Thesis Project

Keos Classroom:
Bridging the Mathematical Gap

Between School and Home
Jordan Chai
April 26, 2016
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Developing the Style Guide and Templates . . . . . . . . . . .
Fonts and Colors . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Testing and Reviewing. . . . . . . . . . . . . . . . . . . . . . . . . . .
Final Product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Future Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendix A - The Video Links . . . . . . . . . . . . . . . . . . . . .
Appendix B - The Worksheets . . . . . . . . . . . . . . . . . . . .
1
1
2
2
4
5
5
6
7
9
List of Tables
Table 1 - Font Style Guide . . . . . . . . . . . . . . . . . . . . . . . . 3
Table 2 - Font Color Guide . . . . . . . . . . . . . . . . . . . . . . . 4
ii
Introduction
There is a problem in the world of education. The math taught in classrooms
today is not the same math that parents can understand and teach: parents are
struggling to help their kids with math at home. I am offering a solution to this problem
through Keos Classroom. This program designs and creates instructional guides to
bridge the educational gap in math between home and school. In this document, I will
discuss the process, the templates, and the products created.
The Process
Creating the guides was a long, thoughtful process. They needed to follow
leading research and methods of education and instructional design and to keep
students attention from beginning to end. I decided to start this project by discovering
the best way to reach students in the digital age. Talking with teachers and professors, I
attempted to discover their thoughts on creative ways to teach math. I was truly inspired
when Mrs. Chai, a fourth-grade teacher and my wife, showed me the math videos she
creates and uses in her classroom. Her videos are used as an introduction to the topic
she teaches the next day. I liked the idea of using videos to reach students, but I also
understood that mastering math requires practice as well as exposure, so a combination
of worksheets and videos was chosen.
The next step was to research similar online sources to determine what was
currently out there and how to build on it. To date, no similar instructional guides exist
on the Internet, but two sources had the instructional-video component: Khan Academy
and LearnZillion. However, both of these sources suffered from similar problems: lowquality videos, no student engagement, and inefficient teaching methods. I started with
addressing best teaching methods for the guides.
Two teaching methods were chosen to be tested out for the guides. The first
is known as gradual release of responsibility, sometimes referred to as I do, we do,
you do. This method involves three primary steps: a teacher models the concept,
the teacher and student work together on the concept, and then the student works
independently on the concept. The other method is called differentiation. This
involves teaching every student at their own pace through several difficulty levels for
each assignment. For example, a student who is struggling in math would receive a
worksheet that is more structured and guided, but if that same student excelled at
science, their assignment would be less guided with more student responsibility. Each
difficulty level covers the same topics, but the worksheet is adjusted to match the
students needs and prior knowledge. Using these two teaching methods, I went about
constructing a rough draft of the worksheet.
The worksheets had three different sections to model gradual release of
responsibility: Let Me Show You, Lets Do It Together, and Independent Practice.
Using the same sections and problems, I then created three worksheets: each one
represented a different difficulty level: beginner, intermediate, or advanced. With the
rough draft of the worksheets, I consulted Mrs. Chai.
Mrs. Chai and I discovered that using the differentiation method for guides was
impractical because I had employed gradual release of responsibility. The instructional
1
guides were already showing a basic model of differentiation through the three sections,
and the differentiation was not changing each guide enough. The result of this meeting
altered the guides drastically. I was only constructing one worksheet for each concept,
not three. Instead, I would alter the worksheet to contain more examples of instructor
modeling and instructor/student working together. This change still allowed students at
all levels to learn the concept equally without differentiation. With this in mind, a second
draft was constructed focusing more on gradual release of responsibility.
The new worksheet draft contained six total problems. Both the worksheet and
video completely modeled the first problem, asking students simply to follow along.
The second problem was completely modeled in the video, but the worksheet required
students to fill in the information. The third problem gave students a chance to solve
the problem on their own, but with video still guiding students through it to solidify the
concepts. The worksheet would have an additional three problems for independent
practice. A guide would be present on problem 4 to help students. These changes
provided a more subtle gradual release of responsibility. Now that I had determined how
to effectively teach the mathematical concepts, I had to address the problem of how to
hook and keep students attention throughout the videos.
The solution came in a meeting with Mrs. Chai to discuss the second draft. She
mentioned that students do not have enough exposure and experience in solving story
problems and that this is an important skill. We decided to integrate two story problems
into the guides. Instead of using made-up story problems, I chose to use real-world
facts to create the story problems. Furthermore, the story problems are an extension
of the mathematical concept that is discussed in the instructional guides. The intro to
every video states, Did You Know that (real-world fact) followed by a question that
would be solved in the video. The answer always comes during the last problem in the
video, which is a story problem. The guide would work step-by-step to decode the story
problem, and then students would solve the problem with instructor guidance. This
created a hook that immediately attracted the attention of viewers. With this solved, the
final piece of my guides was in place, and all that was left was to create a style guide
and template.
Developing the Style Guide and Templates

The next main consideration was how to best design the guides. They needed
to represent the high-quality brand that I envisioned for Keos Classroom, but remain
engaging and appropriate for elementary-school students. The video and worksheet
needed to share the fonts and colors, but be designed to fit the needs of their respective
media.
Fonts and Colors

