Splash Screen Chapter 4 Multiplication Concepts and Facts Click the mouse or press the space bar to continue. Chapter 4 Multiplication Concepts and Facts.

Splash Screen Chapter 4 Multiplication Concepts and Facts Click the mouse or press the space bar to continue. Chapter 4 Multiplication Concepts and Facts Click the mouse or press the space bar to continue.

Chapter Menu Lesson 4-1Lesson 4-1Multiplication as Repeated Addition Lesson 4-2Lesson 4-2Arrays and Multiplication Lesson 4-3Lesson 4-3Multiply by 2 Lesson 4-4Lesson 4-4Multiply by 4 Lesson 4-5Lesson 4-5Problem-Solving Skill: Extra or Missing Information Lesson 4-6Lesson 4-6Multiply by 5 Lesson 4-7Lesson 4-7Multiply by 10 Lesson 4-8Lesson 4-8Problem-Solving Investigation: Choose a Strategy Lesson 4-9Lesson 4-9Multiply by 0 and 1 4 4 Multiplication Concepts and Facts

Lesson 1 Menu Five-Minute Check (over Chapter 3) Main Idea and Vocabulary California Standards Example 1: Real-World Example Example 2: Real-World Example 4-1 Multiplication as Repeated Addition

5Min 1-1 (over Chapter 3) A.+ B.– Use + or – to make the number sentence true. 125 75 = 250 – 50 4-1 Multiplication as Repeated Addition

5Min 1-2 (over Chapter 3) Use + or – to make the number sentence true. 300 – 10 = 250 40 A.+ B.– 4-1 Multiplication as Repeated Addition

5Min 1-3 (over Chapter 3) Use + or – to make the number sentence true. 562 – 42 > 512 30 A.– B.+ 4-1 Multiplication as Repeated Addition

5Min 1-4 (over Chapter 3) Use + or – to make the number sentence true. 600 50 < 400 + 240 A.+ B.– 4-1 Multiplication as Repeated Addition

4-1 Multiplication as Repeated Addition Lesson 1 MI/Vocab I will relate multiplication and addition. multiply factor product

4-1 Multiplication as Repeated Addition Lesson 1 Standard 1 Standard 3NS2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10. Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Find how many are in 7 equal groups of 3. Lesson 1 Ex1 For Alejo’s party, his mother made 7 cupcakes. There were 3 walnuts on top of each cupcake. How many walnuts were there in all? 4-1 Multiplication as Repeated Addition

Lesson 1 Ex1 4-1 Multiplication as Repeated Addition One Way: Counters There are 7 groups. There are 3 counters in each group. This is a total of 21 counters.

Lesson 1 Ex1 4-1 Multiplication as Repeated Addition Another Way: Repeated Addition Write an addition sentence to show equal groups. 3 + 3 + 3 + 3 + 3 + 3 + 3 = 21 Answer: So, 7 equal groups of 3 are 21. There were 21 walnuts in all.

Lesson 1 CYP1 4-1 Multiplication as Repeated Addition A.24 B.18 C.10 D.16 Jamie made ants on a log for a snack. She had 6 pieces of celery and put 4 raisins on each piece. How many raisins in all?

Lesson 1 Ex2 Mongo drew 6 pentagons. A pentagon has 5 sides. How many sides did he draw? 4-1 Multiplication as Repeated Addition Find how many are in 6 equal groups of 5.

Lesson 1 Ex2 4-1 Multiplication as Repeated Addition One Way: Repeated Addition 5 + 5 + 5 + 5 + 5 + 5 = 30

Lesson 1 Ex2 4-1 Multiplication as Repeated Addition Another Way: Multiplication Sentence × = number of pentagons (groups) 6 factor number of of sides 5 factor total 30 product Answer: So, there is a total of 30 sides.

Lesson 1 CYP2 4-1 Multiplication as Repeated Addition Pam drew 5 octagons. An octagon has 8 sides. How many sides did she draw? A.35 sides B.45 sides C.40 sides D.13 sides

End of Lesson 1

Lesson 2 Menu Five-Minute Check (over Lesson 4-1) Main Idea and Vocabulary California Standards Key Concept: Commutative Property Example 1: Use an Array Example 2: Use an Array Example 3: Real-World Example 4-2 Arrays and Multiplication

5Min 2-1 (over Lesson 4-1) A.10 B.25 C.20 D.15 Multiply. Use repeated addition. 5 × 3 4-2 Arrays and Multiplication

4-2 Arrays and Multiplication Lesson 2 MI/Vocab I will use arrays to multiply. array Commutative Property of Multiplication

4-2 Arrays and Multiplication Lesson 2 Standard 1 Standard 3AF1.5 Recognize and use the Commutative and Associative Properties of Multiplication (e.g., if 5 × 7 = 35, then what is 7 × 5? and if 5 × 7 × 3 = 105, then what is 7 × 3 × 5?).

