Splash Screen Chapter 5 More Multiplication Facts Click the mouse or press the space bar to continue. Chapter 5 More Multiplication Facts Click the mouse or press the space bar to continue.

Chapter Menu Lesson 5-1Lesson 5-1Multiply by 3 Lesson 5-2Lesson 5-2Multiply by 6 Lesson 5-3Lesson 5-3Problem-Solving Strategy: Look for a Pattern Lesson 5-4Lesson 5-4Multiply by 7 Lesson 5-5Lesson 5-5Multiply by 8 Lesson 5-6Lesson 5-6Multiply by 9 Lesson 5-7Lesson 5-7Problem-Solving Investigation: Choose a Strategy Lesson 5-8Lesson 5-8Algebra: Associative Property Lesson 5-9Lesson 5-9Algebra: Find a Rule 5 5 More Multiplication Facts

Lesson 1 Menu Five-Minute Check (over Chapter 4) Main Idea California Standards Key Concept: Multiplication Strategies Example 1: Use an Array Example 2: Draw a Picture 5-1 Multiply by 3 Multiplication Table

5-1 Multiply by 3 Lesson 1 MI/Vocab I will learn to multiply by 3.

5-1 Multiply by 3 Lesson 1 Standard 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.

Lesson 1 Key Concept Multiply by 3

There are 3 baskets of 5 apples. You can use an array to find 3 × 5. Lesson 1 Ex1 There are 3 baskets. Each has 5 apples. How many apples are there? 5-1 Multiply by 3 Answer: So, there are 15 apples.

A.10 passengers B.18 passengers C.24 passengers D.26 passengers Lesson 1 CYP1 5-1 Multiply by 3 There are 4 cars. Each car has 6 passengers. How many passengers are there?

Lesson 1 Ex2 5-1 Multiply by 3 Sam has 3 boxes. Each holds 2 books. How many books does he have? Each box holds 2 books. There are 3 boxes. Draw a picture to find 3 × 2.

Lesson 1 Ex2 5-1 Multiply by 3 Answer: So, there are 6 books in the boxes =

Lesson 1 CYP2 5-1 Multiply by 3 A.40 eggs B.42 eggs C.49 eggs D.56 eggs Gina has 7 cartons. Each carton holds 6 eggs. How many eggs does she have?

End of Lesson 1

Lesson 2 Menu Five-Minute Check (over Lesson 5-1) Main Idea California Standards Example 1: Use a Model Example 2: Find a Missing Number Example 3: Double a Known Fact 5-2 Multiply by 6

5-2 Multiply by 6 Lesson 2 MI/Vocab I will learn to multiply by 6.

5-2 Multiply by 6 Lesson 2 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.

Lesson 2 Ex1 The pet store has 6 dogs for sale. If each dog is given 2 treats in the afternoon, how many treats are given to the dogs? 5-2 Multiply by 6 There are 6 dogs and each dog is given 2 treats. So, the array shows 6 rows with 2 in each row = 12 Answer: So, 6 × 2 = 12. The dogs were given 12 treats.

Lesson 2 CYP1 5-2 Multiply by 6 Grace’s preschool class has 8 girls. If each girl wears 2 pigtails, how many pigtails are the girls wearing? A.15 pigtails B.16 pigtails C.17 pigtails D.18 pigtails

Lesson 2 Ex2 Kiara has 24 erasers. She divides them equally among her 4 best friends. How many erasers does each friend get? To solve this problem, you can use a number sentence. 5-2 Multiply by 6 number of friends number each gets total erasers 4 × = 24 Answer: Since 4 × 6 = 24, each friend will get 6 erasers.

A.$3 B.$6 C.$4 D.$5 Lesson 2 CYP2 5-2 Multiply by 6 Jaclyn has $15. She divides the money equally among her 3 best friends. How much does each friend receive?

Lesson 2 Ex3 Jack has 6 bags of marbles. There are 9 marbles in each bag. How many marbles does he have in all? 5-2 Multiply by 6 You can double a known fact to find 6 × 9. Step 1 6 is double 3. So, 6 × 9 is the double of 3 × 9.

Lesson 2 Ex3 Step 2 6 × 9 = 3 × × Multiply by 6 Step 3 So, 6 × 9 = 54. Answer: Jack has 54 marbles in all.

