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CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit.

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Presentation on theme: "CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit."— Presentation transcript:

1 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Lesson to be used by EDI-trained teachers only. READY TO TEACH SM EDI ® Lessons ©2013 All rights reserved. We will multiply by multiples of 10, 100, and 1000. What are we going to learn? CFU Students, you already know how to write numbers as an amount of tens, hundreds, or thousands. Now, we will multiply by multiples of 10, 100, and 1000. Make Connection Multiples of 10: 10, 20, 30, 40, …, 80, 90, … Multiples of 100: 100, 200, 300, …, 1600, 1700, … Multiples of 1000: 1000, 2000, 3000, …,18000, 19000 … Write the number as an amount of tens, hundreds, or thousands. Name Learning Objective Activate Prior Knowledge 1.) 1500 2.) 2000

2 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. To multiply is to do repeated addition of equal groups. Factors are the numbers being multiplied. The product is the answer to the multiplication problem. There is a place-value strategy 1 for multiplying by multiples of 10, 100, and 1000. For the multiplication problem above, which are the factors? Which is the product? The factors are ____________. The product is _____________. Which multiplication problem can be solved using the place- value strategy you just learned? How do you know? A 5  726 B 5  700 CFU 1 Go to Skill Dev 1 1 a plan on how to do something Vocabulary Concept Development 1 7  400 = 2,800 factors product 3  500 = 1,500 500 3 groups of 500 ++ 3  518 518 is not a multiple of 10, 100, or 1000 Cannot use the place-value strategy above to multiply: 3  5 hundreds 15 hundreds

3 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. To multiply is to do repeated addition of equal groups. Factors are the numbers being multiplied. The product is the answer to the multiplication problem. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. Which choice is equal to: 7 tens  4 tens A 7  4 hundreds B 7  4 tens C 7  4 thousands For the 10 groups of 30 blocks, circle 10 groups of 10 blocks. How many blocks are in ten tens? CFU 2 Go to Skill Dev 2 Concept Development 2 7  400 = 2,800 factors product 10  30 = 300 10 groups of 30 + 30 + + + + + + + + 1 ten x 3 tens 1 x 3 hundreds 3 hundreds

4 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. Multiply by multiples of 10, 100, and 1000. 1 Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 2 3 Skill Development/Guided Practice 1 10 tens is a hundred 10 hundreds is a thousand 1. 6  400 = _______2. 3  200 = _______ 3. 3  600 = _______4. 2  800 = _______ 5. 5  4,000 = _______6. 7  5,000 = _______ Which multiplication problem can be solved using the place-value strategy you just learned? How do you know? A 8  3002B 8  3000C 5  6210 How did I/you rewrite the factors as an amount of tens, hundreds, or thousands?? How did I/you multiply? How did I/you write the product as a number? CFU 1 2 3

5 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Multiply by multiples of 10, 100, and 1000. 1 Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 2 3 Skill Development/Guided Practice 2 1. 40  30 = _______2. 30  70 = _______ 3. 80  50 = _______4. 50  40 = _______ To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. 10 tens is a hundred 10 hundreds is a thousand Which multiplication problem can be solved using the place-value strategy you just learned? How do you know? A 50  32B 50  30C 40  60 How did I/you rewrite the factors as an amount of tens, hundreds, or thousands?? How did I/you multiply? How did I/you write the product as a number? CFU 1 2 3

6 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Skill Development/Guided Practice 2 (continued) How did I/you determine what the question is asking? How did I/you determine the math concept required? How did I/you determine the relevant information? How did I/you solve and interpret the problem? How did I/you check the reasonableness of the answer? CFU 4 1 3 2 5 1. Each section in the stadium at Martin Luther King Jr. High School holds 2,000 people. There are 5 sections in the stadium. How many people will the stadium hold? 2. Nahla and Hans want to know how many seats are in the auditorium at their school. Nahla counts 30 seats in a row. Hans counted 50 rows. How many seats are there?

7 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Multiplying by multiples of 10, 100, and 1000 will help you in business careers. Multiplying by multiples of 10, 100, and 1000 will help you do well on tests. 1 Does anyone else have another reason why it is relevant to multiply by multiples of 10, 100, and 1000? (Pair-Share) Why is it relevant to multiply by multiples of 10, 100, and 1000? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? CFU 2 To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. Relevance Sample Test Question: 14. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D. A. 8  100O Yes O No B. 2  2000O Yes O No C. 50  80O Yes O No D. 80  80O Yes O No ItemAmount per Box paperclip400 paper2,000 rubber band500 pens30

8 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. What did you learn today about multiplying by multiples of 10, 100, and 1000? (Pair-Share) Use words from the word bank. Day 1 ____________________________________________________________ _________________________________________________________________ Day 2 ____________________________________________________________ _________________________________________________________________ Skill Closure Access Common Core Summary Closure Multiply by multiples of 10, 100, and 1000. 1 Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 2 3 1. 8  3000 = _______2. 50  60 = _______ Let = 100. Draw 5  200 To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. 10 tens is a hundred 10 hundreds is a thousand Word Bank multiply factors product place value multiples

9 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Name Independent Practice Multiply by multiples of 10, 100, and 1000. 1 Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 2 3 1. 4  3000 = _______2. 7  200 = _______ 3. 5  200 = _______4. 6  500 = _______ 5. 50  90 = _______6. 70  70 = _______ 7. 40  50 = _______8. 20  50 = _______ To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. 10 tens is a hundred 10 hundreds is a thousand

10 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Name Periodic Review 1 Access Common Core 1. 5  9000 = _______2. 80  70 = _______ Multiply by multiples of 10, 100, and 1000. 3. 8  8000 = _______4. 60  60 = _______ Correct the following math worksheet. If an answer is incorrect, cross it out and write the correct answer. Multiply by multiples of 10, 100, and 1000. Name ____________________ 1. 60  90 = _______2. 7  2000 = _______ 3. 5  300 = _______4. 4  500 = _______

11 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Name Periodic Review 2 Access Common Core 1. 7  7000 = _______2. 90  80 = _______ Multiply by multiples of 10, 100, and 1000. 3. 6  7000 = _______4. 50  50 = _______ 1. Does the multiplication problem have a product of 2,000? Select Yes or No for A – D. A. 2  100O Yes O No B. 2  1000O Yes O No C. 50  40O Yes O No D. 20  20O Yes O No 2. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D. A. 50  80O Yes O No B. 10  40O Yes O No C. 50  40O Yes O No D. 2  2000O Yes O No 3. Does the multiplication problem have a product of 1,000? Select Yes or No for A – D. A. 5  1000O Yes O No B. 50  20O Yes O No C. 10  10O Yes O No D. 2  500O Yes O No 4. Does the multiplication problem have a product of 3,000? Select Yes or No for A – D. A. 6  500O Yes O No B. 3  100O Yes O No C. 60  50O Yes O No D. 30  10O Yes O No

12 CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and 1000. Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Name Periodic Review 3 Access Common Core 1. 50  90 = _______2. 40  50 = _______ Multiply by multiples of 10, 100, and 1000. 3. 8  9000 = _______4. 70  50 = _______ ItemAmount per Box paperclip400 paper2,000 rubber band500 pens30 Margie is ordering supplies for the office. Answer the questions using the table below. 1. How many sheets of paper would she get if she bought 5 boxes? 2. How many pens would she get if she bought 40 boxes? 3. How many rubber bands would she get if she bought 6 boxes?


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