Program Overview

Grades K–5

Reveal the Full Potential

in Every Student
Reveal the Mathematician
in Every Student
Reveal Math®, a balanced elementary math program, develops the problem solvers
of tomorrow by incorporating both inquiry-focused and teacher-guided
instructional strategies within each lesson. In order to uncover the full potential
in every student, Reveal Math:

Champions a positive classroom Tailors classroom activities to student

environment centered on curiosity, need through insightful assessment and
connection, and social-emotional purposeful, multi-modal differentiation.
development.
■■ Formative Assessment
■■ Math Is... Unit
■■ Differentiation
■■ Ignite! Activities
■■ Course Assessments
■■ STEM-Focused Units
■■ Targeted Intervention
Explores mathematics through a
flexible lesson design providing access
to rigorous instruction with embedded
teacher supports and scaffolds.
■■ Lesson Model and Routines
■■ Social Emotional Learning
■■ Language and English
Learner Supports
■■ Fluency

Reveal the Mathematician in Every Student K–5 Reveal Math | 1

 Program Design Influenced
by Teachers, Research, and
Industry Experts
Reveal Math is a K–12 program crafted with the input of hundreds of educators across
the country. Educator voices and needs were aligned with an instructional model that is
based on validated research brought forth by McGraw Hill learning scientists and
the Reveal Math expert authorship team.

Major Focus Areas:

■■ Equitable classrooms: ■■ Classroom Discourse: Use of
Learner-focused practices to the appropriate math vocabulary
develop a classroom designed and constructive critique
for all students. of classmates’ math thinking.
See pages 4–5, 8–9, and 18–19. See page 12.

■■ Social and Emotional Learning: ■■ Productive Struggle: Productive

Competencies to support engagement with mathematical
academically and socially ideas and relationships.
engaged classroom members. See pages 12 and 13.
See page 11.
■■ Fluency: Use of flexible
■■ Metacognition: Promotion strategies to practice
of student reflection on math content and achieve
their learning. automaticity.
See pages 14, 16, and 17. See page 15.

■■ Sense-Making: Support for ■■ Instructional Routines:

the development of Structures and expectations that
problem-solving skills. create productive classroom
See page 10. interactions with students.
See page 9.

2 | Reveal Math K–5 Program Design

The Reveal Math Authorship
McGraw Hill learning scientists teamed up with expert authors
to create a program guided by validated academic research and
classroom best practices.

Ralph Connelly, Ph.D. Georgina Rivera, M.Ed.

Authority on the development of Expert in building student agency
early mathematical understanding. through culturally responsive teaching.

Annie Fetter John SanGiovanni, M.Ed.

Advocate for student ideas and Leader in understanding the
thinking that fosters strong problem mathematics needs of students
solvers. Contributing Author of and teachers. Contributing Author
Sense-Making Routines, page 9 of the Math Is... Unit and Number
Routines, page 4 and 19
Sharon Griffin, Ph.D.
Champion for number sense and the Jeff Shih, Ph.D.
achievement of all students. Advocate for the importance of
student knowledge.
Linda Gojak, M.Ed.
Expert in both theory and practice Raj Shah, Ph.D.
of strong mathematics instruction. Expert in both theory and practice
Contributing Author of Math Is... of strong mathematics instruction.
Unit, page 4 Contributing Author of the Ignite!
Activities, page 6
Susie Katt, Ph.D
Advocate for the unique needs of our Cheryl Tobey, M.Ed.
youngest mathematicians. Facilitator of strategies that drive
informed instructional decisions.
Ruth Harbin Miles, Ed.S. Contributing Author of Math
Leader in developing teachers’ math Probes, Page 17
content and strategy knowledge.
Dinah Zike, M.Ed.
Nicki Newton, Ed.D. Creator of learning tools that make
Expert in bringing student-focused connections through visual and
strategies and workshops into the hands-on techniques.
classroom. Contributing Author of
the Game Station, page 19

Authorship K–5 Reveal Math | 3

 Champion a Positive
Classroom Environment

Math Is…Unit: Establish

a Community of Learners
The first unit in every grade is the Math Is… Unit, which aims to help students
and teachers begin to understand math as a set of problem-solving strategies
instead of an end result. The unit helps define a productive and positive
classroom environment where all students can:

■■ Share ideas and collaborate freely.

■■ Find success in math and become doers of mathematics.
■■ Apply the mathematical thinking and practices to problem solving.
■■ Take ownership of their personal learning journey.
■■ Become the creative problem solvers of tomorrow.

4 | Reveal Math K–5 Champion a Positive Classroom Environment

Support Ownership of Learning
Lesson 1: Understand Your Math
Story Is Ongoing Lesson 1-1

Lesson 1 aims to help all students see Math Is Mine

themselves as doers of mathematics and
take ownership of their learning within Be Curious
the math classroom. Students: What do you notice?
What do you wonder?
■■ Learn about the teacher’s personal
math story, describe their math
superpowers, and craft their
personal math story.

Rawpixel.com/Shutterstock
Copyright © McGraw-Hill Education
Lessons 2–5: Create Mathematical
Thinking Habits
Lessons 2 through 5 focus on
Mathematical Practices. Each lesson
unpacks the thinking habits of one or two
Unit 1 • Math Is . . . 3

standards. Students: 003_006_RM_S1_U1_L01_665932.indd 3 02/06/20 4:42 PM

■■ Develop their mathematical thinking

and reasoning. Learn
Math gives us power to solve problems.
■■ Apply thinking and reasoning Everyone has math superpowers.

skills while problem-solving and Find out about your teacher’s special math skills.

communicate effectively about math. What are your math superpowers?