Lesson 2 Key Concept 1 4-2 Arrays and Multiplication

Lesson 2 Ex1 4-2 Arrays and Multiplication Sue’s mom made cereal bars for her class. She arranged them in 3 rows of 7. How many cereal bars did she make? To find the total number of cereal bars, you can use addition or multiplication. One Way: Add Another Way: Multiply 7 + 7 + 7 = 21 3 × 7 = 21 Answer: So, 3 equal groups of 7 cereal bars is 21 in all.

Lesson 2 CYP1 4-2 Arrays and Multiplication A.12 B.24 C.36 D.32 Jenny’s sister made brownies for her scout troop. She arranged them in 4 rows of 8. How many brownies did she make?

Lesson 2 Ex2 Donato bought a carton of eggs that had 3 rows of 6 eggs. How many eggs were in the carton? To find the total number in the array of eggs, you can write a multiplication sentence. Answer: So, 3 rows of 6 eggs is 18 eggs. 4-2 Arrays and Multiplication 3 × 6 = 18

Lesson 2 CYP2 4-2 Arrays and Multiplication A.7 pieces B.12 pieces C.14 pieces D.15 pieces Anne Marie bought a box of chocolates. They were in 3 rows of 4. How many pieces of chocolate were in the box?

Lesson 2 Ex3 In The Jam Shop, Mrs. Hessle arranged jars of jam in 8 rows with 4 jars in each row. She then decided she could display more jars of jam if she arranged 4 rows with 8 in each row. Was Mrs. Hessle correct? Explain. 4-2 Arrays and Multiplication

Lesson 2 Ex3 4-2 Arrays and Multiplication rows 8 × number in each row 4 = total 32

Lesson 2 Ex3 4-2 Arrays and Multiplication rows 4 × number in each row 8 = total 32 Answer: Both arrangements show 32 jars of jam. Mrs. Hessle was not correct.

Lesson 2 CYP3 4-2 Arrays and Multiplication In the candle shop, Mr. Montoya arranged the candles in 7 rows with 3 jars in each row. Choose another way he could display them to show the same amount of candles. A.2 rows of 12 jars B.4 rows of 5 jars C.3 rows of 7 jars D.5 rows of 5 jars

End of Lesson 2

Lesson 3 Menu Five-Minute Check (over Lesson 4-2) Main Idea California Standards Example 1: Multiply by 2 Example 2: Use Skip Counting 4-3 Multiply by 2

5Min 3-1 (over Lesson 4-2) A.6 B.4 C.12 D.2 ALGEBRA Use the Commutative Property of Multiplication to find the missing number. 6 × 2 = 12 2 × = 12 4-3 Multiply by 2

5Min 3-2 A.3 B.4 C.21 D.7 ALGEBRA Use the Commutative Property of Multiplication to find the missing number. 3 × 7 = 21 × 3 = 21 (over Lesson 4-2) 4-3 Multiply by 2

5Min 3-3 A.4 B.5 C.20 D.9 ALGEBRA Use the Commutative Property of Multiplication to find the missing number. 4 × 5 = 20 5 × 4 = (over Lesson 4-2) 4-3 Multiply by 2

4-3 Multiply by 2 Lesson 3 MI/Vocab I will multiply by 2.

4-3 Multiply by 2 Lesson 3 Standard Standard 3NS2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.

Lesson 3 Ex1 The students in Ms. Dennis’s class work in 2 groups of 6. How many students are there in all? You need to find 2 groups of 6 or 2 × 6. 4-3 Multiply by 2

Lesson 3 Ex1 One Way: Draw a Picture 4-3 Multiply by 2 Draw 2 groups of 6. 6 + 6 or 12

Lesson 3 Ex1 Another Way: Use an Array 4-3 Multiply by 2 Show an array with 2 rows and 6 columns. 2 rows of 6 = 6 + 6 or 12 Answer: So there are 2 × 6 or 12 students in all.

Lesson 3 CYP1 4-3 Multiply by 2 A.20 players B.22 players C.24 players D.30 players There were 2 teams of 10 players in the soccer finals. How many players were there in all?