I decided that I wanted three distinct fonts for the body, headers, and handwriting.
The body font was the hardest to select. Initially Helvetica was chosen for legibility
and simplicity; however, after consulting with Mrs. Chai and reviewing other popular
worksheets, it was clear that the elementary-school style uses more stylized fonts. In
the end, the font KG Miss Kindergarten was chosen for the body. This font appeared
2
simple and legible on both the videos and worksheets and matched the desired style.
For the header font, I needed something that stood out from the body font, was legible,
and was bolder: the best fit was KG Blank Space Solid. The handwriting font was the
hardest to find. This font needed to represent whenever students were supposed to
write something down to solve the problem, which meant it would be primarily numbers.
I needed a font where stacked numbers would align perfectly at the ones column, tens
column etc.. Mrs. Chai recommended a few fonts she uses for this purpose, and in the
end, I decided upon KG First Time In Forever.
The body font represents the main body and instructions. Any headers, titles,
and transitions use the header font, and the handwriting font is used to represent what
students need to write. Sizes and alignment differ greatly depending on media (for a
complete font style guide see Table 1). Several colors will also be used for the fonts, but
only under specific circumstances.
The primary color for all content is black, but to keep up with elementary school
styles, several colors were also chosen: purple, blue, green, orange, and red (see Table
2). Purple, blue, green, and orange, in that order, each represent a single problemsolving step. Red will be used to represent answers on the guides answer key and to
emphasize specific numbers on the video. Font and color usage remains the same for
the videos and worksheets, but there will be slight style changes to best fit the media
used. Tables below outlines the colors and fonts used, as well as the style. With a style
guide created, it was time to create the templates.
Table 1 - Font Style Guide
Instructional Video
Worksheet
Header - Title
Font
Size
KG Blank Space Solid

112 pt

18 pt
Color
Black
Black
Alignment
Center
Center
Header - Title/Transition
Font
Size

112 pt

16 pt
Color
Black
Black
Alignment
Center
Left
Body - Body Text
Font
Size
KG Miss Kindergarten
112 pt
12 pt
Color
Black, Red
Black, Red
Alignment
Left
Left
Body - Problems
Instructional Video
Font
Worksheet
Size
100 pt
12 pt
Color
Black
All
Alignment
Left
Left
Body - Problem-Solving Steps
Font
Size
100 pt
12 pt
Color
Purple, Blue, Green, Orange
Alignment
Left
Left
Handwritring
Font
KG First Time in Forever
KG First Time in Forever
Size
80 pt
12 pt
Color
Alignment
N/A
N/A
Table 2 - Font Color Guide
RGB
CMYK
Hexadecimal
Uses
Purple
136/40/144
56/100/0/0
#87288f
Problem-solving step #1
Blue
22/144/206
78/31/0/0
#168fed
Green
0/135/57
80/0/100/30
#008638
Orange
247/148/30
0/50/100/0
#f7931d
Red
247/28/36
78/31/0/0
#ed1c24
Number emphasis (video)

and aswers (worksheet
answer key)
The Templates
The first template created was for the worksheets. The worksheet template is
three pages long. Each page contains room for the students name and the date at the
top and the Keos Classroom logo, common core standard, and page number at the
bottom. The first page also contains the title of the mathematical concept. The first page
functions as a review sheet. It contains vocabulary, concept reviews, problem-solving
steps, and problem 1 (Let Me Show You section). The second page is the worksheet
to be completed with the video. It contains problems 23 (Lets Do It Together and
the Math In the Real World sections). The third page functions as an independent
worksheet and contains problems 46 (Independent Practice section).
4
The video requires two templates, one for animation and one for the video slides.
The animation templates, created in Adobe After Effects, contain a general introduction
and closing animation. These are easily customizable to add images and animations
that represent the unique problems posed in the introduction. The second template is
the actual slides for the videos created in Keynote, an Apple presentation software.
The creation of the slide template involved designing several master slides: a title slide,
vocabulary slide, concept-review slide, problem-solving slide, and word-problem slide.
Each slide is easily customizable to fit the problem. To test the effectiveness of the
templates, a rough video and worksheet were created and reviewed.
Testing and Reviewing

After creating a rough draft of each instructional guide, they were carefully
reviewed with Mrs. Chai and Ru Wood, my academic advisor. Both Ru Wood and Mrs.
Chai loved the videos and had minor suggestions for creating a more engaging and
educational video. Those changes are reflected in the final product.
While no formal testing has been done yet, with the help of Mrs. Chai and the
other froth-grade teachers at Upland Terrance Elementary, I will test the guides as both
a review and introduction to the concept. The teachers have volunteered to use the
instructional guides as a review for end-of-the-year testing. After that, I will discuss the
results with the teachers and possible improvements to be made. To test the guides
as an introduction to the mathematical concept, Mrs. Chai has selected several thirdgrade students who have expressed their willingness to help. These students will watch
the videos, fill out the worksheet, and complete a brief survey. After getting feedback
from Mrs. Chai, the students, and the parents, changes may be made to improve the
effectiveness of the guides. This testing will occur one month after submitting this paper
(May 2016), as such, the results will not be discussed here.
Final Product
The final product presented consists of 12 videos with corresponding worksheets
and answer keys. These instructional guides discuss the concepts of area model
multiplication, partial products, and traditional multiplication. Each of these concepts
further breaks down into 1- by 2-digit, 1- by 3-digit, 1- by 4-digit, and 2- by 2-digit
multiplication, for four guides on each concept. Each guide contains one video, a
three-page answer key, and a three-page worksheet (See Appendix A for video links
and Appendix B for answer keys and worksheets). These unique video and worksheet
guides are what make Keos Classroom truly amazing.
The guides created by Keos Classroom show what learning in a digital age looks
like:
Every guide is designed with teachers help.
Every guide uses leading research in educational and instructional design.
Every guide can be used at home or school by parents, teachers, and students.
Every guide reviews each concept thoroughly to ensure mastery of the concept.
Every guide applies the concept taught with real-world problems.
Every guide makes learning fun.
5
The guides created by Keos Classroom will help students at home or at school master
the mathematical concepts taught in school today and will continue to do so as more
guides are created.
Future Directions
As Keos Classroom progresses further, the goal is to create guides for all the
mathematical concepts in fourth grade, and to move onto another grade after one is
finished. Each guide will represent the Common Core Standards for math and important
concepts that students need to understand. These guides will be constantly tested by
teachers, students, and parents to ensure the quality of the videos and the retention
of knowledge. In the future, pre- and post-tests for each concept will be added. This
change will allow Keos Classroom to become an independent guide that teachers and
students can use to teach and master mathematical concepts. These guides will teach
generations of students more than just math: they will teach students that learning is
fun, hands-on, and the most rewarding experience ever; because that is what my father,
Henry Keo Chai II taught me.
Appendix A - The Video Links
Area Model
Subject
URL
1- by 2-digit multiplication
https://youtu.be/GsQS65lk-I0
https://youtu.be/NLbZ9WGgziQ
https://youtu.be/L25QzRLi8uo
https://youtu.be/Ojr7I_7gbtk
Partial Products
Subject
URL
https://youtu.be/_bmZ_jSls98
https://youtu.be/9E4dwfELddM
https://youtu.be/HGVGsMwFOjw
https://youtu.be/D_BavV9m2pk
Standard Multiplication
Subject
URL
https://youtu.be/PtPSNDNmYlw
https://youtu.be/JQLzzk0Kf6A
https://youtu.be/M3PQhlYqcZw
https://youtu.be/urZ5h04eHpY
Appendix B - The Worksheets
Date:_________________
Name:___________________________
a nSwer K ey
2 d igit M ultiplication u Sing