Math is... Mindset

What makes me
special in math?

Lesson 6: Collaborate and

Respect Your Classmates
In Lesson 6, students discuss what a How do your math superpowers help you?

positive and productive classroom Math is... Mindset

environment looks like. Students: How can I use my
Copyright © McGraw-Hill Education

skills in math?

■■ Develop a voice and choice in their

classroom environment.
■■ Establish norms of interaction within
4 Lesson 1 • Math Is Mine

the math classroom.

003_006_RM_S1_U1_L01_665932.indd 4 02/06/20 4:42 PM

Champion a Positive Classroom Environment K–5 Reveal Math | 5

 Spark Student Curiosity
Through Ignite! Activities
Each unit opens with an Ignite! activity, an
interesting problem or puzzle that:
“Let’s bring curiosity,
■■ Sparks students’ interest and curiosity. wonder, and joy back into
the classroom and make
■■ Provides only enough information to
open up students’ thinking. math irresistible for kids.”
■■ Motivates them to persevere through - Raj Shah,
challenges involved in problem-solving. Contributing Author

Name
Ignite! activities engage students in
Broken Calculators
productive struggle as they provide
Part A: Your calculator can only add 2s and 5s.
only the information necessary How can you make numbers less than 100 with
to motivate and challenge this calculator?
the student.

Part B: Your calculator can only add 3s and 7s.

What whole numbers less than 12 cannot be made with this calculator?

How can you make each of the whole numbers

12 through 16 with this calculator?

What is the quickest way to make 30 with this calculator? Explain.

Copyright © McGraw-Hill Education

Is there a number greater than 11 that cannot be made with this

calculator? Explain.

90 Ignite! • Broken Calculators

6 | Reveal Math K–5 Champion a Positive Classroom Environment

Put Math in Action With
STEM-Focused Units
Math is everywhere, and students should relate to math as something
everyone does. STEM-focused units highlight careers and real-world
application of math to help students see the application of math as a
tool to explore the world around them.

The STEM Career Kid The Math in Action STEM Project Cards
video introduce a STEM videos apply the unit math allow students to dig
career and provides content with the STEM deeper creatively and
an overview of the job career focus to bring the apply their skills to learn
responsibilities. content to the real world. more about the STEM
focus within the unit.

Within STEM Adventures,

students engage in experiments
with the STEM Career Kids, make
hypotheses, and apply mathematical
knowledge to analyze the data.

Champion a Positive Classroom Environment K–5 Reveal Math | 7

 Explore Mathematics Through
a Flexible Lesson Design

The Lesson Model

Reveal Math’s lesson model keeps sense-making and exploration at the heart of
learning. Every lesson provides two instructional strategies to develop the math
content and tailor the lesson to the needs and structure of the classroom.

ased Expl
it y- B or
ti v at

→ →
Ac

io
n

EXPLORE & PRACTICE &

LAUNCH
DEVELOP REFLECT

Gu n
ide tio
d E x p l or a

Launch Explore & Develop Practice & Reflect

Be Curious starts every Explore and Develop unpacks On My Own offers students
lesson with the opportunity to the lesson content through opportunities to engage with
be curious about math. activity-based or guided the math and reflect on their
exploration. learning.
• Students focus on
exploration and • Students explore the lesson • Students practice lesson
sense-making. concepts and engage in concepts, completing the On
meaningful discourse. My Own exercise.
• Teachers foster students’
ideas through meaningful • Teachers utilize effective • Teachers monitor progress
discussion. teaching practices to make and have students reflect on
meaningful connections. the lesson’s learning targets.

Two ways to Teach Every Lesson!

8 | Reveal Math K–5 Explore Mathematics Through a Flexible Lesson Design

 Routines
Instructional routines are embedded within every Reveal Math lesson to
support a productive classroom.

Build Fluency MLR

Number Math Language Sense-Making
Routines Routines Routines

Support the development Adjust the way Build conceptual

of fluency with targeted students organize and understanding by
concepts, prerequisite communicate their making sense of
skills, and mental math own ideas and clarify mathematical concepts
strategies at the start of the ideas of others at the base for
throughout the lesson. every lesson.
every lesson.

kstation
Wor

→ ASSESS
→ DIFFERENTIATE
Sm
all Groups
en t
Sm

nd

Gr
all

e
ou ep
ps I nd

Assess Differentiate
The Exit Ticket includes a Daily differentiation helps
daily formative assessment to support every student in their
check for understanding. path to understanding.

• Students complete a short • Students work on

exit ticket and reflect on differentiated tasks
their learning. to reinforce their
understanding, build their
• Teachers use data proficiency, and/or extend
to inform their daily their thinking.
differentiation.
• Teachers pull small groups
as needed.