Lesson 2 Ex3 Check 5-2 Multiply by 6 You can use an array and partial products to check

Lesson 2 CYP3 5-2 Multiply by 6 Kim has 8 bags of cookies. There are 8 cookies in each bag. How many cookies does he have in all? A.64 cookies B.65 cookies C.56 cookies D.54 cookies

End of Lesson 2

Lesson 3 Menu Five-Minute Check (over Lesson 5-2) Main Idea California Standards Example 1: Problem-Solving Strategy 5-3 Problem-Solving Strategy: Look for a Pattern

5-3 Problem-Solving Strategy: Look for a Pattern Lesson 3 MI/Vocab I will look for a pattern to solve problems.

5-3 Problem-Solving Strategy: Look for a Pattern Lesson 3 Standard 1 Standard 3AF2.2 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).

5-3 Problem-Solving Strategy: Look for a Pattern Lesson 3 Standard 2 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

Lesson 3 Ex1 Christina is making a pattern with colored tiles. In the first row, she uses 2 tiles. She uses 4 tiles in the second row and 8 tiles in the third row. If she continues the pattern, how many tiles will be in the sixth row? 5-3 Problem-Solving Strategy: Look for a Pattern

Lesson 3 Ex1 Understand What facts do you know? There will be 2 tiles in the first row. There will be 4 tiles in the second row. There will be 8 tiles in the third row. What do you need to find? How many tiles will be in row six? 5-3 Problem-Solving Strategy: Look for a Pattern

Lesson 3 Ex1 Plan You can first make a table of the information. Then look for a pattern. 5-3 Problem-Solving Strategy: Look for a Pattern

Lesson 3 Ex1 Solve Answer: So, there will be 64 tiles in the sixth row. 5-3 Problem-Solving Strategy: Look for a Pattern First, put the information in a table. Look for a pattern. The numbers double. Once you know the pattern, you can continue it = = = 64

Lesson 3 Ex1 Check Look back at the problem. Complete the table using the pattern. There are 64 tiles in the sixth row. So, you know you are correct. 5-3 Problem-Solving Strategy: Look for a Pattern

End of Lesson 3

Lesson 4 Menu Five-Minute Check (over Lesson 5-3) Main Idea California Standards Example 1: Use Repeated Addition Example 2: Use a Known Fact Example 3: Find Missing Numbers 5-4 Multiply by 7

5-4 Multiply by 7 Lesson 4 MI/Vocab I will learn to multiply by 7.

5-4 Multiply by 7 Lesson 4 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.

Lesson 4 Ex1 If there are 7 baskets and 5 peaches in each basket, how many peaches are there? 5-4 Multiply by 7 Find 7 × 5. Use repeated addition to count the 7 groups of 5 peaches in each basket. Add 5 seven times = 35 Answer: So, 7 × 5 = 35 peaches altogether.

A.56 shirts B.54 shirts C.50 shirts D.64 shirts Lesson 4 CYP1 5-4 Multiply by 7 If there are 9 baskets and 6 shirts in each basket, how many shirts are there?

Lesson 4 Ex2 A rollercoaster has 7 cars and each car can carry 4 people. How many people can ride the rollercoaster at one time? 5-4 Multiply by 7 You know that 4 × 7 = 28. So, 7 × 4 = 28. Commutative Property Answer: 28 people can ride the rollercoaster at one time.

Lesson 4 CYP2 5-4 Multiply by 7 A bus has 8 rows of seats and each row can hold 6 students. How many people can ride on the bus at one time? A.50 people B.40 people C.48 people D.42 people

Lesson 4 Ex3 There are a total of 15 prizes in the bag. Each child gets to draw 3 prizes from the bag. How many children will be drawing prizes? 5-4 Multiply by 7 To solve this problem, you can use a number sentence. prizes for each child number of children total prizes 3 × = 15 Answer: Since 3 × 5 = 15, there are 5 children who will draw prizes.

Lesson 4 CYP3 5-4 Multiply by 7 There are a total of 20 crayons in the bag. Each student gets to pick 4 crayons from the bag. How many students will be getting crayons? A.5 students B.6 students C.7 students D.8 students

End of Lesson 4

Lesson 5 Menu Five-Minute Check (over Lesson 5-4) Main Idea California Standards Example 1: Use an Array Example 2: Use a Known Fact Example 3: Double a Known Fact 5-5 Multiply by 8

5-5 Multiply by 8 Lesson 5 MI/Vocab I will learn to multiply by 8.