URL
the
a rea M odel
V ocabulary
Expanded Form: Writing a number to show the value of each of the digits.
c oncept r eView
Solve the following problems by putting the numbers in expanded form.
A.) 69 =
60
B.) 47 =
40
a rea M odel S tepS

Draw the box.
Label the model. Write the 1-digit number on the left side and the 2-digit number in
expanded form on top; draw a vertical line underneath the plus sign.
Multiply each section to get partial products.
Add the partial products to solve.
l et M e S how y ou !
Solve the following problem using the area model.
1.)
4 x 26 =
104
20
4 x 20 = 80
CCSS 4.NBT.5
6
4 x 6 = 24
l et S d o i t t ogether !
Solve the following problem using the area model while watching the video.
2.) 8 x 53 =
424
50
8 x 50 = 400
M ath
in the
8 x 3 = 24
w orld !
3.) The closest Mars has ever been to Earth is about 35 million miles. If you were to take
this trip 6 times, how many million miles would you have travelled?
6 x
35
210 million miles
30
6
6 x 30 = 180
CCSS 4.NBT.5
5
6 x 5 = 30
i ndependent p ractice !
Solve the following problems using the area model.
4.) 5 x 62 =
310
60
5 x 60 = 300
5.) 7 x 48 =
5 x 2 = 10
336
40
7 x 40 = 280
8
7 x 8 = 56
6.) On average, the sun is 93 million miles away from Earth. If you were to travel to
the sun 5 times, how many million miles would you have travelled?
5 x
93
465 million miles
90
5
CCSS 4.NBT.5
5 x 90 = 450
3
5 x 3 = 15
Date:_________________
Name:___________________________

URL
the
a rea M odel
V ocabulary
c oncept r eView
A.) 69 =
60
B.) 47 =
a rea M odel S tepS

Draw the box.
Label the model. Write the 2-digit number in expanded form on top and the 1-digit
number on the left side; draw a vertical line underneath the plus sign.
1.)
4 x 26 =
104
20
4 x 20 = 80
CCSS 4.NBT.5
6
4 x 6 = 24
2.) 8 x 53 =
+
x
M ath
in the
w orld !
3.) The closest Mars has ever been to Earth is about 35 million miles. If you were to take
this trip 6 times, how many million miles would you have travelled?
x
+
x
CCSS 4.NBT.5
4.) 5 x 62 =
+
x
5.) 7 x 48 =
6.) On average, the sun is 93 million miles away from Earth. If you were to travel to
the sun 5 times, how many million miles would you have travelled?
x
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey
URL
the
a rea M odel
V ocabulary
c oncept r eView
A.) 453 = 400 + 50 +
B.) 298 = 200 + 90 +
a rea M odel S tepS

Draw the box.
expanded form on top; draw a vertical line underneath every plus sign.
Add the partial products and solve.
1.)
6 x 129 =
774
100
6 x 100 = 600
+
7
CCSS 4.NBT.5
20
6 x 20 = 120
9
6 x 9 = 54
2.) 7 x 618 =
4,326
600
7 x 600 = 4,200
4,
+
4,
M ath
in the
10
7 x 10 = 70
8
7 x 8 = 56
w orld !
3.) The worlds tallest tree, Hyperion, is 379 feet tall. How tall would Hyperion be if it was 4
times taller?
4 x
379
300
4 x 300 = 1,200
1,
+
1,
CCSS 4.NBT.5
1,516 feet tall

70
4 x 70 = 280
9
4 x 9 = 36
4.) 8 x 962 =
7,696
900
8 x 900 = 7,200
8 x 60 = 480
7,
8 x 2 = 16
5.) 9 x 487 =
7,
3,
4,383
400
60
9 x 400 = 3,600
80
9 x 80 = 720
9 x 7 = 63
+
4,
6.) In Cathedral Grove, Canada, a douglas fir tree has grown to 249 feet tall. If you
stacked 6 of these trees on top of each other, how tall would the stack be?
6 x
249
200
6
6 x 200 = 1,200
2,514 feet tall
40
6 x 40 = 240
1,
6 x 9 = 54
+
2,
CCSS 4.NBT.5
Date:_________________
Name:___________________________
URL
the
a rea M odel
V ocabulary
c oncept r eView
A.) 453 = 400 + 50 +
B.) 298 =
a rea M odel S tepS