Explore Mathematics Through a Flexible Lesson Design K–5 Reveal Math | 9

 Lesson Model: Launch

Derive Understanding by Sparking Curiosity

Sense-Making Routines launch every
lesson, creating an equitable classroom
“All students have ideas
culture where all ideas are welcome and
respected. Student curiosity and ideas about math that are valid
started in Be Curious become the base and worth talking about.”
for the day’s lesson.
-Annie Fetter,
Contributing Author

Lesson 3-1
3.OA.A.1
Understand Equal Groups Be Curious offers a
high-ceiling/low-floor that
allows every student to
explore and discuss their
Be Curious ideas with multiple entry
Be Curious points and approaches to
What do you notice?
problem-solving.
What do you wonder?
Copyright © McGraw-Hill Education TrishZ/Shutterstock

Math is... Mindset

What can you do to be an
active listener?

Unit 3 • Multiplication and Division 3

10 | Reveal Math K–5 Explore Mathematics Through a Flexible Lesson Design

Support the Whole Child
With Social and Emotional
Learning (SEL) Integration
Every lesson integrates a SEL Objective along with the math and
language objectives of the lesson, addressing the CASEL Social and
Emotional Learning competencies throughout each grade level.

Math Is… Mindset

prompts with
teacher supports
keep social and
emotional learning
at the top of
students’ minds as
they interact and
discuss throughout
the lesson.

Explore Mathematics Through a Flexible Lesson Design K–5 Reveal Math | 11

 Lesson Model: Explore & Develop

Develop Understanding Through Exploration

In Explore and Develop, the teacher has two ways to facilitate student understanding:
Activity Based and Guided Exploration. Integrated Effective Teaching Practices guide
instruction and discourse, keeping the student at the center of the learning.

Put the Math Practices

in Action

Math is... Precision

Explore & Develop 20 min

To think like mathematicians, Learn

MLR
Collect and Display
As you discuss the questions with the students, listen and write key words
students must employ the How can you represent the
number of peaches in the three
on the board that students use, such as groups, objects, number of, and
multiplication. Display the words and phrases for student reference.
math practices and develop a
baskets?
Use the student-generated expressions to help them make connections
Each basket is one group. Each peach is one object. between student language and math vocabulary. Update the collection
problem-solving frame of mind. with new understandings as the lesson progresses.

1 Pose the Problem

Reveal Math helps students Each basket has the same number of peaches. ETP
Pose Purposeful Questions
build proficiency with these
There are 3 equal groups with 5 objects in each group.
3 equal groups of 5
• What might you need to know before finding the total
number of peaches?
important thinking habits and
3 × 5 = 15

You can use multiplication to represent

• How could you find the total number of peaches in all 3 baskets?
Math is... Precision

problem-solving skills through

equal groups.

Develop the Math

Why is it important to say “equal
groups”? 2

the Math is... prompts found Work Together

Choose the option that best meets
your instructional goals.
the Learn phase of every lesson. Which show equal groups? Explain how you know. MLR
Critique, Correct, and Clarify
Copyright © McGraw-Hill Education

A. B.
Sample answer: A, B,

These prompts model the kinds and C show equal On the board write, There are 5 groups with
groups because there is 3 objects in each group. Pair students to discuss
C. D.
the same number of

of questions students can ask objects in each group. whether this statement about the baskets of
peaches is correct. Ask them to identify any

themselves to become proficient 4 Lesson 1 • Understand Equal Groups

mistakes and to make changes. Have students
write a new, correct version of the sentence.
problem solvers and doers of math. 3 Bring It Together
ETP
Elicit and Use Evidence of Student Thinking
First introduced in the Math Is... • If each basket had 6 peaches, how would the drawing be different?

Unit, the Math Is... Prompt in

• If there were 4 baskets that each had 4 peaches, what would the
drawing look like?

each Learn focuses on a different Key Takeaway

mathematical practice. • One meaning of multiplication is equal groups.

Work Together
The Work Together activity can be used as a formative assessment
opportunity to check students’ understanding of equal groups. Have
students work on the activity in pairs before asking them to identify
whether the options show equal groups.
Common Misconception: Students may think that D shows equal
groups because the total number of objects in the first and last group is
the same total as the middle group. Remind students that equal groups
means that each group has the same number of objects.
LOM
Language of Math
Students need multiple opportunities to describe the number of groups,
the number of objects in each group, and the total number of objects. Ask
students questions that require them to use these terms when describing
both representations and equations.

4 Unit 3 • Multiplication and Division

12 | Reveal Math K–5 Explore Mathematics Through a Flexible Lesson Design

 CHOOSE YOUR OPTION

Activity-Based Exploration Guided Exploration

Students explore and use equal groups to find the total number of objects. Students build a understanding of one meaning of multiplication as
Materials: counters or other countable manipulatives, yarn or string equal groups.