Lesson 3 Ex2 Mr. Murphy drove 2 miles round trip to work every day. How many miles did he drive in a five-day work week? There are 5 days. Each day he drives 2 miles. To find how many miles he drives altogether, find 2 × 5. 4-3 Multiply by 2

Lesson 3 Ex2 Count 2 jumps of 5. 4-3 Multiply by 2 Answer: So, Mr. Murphy drives 2 × 5, or 10 miles in a work week.

Lesson 3 CYP2 4-3 Multiply by 2 A.2 miles B.3 miles C.4 miles D.6 miles Mrs. Ankrum drove 2 miles round trip to work every day. How many miles did she drive in a 3- day work week?

End of Lesson 3

Lesson 4 Menu Five-Minute Check (over Lesson 4-3) Main Idea California Standards Example 1: Multiply by 4 Example 2: Use a Number Sentence Example 3: Double a Known Fact 4-4 Multiply by 4

5Min 4-1 (over Lesson 4-3) A.10 B.20 C.7 D.12 Multiply 2 × 5. 4-4 Multiply by 4

5Min 4-2 A.16 B.10 C.18 D.6 Multiply 8 × 2. (over Lesson 4-3) 4-4 Multiply by 4

4-4 Multiply by 4 Lesson 4 Standard 1 Standard 3NS2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.

Lesson 4 Ex1 There were 6 cars in the parking lot. How many tires were on the 6 cars? 4-4 Multiply by 4 You need to find 6 groups of 4 or 6 × 4.

Lesson 4 Ex1 4-4 Multiply by 4 One Way: Repeated Addition Use repeated addition to find 6 × 4. 4 + 4 + 4 + 4 + 4 + 4 = 24

Lesson 4 Ex1 4-4 Multiply by 4 Another Way: Skip Count Count 6 jumps of 4. Answer: So, there are 6 × 4 or 24 wheels in all. 6 jumps of 4 is 24.

Lesson 4 CYP1 4-4 Multiply by 4 A.49 tires B.28 tires C.30 tires D.35 tires There were 7 minivans in the school parking lot. How many tires were on the 7 minivans?

Lesson 4 Ex2 There are 4 tomatoes on each tomato plant in Chee’s garden. There are 7 plants. How many tomatoes are there in all? Answer: So, there are 28 tomatoes. 4-4 Multiply by 4 × = number of groups 7 number in each group 4 total 28

Lesson 4 CYP2 4-4 Multiply by 4 A.15 cows B.16 cows C.20 cows D.25 cows There are 5 cows in each field on Mario’s farm. There are 4 fields. How many cows in all?

Lesson 4 Ex3 Apples are packed in a box in 4 rows. Each row has 8 apples. How many apples are in the box? You need to find 4 × 8. 4-4 Multiply by 4 4 is double of 2. So, 4 × 8 is double 2 × 8.

Lesson 4 Ex3 4-4 Multiply by 4 4 × 8 = 2 × 8 + 2 × 8 Answer: So, 4 × 8 = 32. There are 32 apples in the box. 16 + 16 = 32

Lesson 4 CYP3 4-4 Multiply by 4 A.10 pineapples B.28 pineapples C.24 pineapples D.40 pineapples Pineapples are packed in a carton in 4 rows. Each row has 6 pineapples. How many pineapples are in the carton?

End of Lesson 4

Lesson 5 Menu Five-Minute Check (over Lesson 4-4) Main Idea California Standards Example 1: Problem-Solving Skill 4-5 Problem-Solving Skill: Extra or Missing Information

5Min 5-1 (over Lesson 4-4) A.9 B.1 C.19 D.20 Multiply 4 × 5. 4-5 Problem-Solving Skill: Extra or Missing Information

5Min 5-2 A.32 B.12 C.24 D.42 Multiply 8 × 4. (over Lesson 4-4) 4-5 Problem-Solving Skill: Extra or Missing Information

4-5 Problem-Solving Skill: Extra or Missing Information Lesson 5 MI/Vocab I will decide if there is extra or missing information.

4-5 Problem-Solving Skill: Extra or Missing Information Lesson 5 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

4-5 Problem-Solving Skill: Extra or Missing Information Lesson 5 Standard 2 Standard 3NS2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.