5-5 Multiply by 8 Lesson 5 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.

Lesson 5 Ex1 There are 8 packages of paper in a box. How many packages are in 7 boxes? You need to find 8 × Multiply by 8 Think of each box as a group of 8 packages. Answer: So, 8 × 7 = 56 packages of paper altogether.

A.81 boxes B.72 boxes C.63 boxes D.78 boxes Lesson 5 CYP1 5-5 Multiply by 8 There are 9 boxes of tissue in a crate. How many boxes are in 8 crates?

Lesson 5 Ex2 Barbara had 8 bracelets. She added 5 beads to each bracelet. How many beads did she use? 5-5 Multiply by 8 Think of each bracelet as a group of 5 beads. You need to find 8 × 5. You know that 5 × 8 = 40. Answer: Barbara used 40 beads for her bracelets. So, 8 × 5 = 40. Commutative Property

Lesson 5 CYP2 5-5 Multiply by 8 Karen had 6 glasses of lemonade for her friends. She put 6 ice cubes in each glass. How many ice cubes did she use? A.30 ice cubes B.35 ice cubes C.36 ice cubes D.40 ice cubes

Lesson 5 Ex3 Juan bought 8 baseball cards at the ballpark. He paid $2 for each card. How much did he spend? 5-5 Multiply by 8 You can double a known fact to find 8 × $2. 8 is the double of 4. So, 8 × $2 is the double of 4 × $2. 8 × $2 = 4 × $2 + 4 × $2 = $8 + $8 = $16 Answer: So, 8 × $2 = $16. Juan spent $16.

Lesson 5 Ex3 Check 5-5 Multiply by 8 You can use an array and partial products to check

A.$14 B.$20 C.$18 D.$21 Lesson 5 CYP3 5-5 Multiply by 8 Imani bought 7 hot dogs at the football game. She paid $3 for each hot dog. How much money did she spend?

End of Lesson 5

Lesson 6 Menu Five-Minute Check (over Lesson 5-5) Main Idea California Standards Example 1: Use a Known Fact Example 2: Subtract from a Known Fact Example 3: Use Patterns 5-6 Multiply by 9

5-6 Multiply by 9 Lesson 6 MI/Vocab/Standard 1 I will learn to multiply by 9.

5-6 Multiply by 9 Lesson 6 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.

Lesson 6 Ex1 Fina needs 63 party invitations. They come in packages of 9. How many packages does she need to buy? To solve the problem you can use a number sentence. 5-6 Multiply by 9 number in each package number of packages total 9 × = 63 You know 7 × 9 = 63. Answer: So, 9 × 7 = 63. Fina needs to buy 7 packages.

A.9 B.8 C.7 D.6 Lesson 6 CYP1 5-6 Multiply by 9 Fiona needs 54 snack cakes. They come in packages of 6. How many packages does she need?

Lesson 6 Ex2 How many crackers are there in 9 packages with 4 in each package? To find 9 × 4, you can subtract from a known fact. 5-6 Multiply by 9 Step 1 9 × 4 is 9 groups of 4. Use the known fact of 10 groups of × 4 = 40 Step 2 Subtract 1 group of 4 to get 40 – 4 or 36. Answer: So, 9 × 4 = 36 crackers.

Lesson 6 CYP2 5-6 Multiply by 9 How many shoe laces are there in 7 packages with 2 in each package? A.7 shoe laces B.8 shoe laces C.14 shoe laces D.12 shoe laces

Lesson 6 Ex3 5-6 Multiply by 9 Andrew bought 9 baseballs for $3 each. How much did he spend? Since the total cost is needed, multiply. Find 9 × $3. 9 × $32 9 × $3 = $27 Answer: So, 9 × $3 = $27. Andrew spent $27.

A.$54 B.$63 C.$67 D.$79 Lesson 6 CYP3 5-6 Multiply by 9 Jimmy bought 9 hats for $7 each. How much did he spend?

End of Lesson 6

Lesson 7 Menu Five-Minute Check (over Lesson 5-6) Main Idea California Standards Example 1: Problem-Solving Investigation 5-7 Problem-Solving Investigation: Choose a Strategy

5-7 Problem-Solving Investigation: Choose a Strategy Lesson 7 MI/Vocab/Standard 1 I will choose the best strategy to solve a problem.

