Math Module 3 Multi-Digit Multiplication and Division
Topic B: Multiplication by 10, 100, and 1,000
Lesson 5: Multiply multiples of 10, 100, and 1,000 by single digits
4.OA.1 4.OA.2 4.NBT.5 4.NBT.1
Lesson 5 Target
You will multiply multiples of 10,
100, and 1,000 by single digits
I can do this!
Can you draw something? What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium? What conclusions can you make from your drawing? Sat
FluencyGroup Count by Multiples of
10 and 100
Lesson 5Fluency
• Count by sevens to 70.
7 14 21 28 35 42 49 56 63 70• Now count by 7 tens. When I raise my hand,
stop counting.
7 tens 14 tens 21 tens
Say the number.
210
Continue!28 tens 35 tens 42 tens 420
49 tens 56 tens 63 tens
630
Can you draw something? What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium? What conclusions can you make from your drawing? Sat
FluencyGroup Count by Multiples of
10 and 100
Lesson 5Fluency
• Count by 800 to 8,000.
800 1,600 2,400 3,200 4,000 4,800 5,600 6,400 7,200 8,000
• Now count by 8 hundreds. When I raise my hand, stop counting.
8 hundreds 16 hundreds 24 hundreds
Say the number.
2,400
Continue!32 hundreds 40 hundreds 48 hundreds
4,800
56 hundreds 64 hundreds 72 hundreds
7,200
Can you draw something? What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium? What conclusions can you make from your drawing? Sat
FluencyGroup Count by Multiples of
10 and 100
Lesson 5Fluency
• Count by 900 to 9,000.
900 1,800 2,700 3,600 4,500 5,400 6,300 7,200 8,100 9,000
• Now count by 9 hundreds. When I raise my hand, stop counting.
9 hundreds 18 hundreds 27 hundreds
Say the number.
2,700
Continue!36 hundreds 45 hundreds 54 hundreds
5,400
63 hundreds 72 hundreds 81 hundreds
8,100
(Write 3 × 2 = .) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 = .) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.)
Lesson 5FluencyMultiply Units
• Say the multiplication sentence in unit form.
• 3 ones × 2 = 6 ones. • Write the answer in
standard form. • Did you write 6?
3 x 2 = ____
30 x 2 = ____• Say the multiplication
sentence in unit form. • 3 tens × 2 = 6 tens. • Write the answer in
standard form. • Did you write 60?
(Write 3 × 2 = .) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 = .) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.)
Lesson 5FluencyMultiply Units
• Say the multiplication sentence in unit form.
• 3 hundreds × 2 = 6 hundreds.
• Write the answer in standard form.
• Did you write 600?
300 x 2 = ____
3,000 x 2 = ____• Say the multiplication sentence
in unit form. • 3 thousands × 2 = 6 thousands. • Write the answer in standard
form. • Did you write 6,000?
(Write 3 × 2 = .) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 = .) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.)
Lesson 5FluencyMultiply Units
• Say the multiplication sentence in unit form.
• 5 ones × 3 = 15 ones. • Write the answer in
standard form. • Did you write 15?
5 x 3 = ____
50 x 3 = ____• Say the multiplication
sentence in unit form. • 5 tens × 3 = 15 tens. • Write the answer in
standard form. • Did you write 150?
(Write 3 × 2 = .) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 = .) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.)
Lesson 5FluencyMultiply Units
• Say the multiplication sentence in unit form.
• 5 hundreds × 3 = 15 hundreds.
• Write the answer in standard form.
• Did you write 1,500?
500 x 3 = ____
5,000 x 3 = ____• Say the multiplication
sentence in unit form. • 5 thousands × 3 = 15
thousands. • Write the answer in
standard form. • Did you write 15,000?
(Write 3 × 2 = .) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 = .) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.)
Lesson 5FluencyMultiply Units
• Say the multiplication sentence in unit form.
• 5 hundreds × 8 = 40 hundreds. • Write the answer in standard
form. • Did you write 4,000?
500 x 8 = ____
5,000 x 4 = ____• Say the multiplication sentence in
unit form. • 5 thousands × 4 = 20 thousands. • Write the answer in standard
form. • Did you write 20,000?
(Write 3 × 2 = .) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 = .) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.)
Lesson 5FluencyMultiply Units
• Say the multiplication sentence in unit form.
• 5 ones × 8 = 40 ones. • Write the answer in
standard form. • Did you write 40?
5 x 8 = ____
90 x 7 = ____• Say the multiplication
sentence in unit form. • 9 tens × 7 = 63 tens. • Write the answer in
standard form. • Did you write 630?
Lesson 5Concept Development
Problem 1
2 ones × 4 2 tens × 4 2 hundreds × 4 2 thousands × 4
Show 2 ones × 4 on your place value chart. Circle each group of 2 ones.2 ones x 4 is?
Show 2 tens × 4 on your place value chart. Circle each group of 2 tens.2 tens x 4 is?
Lesson 5Concept Development
Problem 1
2 ones × 4 2 tens × 4 2 hundreds × 4 2 thousands × 4
What did you notice about multiplying 2 hundreds x 4 compared to 2 tens x 4?
With your partner, represent 2 hundreds × 4.
Circle each group of 2 hundreds.
There was the same
number of disks.
It was almost the same except I used disks that represented 1
hundred instead of 10.The value of the disks is in the hundreds,
so my answer is larger.
2 hundreds x 4 is?What do you think would happen if we multiplied 2 thousands x 4?