Lesson 5 Ex1 My school’s hayride will start at 6:00 P.M. There are 4 wagons that hold 9 children each. Half of the children going are girls. What is the total number of children that can ride on the 4 wagons? 4-5 Problem-Solving Skill: Extra or Missing Information

Lesson 5 Ex1 Understand What facts do you know? The hayride starts at 6:00 P.M. There are 4 wagons that hold 9 children. Half of the children are girls. What do you need to find? Find the number of children that can ride on the 4 wagons. 4-5 Problem-Solving Skill: Extra or Missing Information

Lesson 5 Ex1 Plan Decide what facts are important to solve the question. 4-5 Problem-Solving Skill: Extra or Missing Information the number of wagons the number of children each wagon holds

Lesson 5 Ex1 Solve To find the total number, multiply the number of wagons by the number of children each wagon holds. Answer: So, 36 children can ride on the hay wagons. 4-5 Problem-Solving Skill: Extra or Missing Information 4 × 9 = 36 4 × 9 =

Lesson 5 Ex1 Check Look back at the problem. Since 9 + 9 + 9 + 9 = 36, you know the answer is correct. 4-5 Problem-Solving Skill: Extra or Missing Information

End of Lesson 5

Lesson 6 Menu Five-Minute Check (over Lesson 4-5) Main Idea California Standards Example 1: Multiply by 5 Example 2: Skip Count Example 3: Use a Number Sentence 4-6 Multiply by 5

5Min 6-1 (over Lesson 4-5) A.15 B.9 C.You need to know how tall Kari is. D.32 Solve. If there is missing information, tell what facts you need to solve the problem. Kari is 12 years old. Her brother is 3 years older and is 52 inches tall. How old is Kari’s brother? 4-6 Multiply by 5

5Min 6-2 A.$21 B.None C.$3 D.You need to know how much money he gave to the clerk. Solve. If there is missing information, tell what facts you need to solve the problem. Filipe spent $23 at the store. How much change did he receive? (over Lesson 4-5) 4-6 Multiply by 5

Lesson 6 Ex1 A farmer has a pumpkin patch with 8 rows. Each row has 5 pumpkins. How many pumpkins does the farmer have? You need to find 8 × 5. 4-6 Multiply by 5

Lesson 6 Ex1 4-6 Multiply by 5 One Way: Draw a Picture Use repeated addition. 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = 40

Lesson 6 Ex1 4-6 Multiply by 5 Another Way: Use an Array 8 rows of 5 = 8 × 5 or 40 Answer: So, 8 × 5 = 40 pumpkins.

Lesson 6 CYP1 4-6 Multiply by 5 A.28 curlers B.35 curlers C.40 curlers D.42 curlers Laurie has a set of curlers that has 5 rows. Each row has 7 curlers. How many curlers does Laurie have?

Lesson 6 Ex2 There are 4 bracelets with 5 beads on each bracelet. How many beads in all? You need to find 4 groups of 5 or 4 × 5. 4-6 Multiply by 5 Answer: So, 4 × 5 = 20 beads.

Lesson 6 CYP2 4-6 Multiply by 5 A.25 charms B.16 charms C.24 charms D.11 charms There are 3 necklaces with 8 charms on each necklace. How many charms in all?

Lesson 6 Ex3 4-6 Multiply by 5 Lila has 9 nickels. How much money does she have? You know that a nickel is 5¢. Use a multiplication sentence to find 9 × 5¢. Answer: So, Lila has 45¢. × = number of groups 9 number in each group 5¢5¢ × = 9 5¢5¢ 45¢

Lesson 6 CYP3 4-6 Multiply by 5 A.45 cents B.40 cents C.38 cents D.58 cents Joy has 8 nickels. How much money does she have?

End of Lesson 6

Lesson 7 Menu Five-Minute Check (over Lesson 4-6) Main Idea California Standards Example 1: Skip Count Example 2: Double a Known Fact Example 3: Use a Number Sentence 4-7 Multiply by 10

Lesson 7 Ex1 Yago and his two sisters made their hand prints on a poster. How many fingers were on the poster? 4-7 Multiply by 10 Find 3 × 10. Count 3 jumps of 10. Answer: So, 3 × 10 = 30 fingers.

Lesson 7 CYP1 4-7 Multiply by 10 A.20 toes B.30 toes C.10 toes D.15 toes Joe and his friend made their footprints on the sidewalk. How many toes were on the sidewalk?

Lesson 7 Ex2 Roberto found 7 dimes in his pocket. How much money did he find? You need to find 7 × 10¢. 4-7 Multiply by 10 10 is the double of 5. So, 7 × 10¢ is double 7 × 5¢.