Draw the box.
Add the partial products and solve.
1.)
6 x 129 =
774
100
6 x 100 = 600
+
7
CCSS 4.NBT.5
20
6 x 20 = 120
9
6 x 9 = 54
2.) 7 x 618 =
+
x
+
x
M ath
in the
w orld !
3.) The worlds tallest tree, Hyperion, is 379 feet tall. How tall would Hyperion be if it was 4
times taller?
=
+
+
x
CCSS 4.NBT.5
4.) 8 x 962 =
+
x
+
x
5.) 9 x 487 =
6.) In Cathedral Grove, Canada, a douglas fir tree has grown to 249 feet tall. If you
stacked 6 of these trees on top of each other, how tall would the stack be?
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey

URL
the
a rea M odel
V ocabulary
c oncept r eView
A.) 1,629 =
1,000 +
B.) 7,256 =
7,000
600
200
20
50
+
+
9
6
a rea M odel S tepS

Draw the box.
1.)
4 x 1,483 =
5,932
1,000
4
4 x 1,000 = 4,000
4,
1,
+
5,
CCSS 4.NBT.5
400
4 x 400 = 1,600
80
4 x 80 = 320
3
4 x 3 = 12
2.)
9 x 5,627 = 50,643
5,000
9 x 5,000 = 45,000
5,
5,
+
5
M ath
0,
in the
600
9 x 600 = 5,400
20
9 x 20 = 180
9 x 7 = 63
w orld !
3.) During hibernation bears lower their heart rate up to 75%, beating only 8 times a
minute. How many times does a hibernating bears heart beat in a 1,440 minute day?
8 x 1,440
= 11,520 heart beats
1,000
8 x 1,000 = 8,000
8,
3,
+
1
400
8 x 400 = 3,200
40
8 x 40 = 320
8x0=0
0
1,
CCSS 4.NBT.5
0
2
31,590
4.) 5 x 6,318 =
6,000
5
5 x 6,000 =
30,000
300
5 x 300 =
1,500
10
5 x 10 =
50
5x8=
40
0,
1,
5.) 8 x 4,316 =
1,
2,
2,
27,936
4,000
8
8 x 4,000 =
32,000
300
8 x 300 =
2,400
10
8 x 10 =
80
6
8x6=
48
+
3
4,
6.) In prehistoric times, a South-American bear could weigh 3,496 pounds. How heavy
would 7 of these monsterous bears weigh?
7 x
3,496
3,000
7
7 x 3,000 =
21,000
24,472 pounds
400
7 x 400 =
2,800
90
7 x 90 =
630
7x6=
42
1,
2,
+
2
CCSS 4.NBT.5
4,
Date:_________________
Name:___________________________

URL
the
a rea M odel
V ocabulary
c oncept r eView
A.) 1,629 =
1,000 +
B.) 7,256 =
600
20
a rea M odel S tepS

Draw the box.
1.)
5,932
4 x 1,483 =
1,000
4
4 x 1,000 = 4,000
4,
1,
+
5,
CCSS 4.NBT.5
400
4 x 400 = 1,600
80
4 x 80 = 320
3
4 x 3 = 12
2.)
9 x 5,627 =
+
+
+
+
M ath
in the
w orld !
3.) During hibernation bears lower their heart rate up to 75%, beating only 8 times a
minute. How many times does a hibernating bears heart beat in a 1,440 minute day?
=
+
+
+
+
+
CCSS 4.NBT.5
4.) 5 x 6,318 =
+
+
+
+
5.) 8 x 4,316 =
6.) In prehistoric times, a South-American bear could weigh 3,496 pounds. How heavy
would 7 of these monsterous bears weigh?
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey
2 d igit M ultiplication u Sing p artial

URL
productS
V ocabulary
Product: The answer to a multiplication problem.
Partial Product: One part of the answer to a multiplication problem, consisting of one
number multiplied by part of another.
c oncept r eView
A.) 57 =
50
B.) 69 =
60
p artial p roduct S tepS

Expand the 2-digit number into expanded form.
Multiply the 1-digit numer by the both parts of the expanded 2-digit number to get
partial products.
Add the partial products together to solve.
Solve the following problem using partial products.
1.)
4 x 38 =
152
30 + 8
4 x 30 = 120
4 x 8 = 32
1 2 0
+ 3 2
1 5 2
CCSS 4.NBT.5
Solve the following problem using partial products while watching the video.
2.) 9 x 62 =
558
60 + 2
9 x 60 = 540
9 x 2 = 18
M ath
in the
w orld !
3.) In 1979, Alvin, Texas set the record for the most rainfall in the United States during a
single day, 43 inches. If this rain continued for 7 days, how much rain would have fallen?
7 x
43
301 inches
40 + 3
7 x 40 = 280
7 x 3 = 21
CCSS 4.NBT.5
Solve the following problems using partial products.
4.) 6 x 48 =
288
40 + 8
6 x 40 = 240
6 x 8 = 48
5.) 5 x 94 =
470
90 + 4
5 x 90 = 450
5 x 4 = 20
6.) Ciloas Runion, West of Madgascar, holds the world record for the most rain ever
recorded in a 24-hour period at 72 inches. If this record rainfall continued for 8 days,
how many inches would it have rained?
8 x
72
576 inches
70 + 2
8 x 70 = 560
8 x 2 = 16
CCSS 4.NBT.5
Date:_________________
Name:___________________________

