1.

Memorization
Record the digits of the first factor on the top row of the place value chart.
Draw arrows to show how the value of each digit changes when you multiply.
Record the product on the second row of the place value chart.
a. 3.452 x 10 =
34.52

3
2
b.

3
3.452 x 1002=
___________

c. 3.452 x 1000 = _______________

Reflection - This part of the question is memorization because it is asking for the
student to just reproduce an already learned concept.
Procedures w/ connections
d. Explain how and why the value of the 5 changed in (a), (b), and (c).
Reflection However, this part of the question asks the student to explain why
they did what they did. This causes the student to have to think about the concept
and to explain it.

2.
Procedures w/out connections
A manufacturer made 7,234 boxes of coffee stirrers. Each box contains 1000
stirrers. How many stirrers did they make?
Reflection This part of the problem forces the student to use the correct
procedure, but does not take the thinking any deeper than that.
Procedures w/ connections
Explain your thinking and include a statement of the solution.
Reflection This part of the problem forces the student to explain why they did
what they did, so it ups the cognitive level of the problem.

3.
Procedures w/out connections
A student used his place value chart to show a number. After the teacher
instructed him to divide his number by 100, the chart showed 28.003. Draw a
picture of what the place value chart looked like at first.

Reflection Because this problem gives the student the ultimate answer, it
forces them to work backwards which uses more cognitive demand than just
memorization.
Procedures w/ connections
Explain how you decided what to draw on your place value chart. Be sure to
include your reasoning about how the value of the digits was affected by the
division.
Reflection This part of the problem asks the student to explain what they did on
the chart above. They really have to understand the procedure and make
connections in order to explain their thinking.

4.
Memorization
A microscope has a setting that magnifies an object so that it appears 100 times
as large when viewed through the eyepiece. If a tiny insect is 0.095 cm long,
how long will the insect appear in centimeters through the microscope?
Reflection This problem just asks the student to use their knowledge of place
value to find the answer. Theres no thinking involved other than what they
already know.
Procedures w/out connections
Explain how you know.
Reflection This part of the problem asks the student to explain their thinking
in solving the problem, but there is still really only one answer to the question.
5.
Memorization
Researchers counted 8,912 monarch butterflies on one branch of a tree at a site
in Mexico. They estimated that the total number of butterflies at the site was
1000 times as large. About how many butterflies were at the site in all?
Reflection - This problem just asks the student to use their knowledge of place
value to find the answer. Theres no thinking involved other than what they
already know.
Procedures w/out connections
Explain your thinking and include a statement of the solution.
Reflection - This part of the problem asks the student to explain their thinking
in solving the problem, but there is still really only one answer to the question.

6.
Doing Mathematics

Application Problem (8 minutes)

Farmer Jim keeps 12 hens in every coop. If
Farmer Jim has 20 coops, how many hens does

he have in all? If every hen lays 9 eggs on

Monday, how many eggs will Farmer Jim collect
on Monday? Explain your reasoning using
words, numbers, or pictures.
Note: This problem is intended to activate
prior knowledge from Grade 4 and offer a
successful start to Grade 5. Some students
may use area models to solve while others may
choose to use the standard algorithm. Still
others may draw tape diagrams to show their
thinking. Allow students to share work and
compare approaches.
Reflection I believe this is doing math because students can arrive at the answer
in many different ways. This problem came from the teacher part of the module,
but it is used for application of the place value concept by the students.