5-7 Problem-Solving Investigation: Choose a Strategy Lesson 7 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant and irrelevant information, sequencing and prioritizing information and observing patterns.

5-7 Problem-Solving Investigation: Choose a Strategy Lesson 7 Standard 2 Standard 3NS2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.

Lesson 7 Ex1 ALEC: I have a goal to ride my bike 20 miles each week. Last night, I rode my bike 2 miles each way going to and from softball practice. I will ride this distance for 6 more days. YOUR MISSION: Find out how many miles Alec will ride his bike this week and if he will meet his goal. 5-7 Problem-Solving Investigation: Choose a Strategy

Lesson 7 Ex1 Understand What facts do you know? Alec wants to ride 20 miles each week. He will ride 2 miles each way to and from practice for 7 days. What do you need to find? Find how many miles he will ride this week and decide if this meets his goal. 5-7 Problem-Solving Investigation: Choose a Strategy

Lesson 7 Ex1 Plan Find out the total miles he will ride each day and for the week. Multiply to find a total. 5-7 Problem-Solving Investigation: Choose a Strategy

Lesson 7 Ex1 Solve Alec will ride 2 miles to practice and 2 miles home, or 4 miles each day. 5-7 Problem-Solving Investigation: Choose a Strategy To find the miles for the week, multiply the miles each day by the number of days. 4 miles each day × 7 days = 28 miles So, Alec rides his bike 28 miles this week. Answer: Since 28 miles > 20 miles, Alec will meet his goal.

Lesson 7 Ex1 Check Look back at the problem. You can use an array to check. 5-7 Problem-Solving Investigation: Choose a Strategy So, 4 × 7 = 28 is correct.

End of Lesson 7

Lesson 8 Menu Five-Minute Check (over Lesson 5-7) Main Idea and Vocabulary California Standards Key Concept: Associative Property Example 1: Associative Property Example 2: Real-World Example Example 3: Find Missing Numbers 5-8 Algebra: Associative Property

5-8 Algebra: Associative Property Lesson 8 MI/Vocab I will identify and use the Associative Property of Multiplication. Associative Property of Multiplication

5-8 Algebra: Associative Property Lesson 8 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 8 Key Concept Algebra: Associative Property

Lesson 8 Ex1 Three children are in the park. Each child has 2 buckets. Each bucket has 2 shovels in it. How many shovels are there? 5-8 Algebra: Associative Property Find 3 × 2 × 2.

Lesson 8 Ex1 5-8 Algebra: Associative Property One Way (3 × 2) × 2 6 × 2 = 12 Answer: So, 3 × 2 × 2 = 12. There are 12 shovels. Another Way 3 × (2 × 2) 3 × 4 = 12

A.6 pepperonis B.12 pepperonis C.18 pepperonis D.24 pepperonis Lesson 8 CYP1 5-8 Algebra: Associative Property Two children are eating pizza. Each child has 3 pieces. Each piece has 4 pepperonis. How many pepperonis are there?

Lesson 8 Ex2 Jim has 4 plates. Each plate has 5 muffins. There are 2 blueberries on top of each muffin. How many blueberries are there? To find the total number of blueberries, you can write a number sentence. You can group the easier factors. 5-8 Algebra: Associative Property (4 × 2) × 5 = 8 × 5 = 40 Answer: So, 4 × 2 × 5 = 40. There are 40 blueberries.

Lesson 8 CYP2 5-8 Algebra: Associative Property John has 6 bowls. Each bowl has 3 scoops of ice cream. There are 2 cherries on top of each scoop. How many cherries are there? A.32 cherries B.36 cherries C.40 cherries D.18 cherries

Lesson 8 Ex3 Two painters each have 3 containers of brushes. They have 24 brushes in all. How many brushes are in each container? 5-8 Algebra: Associative Property You can write a number sentence to help you find the missing number. 2 × 3 × = 24 number of painters number of containers each brushes in each container total

Lesson 8 Ex3 Use the Associative Property to find 2 × 3 first. 5-8 Algebra: Associative Property (2 × 3) × = 24 6× = 24 6×4 = 24 Answer: So, 2 × 3 × 4 = 24. Each container has 4 brushes.

A.6 apples B.7 apples C.8 apples D.9 apples Lesson 8 CYP3 5-8 Algebra: Associative Property Three farmers have 2 bushels of apples. They have 48 apples in all. How many apples are in each bushel?