Lesson 7 Ex2 7 × 10¢ = 7 × 5¢ + 7 × 5¢ 4-7 Multiply by 10 = 35¢ + 35¢ = 70¢ Answer: So, 7 × 10¢ = 70¢.

Lesson 7 CYP2 4-7 Multiply by 10 A.8 cents B.80 cents C.800 cents D.18 cents Gus found a bag with 8 dimes in it. How much money did he find?

Lesson 7 Ex3 Pam sold 5 tickets for the school play. Each ticket cost $10. How much money did Pam receive for the tickets? 4-7 Multiply by 10 To solve the problem, you need to multiply 5 by $10. 5 × $10 = $50 Answer: So, Pam received $50 for the tickets. 5 × $10 =

Lesson 7 Ex3 4-7 Multiply by 10 The model shows that 5 × 10 = 50. Check

Lesson 7 CYP3 4-7 Multiply by 10 A.$16 B.$50 C.$60 D.$40 Conchita bought 6 boxes of clay from the art supply store for $10 each. How much money did she spend?

End of Lesson 7

Lesson 8 Menu Five-Minute Check (over Lesson 4-7) Main Idea California Standards Example 1: Problem-Solving Investigation 4-8 Problem-Solving Investigation: Choose a Strategy

5Min 8-1 (over Lesson 4-7) A.13 B.30 C.7 D.300 Multiply 3 × 10. 4-8 Problem-Solving Investigation: Choose a Strategy

4-8 Problem-Solving Investigation: Choose a Strategy Lesson 8 MI/Vocab I will choose the best strategy to solve a problem.

4-8 Problem-Solving Investigation: Choose a Strategy Lesson 8 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

4-8 Problem-Solving Investigation: Choose a Strategy Lesson 8 Standard 2 Standard 3NS2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.

Lesson 8 Ex1 DENZELL: Our third grade class will make 6 holiday baskets to give away. We will fill each basket with 7 food items. YOUR MISSION: Find out how many items are needed to fill the food baskets. 4-8 Problem-Solving Investigation: Choose a Strategy

Lesson 8 Ex1 Understand What facts do you know? You know the class will make 6 baskets. You also know they will fill each one with 7 items. What do you need to find? You need to find out the total number of food items needed. 4-8 Problem-Solving Investigation: Choose a Strategy

Lesson 8 Ex1 Plan You can use the draw a picture strategy to solve this math problem. 4-8 Problem-Solving Investigation: Choose a Strategy

Lesson 8 Ex1 Solve 4-8 Problem-Solving Investigation: Choose a Strategy Draw a picture to represent the situation. The picture shows that 6 × 7 = 42. Answer: So, the third grade class needs 42 food items to fill the baskets.

Lesson 8 Ex1 4-8 Problem-Solving Investigation: Choose a Strategy Check Look back at the problem. Check by using repeated addition. 7 + 7 + 7 + 7 + 7 + 7 = 42. So you know the answer is correct and reasonable.

End of Lesson 8

Lesson 9 Menu Five-Minute Check (over Lesson 4-8) Main Idea and Vocabulary California Standards Key Concept: Multiplication Properties Example 1: Use Properties to Multiply 4-9 Multiplying by 0 and 1

5Min 9-1 (over Lesson 4-8) Use any strategy to solve. Marion bought 4 lbs of apples at $2 a pound, 2 lbs of tomatoes at $3 a pound, and lettuce at $1.50. How much change did she receive from a $20 bill? A.$0.50 B.$1.00 C.$4.00 D.$4.50 4-9 Multiplying by 0 and 1

4-9 Multiplying by 0 and 1 Lesson 9 MI/Vocab I will multiply by 0 and 1. Zero Property of Multiplication Identity Property of Multiplication

4-9 Multiplying by 0 and 1 Lesson 9 Standard 1 Standard 3NS2.6 Understand the special properties of 0 and 1 in multiplication and division.

Lesson 9 Key Concept 1 4-9 Multiplying by 0 and 1

8 × 1 = 8 Lesson 9 Ex1 Find 8 × 1. Tell what property you used. 4-9 Multiplying by 0 and 1 Answer: The product is 8. Identity Property of Multiplication.

Lesson 9 CYP1 4-9 Multiplying by 0 and 1 A.9; Identity Property of Multiplication B.10; Associative Property C.10; Identity Property of Multiplication D.9; Associative Property Find 9 × 1. Which property did you use?

End of Lesson 9

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Splash Screen Chapter 4 Multiplication Concepts and Facts Click the mouse or press the space bar to continue. Chapter 4 Multiplication Concepts and Facts.

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