URL
productS
V ocabulary
c oncept r eView
A.) 57 =
50
B.) 69 =

Multiply the 1-digit numer by the both parts of the expanded 2-digit number to get
partial products.
1.)
4 x 38 =
152
30 + 8
4 x 30 = 120
4 x 8 = 32
1 2 0
+ 3 2
1 5 2
CCSS 4.NBT.5
2.) 9 x 62 =
+
+
M ath
in the
w orld !
3.) In 1979, Alvin, Texas set the record for the most rainfall in the United States during a
single day, 43 inches. If this rain continued for 7 days, how much rain would have fallen?
x
+
+
+
=
=
CCSS 4.NBT.5
4.) 6 x 48 =
+
+
5.) 5 x 94 =
6.) Ciloas Runion, West of Madgascar, holds the world record for the most rain ever
recorded in a 24-hour period at 72 inches. If this record rainfall continued for 8 days,
how many inches would it have rained?
x
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey

URL
productS
V ocabulary
c oncept r eView
A.) 622 =
600
20
B.) 485 =
400
80

Multiply the 1-digit numer by the all the parts of the expanded 3-digit number to get
partial products.
1.)
3 x 596 =
1,788
500 + 90 + 6
3 x 500 = 1,500
3 x 90 = 270
3 x 6 = 18
CCSS 4.NBT.5
1, 5 0 0
2 7 0
+
1 8
1, 7 8 8
2.) 9 x 781 =
7,029
700 + 80 + 1
9 x 700 = 6,300
9 x 80 = 720
9x1=9
M ath
in the
16, 3 0 0
7 2 0
+
9
7, 0 2 9
w orld !
3.) Swimming 9 days straight, the longest recorded swim for a polar bear is 426 miles. If
a polar bear made this swim 7 times, how far would the polar bear swim?
7 x
426
2,982 miles
400 + 20 + 6
7 x 400 = 2,800
7 x 20 = 140
7 x 6 = 42
CCSS 4.NBT.5
2, 8
1
+
2, 9
0
4
4
8
0
0
2
2
4.) 4 x 263 =
1,052
200 + 60 + 3
4 x 200 = 800
4 x 60 = 240
4 x 3 = 12
5.) 6 x 673 =
8 0 0
2 4 0
+
1 2
1, 0 5 2
4,038
600 + 70 + 3
6 x 600 = 3,600
6 x 70 = 420
6 x 3 = 18
13, 6
4
+
4, 0
0
2
1
3
0
0
8
8
6.) Polar bears can swim at 528 feet per minute. If a polar bear swam for 8 minutes,
how far would it have traveled?
8 x
528
4,224 feet
500 + 20 + 8
8 x 500 = 4,000
8 x 20 = 160
8 x 8 = 64
CCSS 4.NBT.5
4, 1 0
1
+
4, 2
0
6
6
2
0
0
4
4
Date:_________________
Name:___________________________

URL
productS
V ocabulary
c oncept r eView
A.) 622 =
600
B.) 485 =
20

partial products.
1.)
3 x 596 =
1,788
+
+
+
+
CCSS 4.NBT.5
=
=
2.) 9 x 781 =
+
+
M ath
in the
w orld !
3.) Swimming 9 days straight, the longest recorded swim for a polar bear is 426 miles. If
a polar bear made this swim 7 times, how far would the polar bear swim?
x
+
+
+
+
CCSS 4.NBT.5
=
=
4.) 4 x 263 =
+
+
5.) 6 x 673 =
6.) Polar bears can swim at 528 feet per minute. If a polar bear swam for 8 minutes,
how far would it have traveled?
x
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey

URL
productS
V ocabulary
c oncept r eView
A.) 2,653 =
2,000 +
600
50
B.) 8,297 =
8,000
200
90

partial products.
1.)
3 x 7,492 =
22,476
7,000 + 400 + 90 + 2
3 x 7,000 = 21,000
3 x 400 = 1,200
3 x 90 = 270
3x2=6
CCSS 4.NBT.5
2 1, 0 0
1, 2 0
2 7
+
2 2, 4 7
0
0
0
6
6
1
2.) 8 x 4,865 =
38,920
4,000 + 800 + 60 + 5
8 x 4,000 = 32,000
8 x 800 = 6,400
8 x 60 = 480
8 x 5 = 40
3 2, 1 0
6, 4
4
+
0
0
8
4
0
0
0
0
3 8, 9 2 0
M ath
in the
w orld !
3.) It took 5,986 pounds of dynamite to carve a single face on Mt. Rushmore. How many
pounds of dynamite was used to carve all 4 faces?
4 x 5,986 =
23,944 pounds
4
5,000 + 900 + 80 + 6
4 x 5,000 = 20,000
4 x 900 = 3,600
4 x 80 = 320
4 x 6 = 24
CCSS 4.NBT.5
2 0, 0 0
3, 6 0
3 2
+
2
2 3, 9 4
0
0
0
4
4
4.) 6 x 3,621 =
21,726
6
3,000 + 600 + 20 + 1
6 x 3,000 = 18,000
6 x 600 = 3,600
6 x 20 = 120
6x1=6
5.) 9 x 4,718 =
1 1 8, 0 0
3, 6 0
1 2
+
2 1, 7 2
0
0
0
6
6
42,262
9
4,000 + 700 + 10 + 8
9 x 4,000 = 36,000
9 x 700 = 6,300
9 x 10 = 90
9 x 8 = 72
1 3 6, 1 0 0 0
6, 3 0 0
9 0
+
7 2
4 2, 4 6 2
6.) It took 5,110 days to complete Mt. Rushmore. An architect wants to build 7 more
around the nation. If he builds one after the other, how long will they take to be
completed?
7 x 5,110 =
35,770 days
7
5,000 + 100 + 10 + 0
7 x 5,000 = 35,000
7 x 100 = 700
7 x 10 = 70
7x0=0
CCSS 4.NBT.5
3 5, 0 0 0
7 0 0
7 0
+
0
3 5, 7 7 0
Date:_________________
Name:___________________________