Directions: Students will explore ways to find the total number of ETP
Use and Connect Mathematical Representations
peaches in 5 baskets. • Think About It: What does each object represent?
• Let’s imagine there are five baskets and the baskets have • What could be another way to show the number of baskets
peaches in them. How can you determine the total number and the number of peaches in each basket?
of peaches in the baskets?
Discuss with students the meaning of equal groups. Ensure that
Students will use yarn or string to represent the baskets and counters students understand that equal groups have the same number of
to represent the peaches. Students may choose to place the same
objects in each group.
number of counters in each group or a different number. Have them
• How could you explain to a friend that the peaches are in
find the total number of peaches and record their work.
equal groups?
ETP
Support Productive Struggle Identify the multiplication symbol in the equation and explain that it
• How many counters are in each group? means groups of and can be read as multiplied by. Explain that you
• How can you find the total number of counters when there is can use multiplication to find the total number of objects when the
a different number of in each group? How can you find the number of objects in each group is the same.
total when there are the same number in each group?
• Do you always have to add to find the total? Explain Math is... Precision
Have students share and compare their strategies for finding the total • Why is it important to say “equal groups”?
number of counters when there was the same and different numbers
CHOOSE YOUR OPTION Students reflect on the importance of precise language when
in each group.
exploring multiplication.
• Which was easier: finding the total when the groups had the same
Activity-Based Exploration
number of objects or when they had different numbers of objects? Guided Exploration Have students work with a partner to create 2 groups with 4
Students explore and use equal groups to find the total number of objects. Students build a understanding of one meaning of multiplication as
equal groups. objects in each group. Ask students to determine the total number
Introduce the concept of multiplication.
Materials: counters or other countable manipulatives, yarn or string
Directions: Students will explore ways to find the total number of ETP
Use and Connect Mathematical Representations of counters in the groups.
• One in 5 way
baskets.to find the total number of objects in •equal groups is to use
peaches Think About It: What does each object represent? Activity-Based Exploration
multiplication. You can multiply the number of •groups
• Let’s imagine there are five baskets and the baskets have What couldbybe the number
another way to show the number of baskets
peaches in them. How can you determine the total number
ofof objects
peaches in each group.
in the baskets?
and the number of peaches in each basket? Students work together to
Students will use yarn or string to represent the baskets and counters
Discuss with students the meaning of equal groups. Ensure that
students understand that equal groups have the same number of
explore concepts, develop
Model 5 groups
the peaches.of 3 counters
may choose and
to placepresent
the same the equation 5 × 3 = 15.
and test hypotheses, and—
to represent Students
objects in each group.
number of counters in each group or a different number. Have them
Note
find thethe multiplication
of peaches andsymbol and as needed discuss operation
• How could you explain to a friend that the peaches are in
most importantly—engage
total number record their work.
equal groups?
symbols
ETP
Supportthey already
Productive know. Have students repeat
Struggle the activity with equal
groups in each basket and represent with a multiplication
• How many counters are in each group?
Identify the multiplication symbol in the equation and explain that it
means groups ofequation.
and can be read as multiplied by. Explain that you in productive struggle as
they problem solve and
• How can you find the total number of counters when there is can use multiplication to find the total number of objects when the
• atotal
What strategies can you use to find the total?
different number of in each group? How can you find the number of objects in each group is the same.
generalize learning.
when there are the same number in each group?
• Do you always have to add to find the total? Explain Math is... Precision
Activity Debrief: Have pairs explain how they found
Have students share and compare their strategies for finding the total
the total number
• Why is it important to say “equal groups”?
ofnumber
counters.
of countersAsk them
when there to same
was the think aboutnumbers
and different why usingStudents
multiplication might ofbe
reflect on the importance precise language when
in each group.
a more efficient strategy for
the determining
groups had the same the total. Guided Exploration
exploring multiplication.
• Which was easier: finding the total when
number of objects or when they had different numbers of objects? Have students work with a partner to create 2 groups with 4
Math is...
Introduce the concept ofPrecision
multiplication.
objects in each group. Ask students to determine the total number
of counters in the groups.
Teachers facilitate
• One way to find the total number of objects in equal groups is to use
• multiplication.
Why is itYouimportant to say
can multiply the number “equal
of groups groups”?
by the number exploration through
of objects in each group.
Students
Model 5 groupsreflect onandthe
of 3 counters importance
present the equation 5 × 3of= 15.precise language when
thoughtful discourse
Note the multiplication symbol and as needed discuss operation
exploring multiplication.
symbols they already know. Have students repeat the activity with equal
and collaboration using
groups in each basket and represent with a multiplication equation. an interactive, digital
presentation.
• What strategies can you use to find the total?
EL
English Learner Scaffolds
Activity Debrief: Have pairs explain how they found the total number
of counters. Ask them to think about why using multiplication might be
Entering/Emerging Support students in
a more efficient strategy for determining the total. Developing/Expanding Provide students the Bridging/Reaching Have students work a
understanding
Math is... Precision
the meaning of “equal groups” by following sentence starter to help them relate partner to describe the meaning of the
• Why is it important to say “equal groups”?
pointing out the pictures of the peach
Students reflect on the importance of precise language when
baskets. multiplication to equal groups: multiplication equation 3 × 5 = 15 in terms
Have students
exploring multiplication.chorally count to determine that
I know the peach baskets represent of equal groups and the number of objects
each
EL groupLearner
English has the same number of objects.
Scaffolds multiplication because _____. in each group.
Then have students
Entering/Emerging explain
Support students in
understanding the meaning of “equal groups” by
howDeveloping/Expanding
they know thatProvide students the Bridging/Reaching
following sentence starter to help them relate
Have students work a
partner to describe the meaning of the
the peaches
pointing areofintheequal
out the pictures groups.multiplication to equal groups:
peach baskets. multiplication equation 3 × 5 = 15 in terms
Have students chorally count to determine that I know the peach baskets represent of equal groups and the number of objects
each group has the same number of objects. multiplication because _____. in each group.
Then have students explain how they know that
the peaches are in equal groups. Lesson 3-1 • Understand Equal Groups 5A
Lesson 3-1 • Understand Equal Groups 5A

Explore Mathematics Through a Flexible Lesson Design K–5 Reveal Math | 13

 Tailor Classroom Activities
to Student Needs

Lesson Model: Practice & Reflect

Engage in Concepts Independently

to Further Understanding
Practice and Reflect provides students with the ability to practice with
questions that address all elements of rigor.