End of Lesson 8

Lesson 9 Menu Five-Minute Check (over Lesson 5-8) Main Idea and Vocabulary California Standards Example 1: Find and Extend a Rule Example 2: Find and Extend a Rule 5-9 Algebra: Find a Rule

5-9 Algebra: Find a Rule Lesson 9 MI/Vocab/Standard 1 I will look for a rule and extend it to solve a problem. rule

5-9 Algebra: Find a Rule Lesson 9 MI/Vocab/Standard 2 Standard 3AF2.1 Solve simple problems involving a functional relationship between two quantities. Standard 3AF2.2 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting 4s or by multiplying the number of horses by 4.)

Lesson 9 Ex1 The first row of the school auditorium has 7 seats in it. The second row has 14 seats, and the third row has 21. How many seats are in row 8? 5-9 Algebra: Find a Rule

Lesson 9 Ex1 Step 1 Find the rule. 5-9 Algebra: Find a Rule Row 1 = 7 seats 1 × 7 = 7 seats Row 2 = 14 seats 2 × 7 = 14 seats Row 3 = 21 seats 3 × 7 = 21 seats The rule is to multiply the number of rows by 7.

Lesson 9 Ex1 Step 2 Extend the rule. 5-9 Algebra: Find a Rule Row 4 = 4 × 7 or 28 seats Row 5 = 5 × 7 or 35 seats Row 6 = 6 × 7 or 42 seats Row 7 = 7 × 7 or 49 seats Row 8 = 8 × 7 or 56 seats

Lesson 9 Ex1 Answer: So, there are 56 seats in row Algebra: Find a Rule

A.72 seats B.81 seats C.25 seats D.16 seats Lesson 9 CYP1 5-9 Algebra: Find a Rule The first row of the movie theater has 8 seats in it. The second row has 16 seats and the third row has 24. How many seats are in row 9?

Lesson 9 Ex2 Mr. Ramos observed a starfish and noticed it had 5 arms. Then he saw a second starfish and saw a total of 10 arms. How many arms will there be if Mr. Ramos finds 6 starfish? 5-9 Algebra: Find a Rule

Lesson 9 Ex2 5-9 Algebra: Find a Rule Step 1 Find the rule. Step 2 Extend the rule. 3 × 5 = 15 4 × 5 = 20 5 × 5 = 25 6 × 5 = Answer: So, there are 30 arms on 6 starfish.

A.72 legs B.54 legs C.56 legs D.60 legs Lesson 9 CYP2 5-9 Algebra: Find a Rule Rachel observed a cricket and noticed it had 6 legs. Then she saw a second cricket and saw a total of 12 legs. How many legs will there be if Rachel finds 9 crickets?

End of Lesson 9

5 5 More Multiplication Facts 5 5 CR Menu Five-Minute Checks Math Tool Chest Image Bank Multiplication Table

5 5 More Multiplication Facts IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

5 5 More Multiplication Facts IB 1

5 5 More Multiplication Facts IB 2

5 5 More Multiplication Facts IB 3

5 5 More Multiplication Facts IB 4

5 5 More Multiplication Facts 5 5 5Min Menu Lesson 5-1Lesson 5-1(over Chapter 4) Lesson 5-2Lesson 5-2(over Lesson 5-1) Lesson 5-3Lesson 5-3(over Lesson 5-2) Lesson 5-4Lesson 5-4(over Lesson 5-3) Lesson 5-5Lesson 5-5(over Lesson 5-4) Lesson 5-6Lesson 5-6(over Lesson 5-5) Lesson 5-7Lesson 5-7(over Lesson 5-6) Lesson 5-8Lesson 5-8(over Lesson 5-7) Lesson 5-9Lesson 5-9(over Lesson 5-8)

5 5 More Multiplication Facts 5Min 1-1 (over Chapter 4) Find 4 × 1. A.4 B.1 C.5 D.14

5 5 More Multiplication Facts 5Min 1-2 (over Chapter 4) Find 3 × 0. A.6 B.0 C.3 D.1

5 5 More Multiplication Facts 5Min 1-3 (over Chapter 4) Find 0 × 2. A.2 B.12 C.1 D.0

5 5 More Multiplication Facts 5Min 1-4 (over Chapter 4) Find 1 × 5. A.5 B.1 C.15 D.6