URL
productS
V ocabulary
c oncept r eView
A.) 2,653 =
2,000 +
B.) 8,297 =
600
50

partial products.
1.)
3 x 7,492 =
22,476
+
+
=
CCSS 4.NBT.5
+
+
=
=
2.) 8 x 4,865 =
+
+
=
in the
M ath
w orld !
3.) It took 5,986 pounds of dynamite to carve a single face on Mt. Rushmore. How many
pounds of dynamite was used to carve all 4 faces?
x
+
+
=
CCSS 4.NBT.5
+
+
=
=
4.) 6 x 3,621 =
+
+
5.) 9 x 4,718 =
6.) It took 5,110 days to complete Mt. Rushmore. An architect wants to build 7 more
around the nation. If he builds one after the other, how long will they take to be
completed?
x
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey

URL
productS
V ocabulary
c oncept r eView
A.) 48 =
40
B.) 93 =
90

Expand both numbers into expanded form.
Multiply the tens part of the first number by both parts of the expanded second
number.
Multiply the ones part of the first number by both parts of the expanded second
number.
1.)
43 x 82 =
3,526
40 + 3
80 + 2
40 x 80 = 3,200
40 x 2 = 80
3 x 80 = 240
3x2=6
CCSS 4.NBT.5
13, 2 0
8
2 4
+
3, 4 2
0
0
0
6
6
1
2.) 75 x 39 =
2,925
70 + 5
30 + 9
70 x 30 = 2,100
70 x 9 = 630
5 x 30 = 150
5 x 9 = 45
M ath
in the
2, 1 1
6
1
+
2, 9
0
3
5
4
2
0
0
0
5
5
w orld !
3.) On average, Americans eat 38 pounds of food per week. How many pounds of food
would the average American eat in 52 weeks?
x
38
52
30 + 8
1,976 pounds
50 + 2
30 x 50 = 1,500
30 x 2 = 60
8 x 50 = 400
8 x 2 = 16
CCSS 4.NBT.5
1, 5 0
6
4 0
+
1
1, 9 7
0
0
0
6
6
4.) 84 x 47 =
3,948
80 + 4
40 + 7
80 x 40 = 3,200
80 x 7 = 560
4 x 40 = 160
4 x 7 = 28
5.) 46 x 93 =
3, 1 2
5
1
+
3, 9
0
6
6
2
4
0
0
0
8
8
13, 6
1
5
+
4, 2
0
2
4
1
7
0
0
0
8
8
4,278
40 + 6
90 + 3
40 x 90 = 3,600
40 x 3 = 120
6 x 90 = 540
6 x 3 = 18
6.) Every week, the average human drinks 28 cups of water. How much water would a
human drink over 64 weeks?
28
64
20 + 8
1,792 cups
60 + 4
20 x 60 = 1,200
20 x 4 = 80
8 x 60 = 480
8 x 4 = 32
CCSS 4.NBT.5
1, 1 2 0
8
4 8
+
3
1, 7 9
0
0
0
2
2
Date:_________________
Name:___________________________

URL
productS
V ocabulary
c oncept r eView
A.) 48 =
40
B.) 93 =

Expand both numbers into expanded form.
Multiply the tens part of the first number by both parts of the expanded second
number.
Multiply the ones part of the first number by both parts of the expanded second
number.
1.)
43 x 82 =
3,526
40 + 3
80 + 2
40 x 80 = 3,200
40 x 2 = 80
3 x 80 = 240
3x2=6
CCSS 4.NBT.5
13, 2 0
8
2 4
+
3, 4 2
0
0
0
6
6
1
2.) 75 x 39 =
+
+
=
=
+
+
M ath
in the
=
=
w orld !
3.) On average, Americans eat 38 pounds of food per week. How many pounds of food
would the average American eat in 52 weeks?
x
+
+
=
=
+
+
CCSS 4.NBT.5
4.) 84 x 47 =
+
+
=
=
+
+
5.) 46 x 93 =
6.) Every week, the average human drinks 28 cups of water. How much water would a
human drink over 64 weeks?
x
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey

S tandard M ultiplication
V ocabulary
S tandard M ultiplication S tepS

Multiply - Multiply the one-digit number by the two-digit number using the following
steps for each digit in the two-digit number.
Multiply - Multiply the one-digit number by one part of the two-digit number.
Add - Add any regouped parts from previous multiplication.
Regroup - Regroup digits to the correct place value column.
Solve the following problem using standard multiplication.
1.)
2 x 23 =
46
2 3
x
2
4 6
CCSS 4.NBT.5
2.)
3 x 46 =
138
+1
4 6
x
3
1 3 8
Solve the following problem using standard multiplication while watching the video.
3.)
292
4 x 73 =
4.)
+1
7 3
x
4
2 9 2
M ath
in the
8 x 94 =
752
+3
9 4
x
8
7 5 2
w orld !
5.) A killer whale pod has 39 whales in it. If each whale weighs 3 tons, how much does the
pod of whales weigh in all?
39
117 tons
+2
3 9
x
3
1 1 7
CCSS 4.NBT.5
Solve the following problems using standard multiplication.
6.)
348
4 x 87 =
7.)
7 x 63 =
+2
8 7
x
4
3 4 8
8.)
9 x 46 =
441
+2
6 3
x
7
4 4 1
9.)
414
+5
4 6
x
9
4 1 4
8 x 82 =
656
+1
8 2
x
8
6 5 6
10.) A grey whale weighs around 37 tons. If grey whales travel in pods of 3, how much
would the pod of whales weigh in all?
37
111 tons
+2
3 7
x
3
1 1 1
CCSS 4.NBT.5
Date:_________________
Name:___________________________