On My Own activities can be completed

in the print Student Edition or eBook
and are available in Spanish. Math Replay Video
Every lesson contains
a one- to two-minute
video explanation of
On My Own
the lesson concept for
Replay

Name
How many? Fill in the blanks.
students to reference
1. 2. as they complete
independent work.
equal groups of
equal groups of
How can you represent the equal groups?
3. 2 equal groups of 7 4. 4 equal groups of 5 Additional Practice contains two
additional practice pages for every
lesson to be completed in print or
How many objects? digital, which embeds learning aids.
5. 4 equal groups of 4 pencils 6. 3 equal groups of 2 mittens
4×4= 3×2=
pencils mittens
What equation represents the equal groups?
7. 8.
Copyright © McGraw-Hill Education

9. STEM Connection Finn has 3 construction sites.

He assigns 8 workers to each site. How many
workers does he assign? Explain how you know.

Unit 3 • Multiplication and Division 5

14 | Reveal Math K–5 Tailor Classroom Activities to Student Needs

 Lesson Model: Assess

Exit Ticket: Use Data to Inform Differentiation

Every lesson closes with an Exit Ticket to check for student understanding and
provide recommendations to the teacher for further differentiation.

Lesson 3-1
Exit Ticket
Name Reflect On Your Learning allows students to
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

1. How many? Fill in the blanks. reflect on their learning daily and communicate
their confidence level with the teacher.

equal groups of

2. Connor makes 5 small fruit bowls. Each fruit bowl has 4

cherries. How many cherries does Connor use to make the
5 fruit bowls?
Write a multiplication equation.

3. Randy arranges some beetles into equal groups. Which can

be used to show how many beetles Randy has? Choose all
that apply.

A. 2 equal groups of 2 B. 4 × 2 = 8
C. 4 equal groups of 2 D. 2 × 2 = 4
Copyright © McGraw-Hill Education

Reflect On Your Learning

I’m I’m starting I can teach
I understand.
confused. to understand. someone else.

Assessment Resource Book 39

003_004_RM_A3_U3_ARB_LC1_421057_139808.indd 39 27/04/20 5:08 PM

Program: Reveal Math Component: ARB

Vendor: MPS Grade: 3_U3_LC1
3rd_Pass

Exit Tickets can be taken digitally, which

provides immediate data reporting options.

Tailor Classroom ActivitiesProgram

to Student
Overview
Needs K–5 Reveal Math | 15
 Lesson Model: Differentiate

Create Purposeful Learning

Moments Driven by Data
Differentiation within Reveal Math provides a variety of engaging, multi-modal activities
in different delivery options that any student can access based on the area they need to
focus on most for that lesson.

Differentiate 10 min Select resources based on your classroom set up, or your students’ needs.

Reinforce Understanding Build Proficiency

Reinforce Understanding How Many Xs? Practice It! Game Station
through small-group instructional Work with students in pairs. Have one student roll a number Equal Groups Bingo
cube and then draw that number of circles. Then have the other
tasks, assignable digital lessons,
Students practice representing

WORKSTATIONS
51 14
SMALL GROUP

student roll a number cube to determine the number of Xs to draw multiplication using equal groups.

and independent work. in each circle. Students should record a multiplication equation to
find the total number of Xs. Help students recognize that they can
3
skip count instead of counting all of the circles. Repeat the
process. Have the students compare their totals over several
rounds to determine the greatest number.
Build Proficiency
through digital games or interactives,
the student practice book, and spiral
Take Another Look Lesson Interactive Additional Practice
review activities. Assign the interactive lesson to Assign the digital version of the
GO ONLINE

GO ONLINE
reinforce targeted skills. Student Practice Book.
• Model Multiplication (Objects)

Extend Your Thinking through Assign Assign

thoughtful application cards,

simulations, web sketches, and
extension worksheets. Differentiation Resource Book, p. 25 Student Practice Book, pp. 25–26

Lesson 3-1 • Reinforce Understanding Lesson 3–1

Understand Equal Groups Additional Practice

INDEPENDENT WORK

INDEPENDENT WORK

Name Name
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

When objects are in equal groups, multiplication helps you Review

determine the total. You can multiply the number of equal groups by the number
There are 4 pots with 2 flowers in each pot. of objects in each group to find the total number of objects.
Each pot is one group. Each flower is one object. If Jay buys five 4-packs of batteries, he buys a total of
20 batteries. 5 × 4 = 20.

4 equal groups of 2
4×2=8

Draw equal groups to represent the equation.

1. 3 × 6 = 18 5 packs × 4 batteries per pack = 20 batteries in all
Check student’s drawings.
How can you use a drawing to represent the equal groups?
What multiplication equation matches the representations?
2. 3. 1. 4 equal groups of 6
Sample answer: Draw 4 groups of 6 circles.

