Mental strategies for multi-digit whole number multiplicati0n

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Presentation transcript:

Mental strategies for multi-digit whole number multiplicati0n Topic A Mental strategies for multi-digit whole number multiplicati0n STANDARD - 5.NBT.1 5.NBT.2

Grade 5 Module 2 Lesson 1 Objective: Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties.

MATERIALS NEEDED FOR THIS LESSON Student Student Pages Teacher Personal White Boards Problem Set Exit Ticket Homework Teacher Teacher Pages

Fluency Practice (12 minutes)

Say the products out loud to practice mental math Multiply by 10, 100 and 1,000 3 minutes 5.NBT.1 Say the products out loud to practice mental math 3 x 10 3 x 100 3 x 1000 5 x 1000 0.005 x 1000 50 x 1000

Multiply by 10, 100 and 1,000 3 minutes 5.NBT.1 0.05 x 100 30 x 100 30 x 1000 32 x 1000 0.32 x 1000 52 x 100

Multiply by 10, 100 and 1,000 3 minutes 5.NBT.1 52 x 100 5.2 x 100 4 x 10 0.4 x 10 0.45 x 1000 30.45 x 1000 7.002 x 1000

How many tens do you see?

5 hundreds = ______________ 3 tens = __________________ 53 tens = _________________ 6 ten thousands = __________ 36 ten thousands = _________ 8 hundred thousands = ______

8 millions, 24 ten thousands = ________________________ 8 millions, 17 hundred thousands= _________________________ 1034 hundred thousands =

8,735 7,458

Application Problem (6 minutes) The top surface of a desk has a length of 5.6ft. The length is four times its width. What is the width of the desk?

Concept Development (30 minutes)

4 x 30 4 x 3 tens: _____________________ 4 tens x 3 tens: _________________

How will the first two probelms help us solve: 40 x 300 : ___________________ 4,000 x 30 : _________________

60 x 5 : ___________________ (6 x 10) x 5 and (6 x 5) x 10 Are these equivalent?

60 x 50 : ___________________

451 x 8 : ___________________

451 x 8 : ___________________

Problem Set (10 minutes) Do Your Personal Best (Complete independently!)

Student Debrief (10 minutes) When might expanded form be useful as a  calculation tool? Which tasks in #1 are alike? Why? How is expanded form related to the standard  form of a number? What is the purpose of writing a decimal  number in expanded form using fractions?  What was the objective of our lesson today? Compare your answers to #1 c and d. What is  the importance of the word and when naming  decimals in standard form?

EXIT TICKET (3 minutes) Complete the exit ticket and turn in...

HOMEWORK