V ocabulary

Multiply - Multiply the one-digit number by the two-digit number using the following
steps for each digit in the two-digit number.
Regroup - Regroup digits to the correct place value column.
1.)
2 x 23 =
46
2 3
x
2
4 6
CCSS 4.NBT.5
2.)
3 x 46 =
138
+1
4 6
x
3
1 3 8
3.)
4 x 73 =
4.)
8 x 94 =
M ath
in the
w orld !
5.) A killer whale pod has 39 whales in it. If each whale weighs 3 tons, how much does the
pod of whales weigh in all?
x
+
x
CCSS 4.NBT.5
6.)
4 x 87 =
7.)
7 x 63 =
9.)
8 x 82 =
8.)
9 x 46 =
10.) A grey whale weighs around 37 tons. If grey whales travel in pods of 3, how much
would the pod of whales weigh in all?
x
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey

V ocabulary

Multiply - Multiply the one-digit number by the three-digit number, but this step can
be broken apart into three steps that are repeated for each digit of the three-digit
number.
Regroup - Add the two partial products together to solve
1.)
3 x 312 =
936
3 1 2
x
3
9 3 6
CCSS 4.NBT.5
2.)
4 x 263 =
1,052
+2 +1
2 6 3
x
4
1, 0 5 2
3.)
4,875
5 x 975 =
9
x
4, 8
M ath
in the
4.)
7 x 382 =
2,674
+5 +1
3 8 2
x
7
2, 6 7 4
7 5
5
7 5
w orld !
5.) On Mars, one year is 687 Earth days. If 9 years passed on Mars, how many days would
have passed on Earth?
687
6,183 days
+7 +6
6 8 7
x
9
6, 1 8 3
CCSS 4.NBT.5
6.)
2,292
6 x 382 =
7.)
8 x 493 =
+4 +1
3 8 2
x
6
2, 2 9 2
8.)
7 x 863 =
3,944
+7 +2
4 9 3
x
8
3, 9 4 4
9.)
6,041
+2
8 6 3
x
7
6, 0 4 1
6 x 974 =
5,844
+4 +2
9 7 4
x
6
5, 8 4 4
10.) On Venus, one year is 234 Earth days. If 7 years pass on Venus, how many days
would have passed on Earth?
224
1,568 days
+1 +2
2 2 4
x
7
1, 5 6 8
CCSS 4.NBT.5
Date:_________________
Name:___________________________

V ocabulary

Multiply - Multiply the one-digit number by the four-digit number, but this step can
be broken apart into three steps that are repeated for each digit of the four-digit
number.
1.)
3 x 312 =
936
3 1 2
x
3
9 3 6
CCSS 4.NBT.5
2.)
4 x 263 =
1,052
+2 +1
2 6 3
x
4
1, 0 5 2
3.)
5 x 975 =
4.)
7 x 382 =
+ +
+ +
M ath
in the
w orld !
5.) On Mars, one year is 687 Earth days. If 9 years passed on Mars, how many days would
have passed on Earth?
x
+ +
x
CCSS 4.NBT.5
6.)
6 x 382 =
7.)
8 x 493 =
+ +
8.)
+ +
7 x 863 =
9.)
6 x 974 =
10.) On Venus, one year is 234 Earth days. If 7 years pass on Venus, how many days
would have passed on Earth?
x
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey

V ocabulary

Multiply - Multiply the one-digit number by the four-digit number, but this step can
be broken apart into three steps that are repeated for each digit of the four-digit
number.
1.)
2 x 4,321 =
8,642
4, 3 2 1
x
2
8, 6 4 2
CCSS 4.NBT.5
2.)
4 x 2,863 =
11,452
+3 +2 +1
2, 8 6 3
x
4
1 1, 4 5 2
3.)
8 x 6,281 =
4.)
50,248
+2 +6
6, 2 8 1
x
8
5 0, 2 4 8
M ath
in the
7 x 4,329 =
30,303
+2 +2 +6
4, 3 2 9
x
7
3 0, 3 0 3
w orld !
5.) In 2015, 6 hours of video was uploaded to YouTube every second. After 1,467 seconds,
how many hours of video would have been uploaded?
x 1,467 =
8,802 hours
+2 +4 +4
1, 4 6 7
x
6
8, 8 0 2
CCSS 4.NBT.5
6.)
3 x 4,623 =
7.)
2,292
5 x 5,732 =
+2 +6
6, 2 8 1
x
8
5 0, 2 4 8
8.)
9 x 6,319 =
+3 +1 +1
5, 7 3 2
x
5
2 8, 6 6 0
9.)
56,871
+2 +1 +8
6, 3 1 9
x
9
5 6, 8 7 1
28,660
8 x 7,813 =
62,504
+6 +1 +2
7, 8 1 3
x
8
6 2, 5 0 4
10.) In 2007, 6 hours of YouTube videos uploaded was uploaded every minute. After 7,198
minutes have passed, how many hours of video would have been uploaded?
x 7,198 =
43,188 hours
+1 +5 +4
7, 1 9 8
x
6
4 3, 1 8 8
CCSS 4.NBT.5
Date:_________________
Name:___________________________

V ocabulary

Multiply - Multiply the one-digit number by the three-digit number, but this step can
be broken apart into three steps that are repeated for each digit of the three-digit
number.
1.)
2 x 4,321 =
8,642
4, 3 2 1
x
2
8, 6 4 2
CCSS 4.NBT.5
2.)
4 x 2,863 =
11,452
+3 +2 +1
2, 8 6 3
x
4
1 1, 4 5 2
3.)
8 x 6,281 =
4.)
7 x 4,329 =
+ + +
x
M ath
in the
+ + +
x
w orld !
5.) In 2015, 6 hours of video was uploaded to YouTube every second. After 1,467 seconds,
how many hours of video would have been uploaded?
x
+ + +
x
CCSS 4.NBT.5
6.)
3 x 4,623 =
7.)
5 x 5,732 =
+ + +
+ + +
8.)
9 x 6,319 =
9.)
8 x 7,813 =
10.) In 2007, 6 hours of YouTube videos uploaded was uploaded every minute. After 7,198
minutes have passed, how many hours of video would have been uploaded?
x
CCSS 4.NBT.5
Date:_________________
Name:___________________________
a nSwer K ey