5× 4 = 20 3× 4 = 12
2. 5 equal groups of 2
What representation matches the equation? Sample answer: Draw 5 groups of 2 circles.
Draw a representation.
Copyright © McGraw-Hill Education
Copyright © McGraw-Hill Education

8 3. 2 equal groups of 8
4. 2 × 4 = Check
student’s Sample answer: Draw 2 groups of 8 circles.
drawings.

Differentiation Resource Book Student Practice Book

25 25

8B Unit 3 • Multiplication and Division

16 | Reveal Math K–5 Tailor Classroom Activities to Student Needs

 Workstation Kit
The Workstation Kit provides
resources to support differentiated
workstations or centers.

Game Station
51 14
3 A fun way to engage with
the lesson content and
collaborate with classmates

Application Station
Opportunity to apply unit
Extend Thinking
content to real-world problems
Own it! Digital Station Use it! Application Station
Build Fluency Games. How Many Beats in a Song? Students
and projects. Application Station
Cards include:
WORKSTATIONS

Assign the digital game to develop analyze sheet music to determine the
fluency with addition and subtraction. number of beats in each measure of a song.
The content of this card has concepts
Assign covered later in Lesson 3-4. You may want
to assign this card to students ready to
explore content covered later in this unit.
■■ STEM-Focused Projects
■■ Cross-Curricular Connections
Spiral Review Websketch Exploration
Assign the digital Spiral Review Assign a Websketch Exploration to
■■ Real-World
Problem-Solving
GO ONLINE

Practice to students or apply skills and extend thinking.

download and print PDFs of
the Spiral Review from the
Digital Teacher Center. Assign Assign

Student Practice Book, pp. 25–26 Differentiation Resource Book, p. 26 Digital Station
4. What multiplication equation represents the equal groups? Lesson 3-1 • Extend Thinking

Understand Equal Groups

Digital opportunities to
INDEPENDENT WORK

Name

interact and practice include:

3 × 7 = 21
This material may be reproduced for licensed classroom use only and may not be further reproduced or distributed.

1. What are some different ways to show 12 objects in

5. Haley buys markers in packages of 4. How many markers are equal groups? Show at least two different ways.
in 3 packages? Write a multiplication equation for each way.

a. How can you draw a picture to represent the problem?

Check Check

Digital Games
Students should draw 3 groups of 4 objects.

b. What equation represents the problem?

students’
answers.
students’
answers.
■■
3 × 4 = 12

STEM Adventures
c. What is the solution? Fill in the blank.

12 markers in 3 packages.
There are _______ ■■
2. Mr. Lopez is buying socks for 4 grandchildren. There
6. Randy earns money from walking dogs. He earns $5 for
are 12 pairs of socks in a package. He will give each
walking each of 6 dogs. How much does Randy earn? Explain

Interactive Practice
grandchild the same number of pairs of socks.

■■
how you know.
Sample answer: 6 equal groups of $5 or 6 × 5 =
a. How many pairs of socks can Mr. Lopez give to
30. He earns $30 walking dogs. each grandchild?

7. Finn fills an order for boxes of nails at 4 constructions sites. Mr. Lopez can give each

Spiral Review
grandchild 3 pairs of socks.
■■
He orders the same number of boxes for each site. How many
boxes of nails might he order? Explain how you know.
Copyright © McGraw-Hill Education

Sample answer. If Finn orders 6 boxes of nails for

Copyright © McGraw-Hill Education

b. How many pairs of socks could Mr. Lopez give

each site, he needs 24 boxes of nails. 4 × 6 = 24. to each grandchild if each package had 16 pairs
of socks?

■■ Take Another Look

Math Find things around your home that come in packages, such as grocery items Mr. Lopez could give each
or batteries. Have your child write multiplication equations to find the total
@ Home number of objects in a certain number of packages. grandchild 4 pairs of socks.
Activity

Mini-Lessons
Student Practice Book
26 Differentiation Resource Book
26

Lesson 3-1 • Understand Equal Groups 8C

Tailor Classroom Activities to Student Needs K–5 Reveal Math | 17

 Course Assessments: Monitor Student
Understanding Throughout the Year
Reveal Math offers a comprehensive set of assessment tools that include diagnostic,
formative, and summative tools.

TYPE ASSESSMENT HOW OFTEN DESCRIPTION

Diagnostic Course Diagnostic Beginning of the Diagnoses students’ strengths and

school year weaknesses with prerequisite concepts
and skills for the upcoming year

Unit Diagnostic Beginning of each Diagnoses students’ strengths and

unit weaknesses with prerequisite concepts
and skills for the upcoming unit

Formative Work Together During a lesson Assesses students’ understanding of the

concepts and skills presented in Learn

Exit Ticket End of each Assesses students’ conceptual understand

lesson and procedural fluency with lesson concepts
and skills

Math Probe During a unit Identifies common misconceptions

Summative Unit Assessment, End of each unit Evaluates students’ understanding of and
Forms A and B fluency with unit concepts and skills

Unit Performance End of each unit Evaluates students’ ability to apply concepts
Task and skills learned

Benchmark After multiple units Evaluates students’ understanding of

Assessments concepts and skills taught in multiple units

End of the Year End of the Evaluates students’ proficiency with concepts
Assessment school year and skills taught over the school year

Print and Digital Formats Actionable Reports

All assessments are available for either print or Performance reports found in the Digital Teacher
digital administration. Print Assessments can be Center provide immediate feedback to teachers,
found in the Assessment Resource Book or as allowing them to make data-driven instructional
downloadable PDFs in the Digital Center. decisions.

