solve a two-step cookie word problem in Activity 6: they compute 5×8=40 then 40−7=33 to find how many cookies remain, and then divide 33÷5 to share with friends (6 with 3 leftover). The Basic Skills Review also presents an equation with a letter (a×8=400) and expects students to find the value of a. Several other computation problems require students to perform multi-step numerical work (e.g., time duration, area comparison).

The Basic Skills Review contains multi-step word problems that students solve: e.g., Josie had 9 bags of 8 cookies, then gave away 20 (students compute 9×8=72, then 72−20=52). The follow-up asks students to divide the remaining 52 cookies among 6 friends (students compute 52÷6 = 8 R4). The review also includes an equation with a letter (a×4=320) that students solve for the unknown.

The lesson's Skills list explicitly states students will "Solve one- and two-step 'how many more' and 'how many less' problems using information presented in graphs." Activity prompts ask students to compute differences from collected data (e.g., "How many more __________ did you find than __________?") and the Reading a Bar Graph sheet includes a two-step question: "How many more chocolate bars and gummy bears combined sold than popcorn? (2)." The activities require students to add category counts and subtract to compare values from pictographs and bar graphs.

The Skills list explicitly asks students to "Solve one- and two-step 'how many more' and 'how many less' problems using information presented in graphs," which directs student practice with multi-step graph-based problems. In Activity 2 students use a sequence of relational clues (e.g., "15 more fiction than mysteries," "10 fewer autobiographies than mysteries") to compute numeric counts for each genre, requiring students to perform chains of addition and subtraction to determine values. In Activity 1 and the Student Activity Page students read scaled pictographs and answer quantitative questions (e.g., determine what each picture represents, compute counts for days, and find differences between days), which has students translate between icons and numeric totals.

Students are asked to solve one- and two-step "how many more" and "how many less" problems using information presented in graphs (Skills). Students complete a two-step word problem about cookies that uses multiplication then subtraction (10×6=60, 60−24=36). Students solve an equation with a letter for an unknown in Basic Skills Review (6×b=420).

Students solve a multi-step candy problem that uses multiplication then subtraction (7 × 8 = 56, 56 − 15 = 41) and then use division to share the remaining pieces (41 ÷ 5 = 8 remainder 1). Students complete a Basic Skills Review that includes word problems combining operations (multiplication, subtraction, division) and practice solving numeric two-step calculations. Students also solve an equation with a letter (60 × b = 420) on the same review page.

Activity 4 (Basic Skills Review #25) gives a multi-step cookie problem that students compute using two operations (9 × 10 = 90, 90 − 17 = 73) and then divide the remainder among friends (73 ÷ 8 = 9 R1). The "Money in the Bank" activity requires students to use clues to determine counts of coins and compute how much each group is worth, which involves multiple operations to find quantities and totals. The review also includes an equation with a letter (7 × b = 420) that has students solve for an unknown.

The lesson explicitly asks students to "Solve one- and two-step 'how many more' and 'how many less' problems using information presented in graphs," and includes specific graph-based questions such as "How many boxes were sold on Tuesday and Thursday combined?" and "How many miles did he hike in July and August combined?" The Unit 8 Test includes a two-step item: "How many more books did he read in August and September combined than in April?" which requires students to add two values and then subtract another to find the answer.