V ocabulary

Multiply - Multiply the digit in the ones place value of the bottom number by both
parts of the top number.
Zero - Place a zero in the ones place value underneath the other partial product.
Multiply - Multiply the digit in the tens place value of the bottom number by both
Add - Add the two partial products together to solve.
1.)
12 x 31 =
1
x
3
1
1
3 6
+
3 7
CCSS 4.NBT.5
2.)
372
2
1
2
0
2
46 x 52 =
2,392
+3
+1
4
x
5
9
+2, 3 0
2, 3 9
6
2
2
0
2
3.)
2,412
67 x 36 =
4.)
+2
+4
6
x
3
4 0
+2, 0 1
2, 4 1
M ath
in the
7
6
2
0
2
84 x 49 =
4,116
+1
+3
8
x
4
1 17 5
+3, 3 6
4, 1 1
4
9
6
0
6
w orld !
5.) Every hour, an adult breathes 17 cubic feet of air. Over a 24-hour period, how many
cubic feet of air would an adult breath?
x
17
24
+1
+2
1
x
2
1
6
3 4
+
4 0
CCSS 4.NBT.5
408 cubic feet
7
4
8
0
8
6.)
2,356
62 x 38 =
7.)
+1
6
x
3
14 9
+1, 8 6
2, 3 5
8.)
73 x 37 =
9.)
+2
7
x
3
15 1
+2, 1 9
2, 7 0
4,116
+3
+3
5
x
9
1
4 3
+4, 8 6
5, 2 9
2
8
6
0
6
2,701
54 x 98 =
3
7
1
0
1
85 x 64 =
4
8
2
0
2
5,440
+3
+2
8
x
6
3 4
+5, 1 0
5, 4 4
5
4
0
0
0
10.) Adults take an average of 16 breaths every minute. Over a 63-minute period, how
many breaths would an adult take?
16
63
+3
+1
1
x
6
1 1
4
9 6
+
1, 0 0
CCSS 4.NBT.5
1,008 breathes
6
3
8
0
8
3
Date:_________________
Name:___________________________

V ocabulary

Multiply - Multiply the digit in the ones place value of the bottom number by both
Zero - Place a zero in the ones place value underneath the other partial product.
Multiply - Multiply the digit in the tens place value of the bottom number by both
Add - Add the two partial products together to solve.
1.)
12 x 31 =
1
x
3
1
1
3 6
+
3 7
CCSS 4.NBT.5
2.)
372
2
1
2
0
2
46 x 52 =
2,392
+3
+1
4
x
5
9
+2, 3 0
2, 3 9
6
2
2
0
2
3.)
67 x 36 =
4.)
84 x 49 =
+
+
+
+
6 7
3 6
x
+
M ath
x
+
in the
w orld !
5.) Every hour, an adult breathes 17 cubic feet of air. Over a 24-hour period, how many
cubic feet of air would an adult breath?
x
+
+
x
+
CCSS 4.NBT.5
6.)
62 x 38 =
+
+
7.)
54 x 98 =
9.)
85 x 64 =
+
+
+
8.)
73 x 37 =
10.) Adults take an average of 16 breaths every minute. Over a 63-minute period, how
many breaths would an adult take?
x
CCSS 4.NBT.5

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Keos Classroom:

Bridging the Mathematical Gap

Developing the Style Guide and Templates

Fonts and Colors

KG Blank Space Solid

KG Blank Space Solid

KG Blank Space Solid

KG Blank Space Solid

Purple, Blue, Green, Orange

Purple, Blue, Green, Orange

KG First Time in Forever

KG First Time in Forever

Purple, Blue, Green, Orange

Purple, Blue, Green, Orange

Table 2 - Font Color Guide

Number emphasis (video)

Testing and Reviewing

Appendix A - The Video Links

Appendix B - The Worksheets

2 d igit M ultiplication u Sing

a rea M odel S tepS

210 million miles

465 million miles

2 d igit M ultiplication u Sing

a rea M odel S tepS

3 d igit M ultiplication u Sing

B.) 298 = 200 + 90 +

a rea M odel S tepS

1,516 feet tall

2,514 feet tall

3 d igit M ultiplication u Sing

a rea M odel S tepS

4 d igit M ultiplication u Sing

a rea M odel S tepS

= 11,520 heart beats

4 d igit M ultiplication u Sing

a rea M odel S tepS

2 d igit M ultiplication u Sing p artial

p artial p roduct S tepS

2 d igit M ultiplication u Sing p artial

p artial p roduct S tepS

3 d igit M ultiplication u Sing p artial

p artial p roduct S tepS

3 d igit M ultiplication u Sing p artial

p artial p roduct S tepS

4 d igit M ultiplication u Sing p artial

p artial p roduct S tepS

4 d igit M ultiplication u Sing p artial

p artial p roduct S tepS

2 d igit M ultiplication u Sing p artial

p artial p roduct S tepS

2 d igit M ultiplication u Sing p artial

p artial p roduct S tepS

2 d igit M ultiplication u Sing

S tandard M ultiplication S tepS

2 d igit M ultiplication u Sing

S tandard M ultiplication S tepS

3 d igit M ultiplication u Sing

S tandard M ultiplication S tepS

3 d igit M ultiplication u Sing

S tandard M ultiplication S tepS

4 d igit M ultiplication u Sing

S tandard M ultiplication S tepS