All digital assessment items, except for Activity Performance Report: Teachers can
open response questions, are autoscored. review useful data points for class activities,
Teachers can customize existing or create new including item analysis by student and class,
assessments using additional item banks and as well as overall performance.
item authoring tools.
Standards Performance Report: Teachers can access
information on class performance by standard,
including a cumulative score by class and student,
as well as the number of questions answered.

18 | Reveal Math K–5 Tailor Classroom Activities to Student Needs

Auto-Recommended Intervention:
Address Pre-requisite Skill Gaps
The Readiness Diagnostic accesses and aligns to pre-requisite skills that are critical to
understanding the upcoming unit’s content.

Data-informed remediations:

• Identify which student(s) needs extra

support on specific skills.

• Provide skill-based remedy resources

from which to intervene.

Guided Support provides a

teacher-facilitated small group
mini-lesson that uses concrete
modeling and discussion to build
conceptual understanding.

Skills Support are skill-based

practice sheets that provide
targeted practice of previously
taught items.

Tailor Classroom Activities to Student Needs K–5 Reveal Math | 19

 Integrate MAP Growth™ Data
to Ensure Student Readiness
MAP Growth is the market’s most trusted and accurate interim assessment
that measures what students know and what they’re ready to learn next.
MAP Growth data now integrates with Reveal Math’s digital platform, bringing
powerful data into the teacher’s day-to-day.

MAP Growth Data and

Reveal Math Content
allows teachers to:

■■ Review two unique reports

that display RIT scores
at both the overall and
domain level.
■■ Identify which students
may lack prerequisite
knowledge by unit.
Grouping recommendations
help organize instruction.
■■ Intervene using Targeted
Skill Paths to recommended
groups in order to fill
knowledge gaps prior to
the starting unit.

20 | Reveal Math K–5 Program

Tailor Classroom
Overview
Activities to Student Needs
 Recognize Misconceptions in the Moment
Math Probes, written by Cheryl Tobey, are designed to uncover students’ misconceptions
within every unit. These probes, placed at point-of-use, allow teachers to make sound
instructional choices targeting specific mathematics concepts.

Unit 3

Short, Formative Assessment Estimation

Name

Each Math Probe has three to four 2-part items:

Four students showed their work to estimate this sum:
547 + 231 + 363
Decide if each student’s process provides a correct way to
estimate the sum.
• Part One assesses students’ understanding Student A Explain why you chose Yes or No.
Four students showed their work to estimate this sum:

of concepts. I added: 500 + 200 + 400.

My estimate is 1,100.
547 + 231 + 363
Decide if each student’s process provides a correct way to estimate
Circle Yes or No. the sum.

• Part Two asks students to share their

Yes No Student C Explain why you chose Yes or No.

I found this sum: 550 + 225 + 375.

thinking about the concepts. My estimate is 1,150.

Circle Yes or No.
Yes No

Student B Explain why you chose Yes or No.

First I added the numbers.

547 + 231 + 363 = 1,141 Student D Explain why you chose Yes or No.
Then I rounded. My estimate
I found three sums, decomposing
is 1,140.
the hundreds, tens, and ones.
Copyright © McGraw-Hill Education

Circle Yes or No. Then I added those sums:

Yes No 500 + 200 + 300 = 1,000
40 + 30 + 60 = 130
7 + 1 + 3= 11
My estimate: 1,141
Circle Yes or No.
Yes Unit 3 •No
Add and Subtract Multi-Digit Numbers 83

Copyright © McGraw-Hill Education

//////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////////

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Program: FL_RM Component: SE

I’m PDF_Pass
I’m still I can teach
Vendor: MPS Grade: 3_U3_MP I understand.
confused. learning. someone else.

84 Math Probe • Estimation

083_084_FLRM_S3_U03_MP_443397.indd 84 22/02/21 5:39 PM

Reflect on
Program: FL_RM Component: SE
PDF_Pass
Collect and Assess Student Work Vendor: MPS Grade: 3_U3_MP

Collect and review student responses to determine possible misconceptions. See examples in If-Then chart.

Your Learning
IF incorrect… THEN the student likely… Sample Misconceptions
Student A: No thinks that there is only one correct way
to estimate a sum. For example, the
student may think that you must round
each number to the nearest 10. Watch
for students who may calculate the At the end of the Probe, students
evaluate their understanding of
exact answer (obtaining 1,141) and then
round to the nearest 100 to obtain the
estimate of 1,100 given by Student A.
Student B: Yes thinks that computing the exact answer
and then rounding the result is a good the concepts they are learning.
This self-evaluation offers
strategy for estimating a sum.

teachers another data point to

Student C: No may think that rounding is the only gauge students’ understanding
of the concepts.
correct way to estimate the sum. In this
case, the student may not realize that
using compatible numbers is another
estimation strategy.

Student D: Yes may not understand what it means to

estimate since the student identifies an
exact calculation as an estimate.