Lesson 5Concept Development
Problem 1b
3 tens × 3 3 hundreds x 3 3 thousands x 3
Show 3 tens × 3 on your place value chart. Circle each group of 3 tens.3 tens x 3 is?
Show 3 hundreds × 3 on your place value chart. Circle each group of 3 hundreds.3 hundreds x 3 is?
Thousands Hundreds Tens ones Thousands Hundreds Tens ones
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Lesson 5Concept Development
Problem 1b
3 tens × 3 3 hundreds x 3 3 thousands x 3
Thousands Hundreds Tens ones
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With your partner, represent 3 thousands × 3. Circle each group
of 3 thousands.
What did you notice about multiplying 3 thousands x 3 compared to 3 hundreds x 3?
There was the same
number of disks.
It was almost the same except I used disks that represented 1
hundred instead of 10.
The value of the disks is in the thousands, so my answer is larger.
2 hundreds x 4 is?What do you think would happen if we multiplied 2 thousands x 4?
Lesson 5Concept Development
Problem 2
8 x 2 8 x 20 8 x 200 8 x 2,000 With your partner, solve these multiplication problems in unit form.What patterns do you notice?All of the problems have 8 as a factor.The units are in order of the place value chart, smallest to largest.The unit we multiply is the same unit we get in our answer. Like 8 x 2 tens equals 16 tens and 8 x 2 hundreds is 16 hundreds.
Lesson 5Concept Development
Problem 2
8 x 2 8 x 20 8 x 200 8 x 2,000 What happens if we change the unit from 8 x 2 hundreds to
8 hundreds x 2? Does the answer change?
The answer stays the same even though the unit changed.
8 x 2 hundreds can be written 8 x (2 x 100)
8 hundreds x 2 can be written (8 x 100) x 2.
Lesson 5Concept Development
Problem 2b
5 x 2 5 x 20 5 x 200 5 x 2,000
With your partner, solve these multiplication problems in unit form.What patterns do you notice?All of the problems have 5 as a factor.The units are in order of the place value chart, smallest to largest.The unit we multiply is the same unit we get in our answer. Like 5 x 2 tens equals 10 tens and 5 x 2 hundreds is 10 hundreds.
5 x 2 ones = 10 ones5 x 2 tens = 10 tens5 x 2 hundreds = 10 hundreds5 x 2 thousands = 10 thousands
Lesson 5Concept
DevelopmentProblem 2b5 x 2 5 x 20 5 x 200 5 x 2,000
What happens if we change the unit from 5 x 2 hundreds to 5 hundreds x 2? Does the answer change?
The answer stays the same even though the unit changed.
5 x 2 hundreds can be written 5 x (2 x 100)
5 hundreds x 2 can be written (5 x 100) x 2.
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Can you draw something? What can you draw? What conclusions can you make from your drawing?
RDW ReviewLesson 5
Read! Draw! Write!
Francisco plays a video game and earns 60 points for every coin he collects. He collected 7 coins. How many points did he earn for the coins that he collected? 2. Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many points did he earn for the levels that he completed? 3. What was the total number of points that Francisco earned?
Lesson 5Concept DevelopmentProblem 3
Solve a word problem involving finding the sum of two different products of a single-digit number by a two- and three- digit multiple of 10
1. Francisco plays a video game and earns 60 points for every coin he collects. He collected 7 coins. How many points did he earn for the coins that he collected?
Francisco plays a video game and earns 60 points for every coin he collects. He collected 7 coins. How many points did he earn for the coins that he collected? 2. Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many points did he earn for the levels that he completed? 3. What was the total number of points that Francisco earned?
Lesson 5Concept DevelopmentProblem 3
Solve a word problem involving finding the sum of two different products of a single-digit number by a two- and three- digit multiple of 10
• Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many points did he earn for the levels that he completed?
• What was the total number of points that Francisco earned?
Francisco plays a video game and earns 60 points for every coin he collects. He collected 7 coins. How many points did he earn for the coins that he collected? 2. Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many points did he earn for the levels that he completed? 3. What was the total number of points that Francisco earned?
Lesson 5Concept DevelopmentProblem 4
Solve a word problem involving 1,000 times as many.
At a concert, there were 5,000 people in the audience. That was 1,000 times the number of performers. How many performers were at the concert?Write an equation to solve for how many performers were at the concert. Solve using a method of your choice.
I know 1,000 times the number of performers is 5,000, so to solve the equation of p × 1,000 = 5,000, I know that there were 5 performers.
There are 1,000 times as many people in the audience, so I can divide 5,000 by 1,000 to find 5 performers.
Lesson 5
Problem Set
10 Minutes
Lesson 5
Lesson 5
What pattern did you notice while solving
Problems 1, 2, and 3?
Lesson 5
Explain to your partner how you solved for the problems in the last row of Problem 5. Explain to your partner the value and importance of the
number zero in the factor and the product.
Lesson 5
DebriefLesson Objective:
Multiply multiples of 10, 100, and 1,000 by single
digits, recognizing patterns.
• Sometimes, we decompose using addition, such as saying 30 = 10 + 10 + 10, and sometimes we decompose using multiplication, such as saying 30 = 3 × 10. What are some possible decompositions of 24 using addition? Multiplication?
• What did you notice about 5 × 2, 5 × 20, 5 × 200, 5 × 2,000? Did you see that there is a “hidden” or “extra” zero because 5 × 2 ones is 1 ten, 5 × 2 tens is 10 tens, etc.
• What significant math vocabulary did we use today to communicate precisely? How did the last lesson prepare you for this lesson?
Exit Ticket
Lesson 4