5 5 More Multiplication Facts 5Min 2-1 (over Lesson 5-1) Multiply 3 × 8. A.24 B.11 C.13 D.5

5 5 More Multiplication Facts 5Min 2-2 Multiply 3 × 5. A.8 B.15 C.2 D.35 (over Lesson 5-1)

5 5 More Multiplication Facts 5Min 2-3 (over Lesson 5-1) Multiply 4 × 3. A.7 B.1 C.16 D.12

5 5 More Multiplication Facts 5Min 2-4 (over Lesson 5-1) Multiply 2 × 3. A.6 B.3 C.5 D.12

5 5 More Multiplication Facts 5Min 3-1 (over Lesson 5-2) Multiply 6 × 5. A.13 B.25 C.11 D.30

5 5 More Multiplication Facts 5Min 3-2 (over Lesson 5-2) Multiply 6 × 3. A.18 B.9 C.13 D.20

5 5 More Multiplication Facts 5Min 3-3 (over Lesson 5-2) Multiply 6 × 7. A.13 B.24 C.42 D.44

5 5 More Multiplication Facts 5Min 3-4 (over Lesson 5-2) Multiply 2 × 6. A.12 B.8 C.10 D.13

5 5 More Multiplication Facts 5Min 4-1 (over Lesson 5-3) Solve. Use the look for a pattern strategy. Jamaal has a riddle for his classmates. When he says 5, the answer is 17. When he says 8, the answer is 20. When he says 10, the answer is 22. What is the answer when he says 15? A.10 B.27 C.12 D.22

5 5 More Multiplication Facts 5Min 5-1 (over Lesson 5-4) Multiply 7 × 2. A.9 B.5 C.14 D.11

5 5 More Multiplication Facts 5Min 5-2 (over Lesson 5-4) Multiply 7 × 5. A.35 B.12 C.13 D.30

5 5 More Multiplication Facts 5Min 5-3 (over Lesson 5-4) Multiply 7 × 9. A.16 B.2 C.63 D.36

5 5 More Multiplication Facts 5Min 5-4 (over Lesson 5-4) Multiply 7 × 7. A.14 B.1 C.13 D.49

5 5 More Multiplication Facts 5Min 6-1 (over Lesson 5-5) Multiply 8 × 3. A.24 B.13 C.22 D.12

5 5 More Multiplication Facts 5Min 6-2 (over Lesson 5-5) Multiply 8 × 5. A.13 B.3 C.25 D.40

5 5 More Multiplication Facts 5Min 6-3 (over Lesson 5-5) Multiply 8 × 6. A.14 B.48 C.2 D.24

5 5 More Multiplication Facts 5Min 6-4 (over Lesson 5-5) Multiply 8 × 4. A.24 B.32 C.4 D.12

5 5 More Multiplication Facts 5Min 7-1 (over Lesson 5-6) Multiply 9 × 4. A.13 B.5 C.32 D.36

5 5 More Multiplication Facts 5Min 7-2 (over Lesson 5-6) Multiply 9 × 5. A.14 B.13 C.36 D.45

5 5 More Multiplication Facts 5Min 7-3 (over Lesson 5-6) Multiply 9 × 2. A.18 B.11 C.7 D.16

5 5 More Multiplication Facts 5Min 7-4 (over Lesson 5-6) Multiply 9 × 8. A.72 B.17 C.78 D.68

5 5 More Multiplication Facts 5Min 8-1 (over Lesson 5-7) Solve. During practice, the soccer team is separated into 4 groups. Three of the groups have 5 students and one has 4. How many students are on the team? A.17 students B.12 students C.19 students D.20 students

5 5 More Multiplication Facts 5Min 9-1 (over Lesson 5-8) Find each product. A.12 B.14 C.7 D.24 2 × (4 × 3)

5 5 More Multiplication Facts 5Min 9-2 (over Lesson 5-8) Find each product. A.30 B.17 C.19 D.10 (5 × 3) × 2

5 5 More Multiplication Facts 5Min 9-3 (over Lesson 5-8) Find each product. A.11 B.13 C.38 D.40 (4 × 5) × 2

5 5 More Multiplication Facts 5Min 9-4 (over Lesson 5-8) Find each product. A.15 B.42 C.13 D.11 7 × (2 × 3)

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