Many of the above difficulties result in a combination of correct and incorrect responses.
For correct responses, be sure to check for sound reasoning.
Designed to ACT
Take Action The teacher support materials that accompany
Choose from the following resources or suggestions:
• Revisit the estimation strategies reviewed and developed in
Revisit the Probe After additional instruction, have students review their
initial answers to the probe. Use these questions for discussion: the Math Probes are designed around an ACT
cycle—Analyze the Probe, Collect and Assess
Lesson 3–1, such as rounding and compatible numbers. • Are there any answers you would like to change?
• Discuss situations where estimating is more efficient than computing • Explain why you might want to change them.
an actual sum. Provide problem situations that call for an estimate • Are there any questions that you still have about any of the items on
rather than an exact computation.
• Have students share estimation strategies, allowing them to access
this probe?
Student Work, and Take Action. Authentic
student sample responses help identify the
others’ thinking.
• Have students estimate computations prior to computing an exact Metacognitive Check Reflect on Your Learning allows students to think
answer to check for reasonableness.
about their level of understanding of the lesson content on a scale of 1 to 4
with 4 being the highest confidence.

Math Probe 84A

misconception. Provided remedies help teachers
correct misconceptions quickly and efficiently.
083_84A_FLRM_T3_U03_MP_443353.indd 1 30/01/21 4:10 PM

Program: FLRM Component: TE

Vendor: MPS Grade: 3_U03
PDF_Pass

Tailor Classroom Activities to Student Needs K–5 Reveal Math | 21

 Fluency Supports
Throughout the Unit
Fluency is not just about memorization; it is about having a working
understanding and mastery of operations, relationships, and concepts.
Reveal Math speaks to all the elements of fluency throughout each unit.

Daily Fluency Activities

Number routines develop a strong number Spiral Review and Digital

sense and promote an efficient and flexible Games provide ample practice
application of strategy to solve unknown of previously learned content
problems. Students use discussion and to develop proficiency and
reasoning to help make the most of the fluency throughout the year.
previously learned strategy.

Unit Fluency Practice

Fluency Practice is available for each unit in

both the print and interactive Student Edition.
Based on:

• Fluency Strategy – focus on practice with

the strategy

• Fluency Flash – a check for understanding

• Fluency Check – students utilize whichever

strategies they are most comfortable using

• Fluency Talk – students share their

responses and communicate their
understanding

22 | Reveal Math K–5 Program

Tailor Classroom
Overview
Activities to Student Needs
Language Supports
Throughout the Unit and Lesson
Reveal Math was developed around the belief that mathematics is not just a series
of operations, but a way of communicating—listening, speaking, reading, writing, and
most importantly, thinking. All students can benefit from support designed to develop
and promote the use of mathematical language.

MLD EL
Math Language Development English Learner Scaffolds
The Math Language Development feature English Learner Scaffolds are based on
offers insights into one of the four areas of WIDA levels and provide teachers with
language competence—reading, writing, scaffolded instruction to help students
listening, and speaking—and strategies to make meaning of math vocabulary, ideas,
build students’ proficiency with language. and concepts in context.

LOM
Language Objectives Language of Math
In addition to a content objective, each lesson Language of Math promotes the
has a language objective that identifies a development of key vocabulary terms
linguistic focus of the lesson for all learners. that support how we talk about and
The language objective also identifies the think about math in the context of the
math language routines of the lesson. lesson content.

MLR
Math Language Routines
Designed by Stanford Center for Assessment, Learning, and Equity, the following
Math Language Routines occur in every lesson during Explore and Develop to promote
the use of mathematical language.
MLR1: Stronger and Clearer Each Time
MLR2: Collect and Display
MLR3: Critique, Correct, and Clarify
MLR4: Information Gap
MLR5: Co-Craft Questions and Problems
MLR6: Three Reads
MLR7: Compare and Connect

Tailor Classroom Activities to Program

Student Needs
OverviewK–5K–5
Reveal
Reveal
Math
Math| 23
| 23
 Program Components: Teacher

Teacher Digital Experience

Teachers have access to an intuitive and
easy-to-use platform from which to plan
and implement engaging instruction.
The teacher experience includes:
• Daily interactive lesson presentations
• Engaging, rich differentiation resources
• Auto-scored practice and assessment items Implementation Guide Teacher Edition,
2-volume
• Customizable assessments and item banks
• Teacher and administrator data and reporting
• Professional development workshops
and videos
• Unit and lesson files that can be
downloaded with one click
• Ability to add resources, including
presentations, website links, and more
• Classroom management and grouping tools

Differentiation Assessment
Resource Book Resource Book

Workstation Kit

Application Station Cards Workstation Game Station

Teacher Guide Resource Book

24 | Reveal Math K–5 Teacher Resources

Program Components: Student

Student Digital Experience

Students have access to a robust set of
engaging digital tools and interactive learning
aids, including:
• Interface designed for elementary students
• Interactive Student Edition
• Daily interactive practice with embedded
Student Edition, Student Practice Book learning aids
2-volume
• Online assessments with interactive
item types
• Digital games designed for purposeful
practice
• Instructional mini-lessons to reinforce

Spanish Components •
understanding
Rich exploratory STEM Adventures
• Visual and dynamic WebSketch activities
• Animations, videos, and eTools

Student Edition, Student Practice Book

2-volume

Workstation Kit

Differentiation Assessment Game Station Application Station Cards

Resource Book Resource Book Resource Book

Student Resources K–5 Reveal Math | 25

 Access Virtual Sample Box at:
mheonline.com/RevealK5-Walkthrough

S2.1023608 04/21