Splash Screen Chapter 8 Multiply by Two-Digit Numbers Click the mouse or press the space bar to continue. Chapter 8 Multiply by Two-Digit Numbers Click the mouse or press the space bar to continue.

Chapter Menu Lesson 8-1Lesson 8-1Multiply by Tens Lesson 8-2Lesson 8-2Estimate Products Lesson 8-3Lesson 8-3Problem-Solving Strategy: Act It Out Lesson 8-4Lesson 8-4Multiply Two-Digit Numbers Lesson 8-5Lesson 8-5Multiply Three-Digit Numbers by Two-Digit Numbers Lesson 8-6Lesson 8-6Problem-Solving Investigation: Choose a Strategy Lesson 8-7Lesson 8-7Multiply Greater Numbers 8 8 Multiply by Two-Digit Numbers

Lesson 1 Menu Five-Minute Check (over Chapter 7) Main Idea California Standards Example 1: Multiply by Tens Example 2: Multiply by Tens 8-1 Multiply by Tens

Lesson 1 MI/Vocab 8-1 Multiply by Tens I will multiply a whole number by a multiple of ten.

Lesson 1 Standard Multiply by Tens Standard 4NS3.3 Solve problems involving the multiplication of multidigit numbers by two-digit numbers.

Lesson 1 Standard Multiply by Tens Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.

There are 35 packs of markers in an art classroom. Each pack contains 50 markers. How many markers are there in all? You need to find 35 × 50. Lesson 1 Ex1 8-1 Multiply by Tens

Lesson 1 Ex1 8-1 Multiply by Tens One Way: Use Properties 35 × × (10 × 5) 35 × (5 × 10) (35 × 5) × × 10 1,750 Write the problem. Think of 50 as 10 × 5. Commutative Property Associative Property Multiply. 35 × 5 = 175 Mental Math

Lesson 1 Ex1 8-1 Multiply by Tens Another Way: Paper and Pencil × Step 1 Multiply the ones. 0 Step 2 Multiply the tens × 0 1,75 Answer: So, there are 1,750 markers in all.

Lesson 1 CYP1 8-1 Multiply by Tens A.1,350 B.1,250 C.135 D.125 Find 45 × 30.

Lesson 1 Ex2 A store has 20 children’s bicycles in stock that cost $159 each. How much do the bicycles cost altogether? Step 1 Multiply the ones. 8-1 Multiply by Tens × $

Lesson 1 Ex2 Step 2 Multiply the tens. 8-1 Multiply by Tens 0 × $ $3,18 Answer: So, the bicycles cost $3,180 altogether.

Lesson 1 Ex2 Check 8-1 Multiply by Tens 20 × $159 Write the problem. (2 × 10) × $159 Think of 20 as 2 × 10. (10 × 2) × $159 Commutative Property 10 × (2 × $159) Associative Property 10 × $318 Multiply. 2 × $159 = $318 $3,180 Mental Math So, the answer is correct. Think of 20 × 159 as 2 × 10 × 159.

Lesson 1 CYP2 8-1 Multiply by Tens A.$6,370 B.$5,530 C.$5,370 D.$4,170 Find $179 × 30.

End of Lesson 1

Lesson 2 Menu Five-Minute Check (over Lesson 8-1) Main Idea California Standards Example 1: Estimate Products Example 2: Estimate Products 8-2 Estimate Products

Lesson 2 MI/Vocab 8-2 Estimate Products I will estimate products by rounding.

Lesson 2 Standard Estimate Products Standard 4NS3.3 Solve problems involving multiplication of multidigit numbers by two-digit numbers. Standard 4NS1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.

Lesson 2 Ex1 Kaylee is awake for about 16 hours each day. About how many hours is she awake in 4 weeks? There are 28 days in 4 weeks. So, estimate 16 × 28. Round each factor to its greatest place. Then multiply. 8-2 Estimate Products Step 1 Round each factor to the nearest ten. × × 20 30

× Lesson 2 Ex1 Step 2 Multiply. 8-2 Estimate Products Answer: So, Kaylee is awake for about 600 hours in 4 weeks. 600

Lesson 2 CYP1 8-2 Estimate Products A.400 hours B.425 hours C.450 hours D.500 hours A koala sleeps for about 19 hours a day. About how many hours does one sleep in 3 weeks?

Lesson 2 Ex2 A company bought 53 computers for $909 each. About how much did they spend in all? Step 1 Round each factor to its greatest place. 8-2 Estimate Products × × You need to estimate $909 × 53.

Lesson 2 Ex2 Step 2 Multiply. Answer: So, the company spent about $45, Estimate Products × ,000

Lesson 2 CYP2 8-2 Estimate Products A.$45,000 B.$48,000 C.$53,000 D.$56,000 A school bought 57 laptops for $837 each. About how much did the school spend in all?

End of Lesson 2

Lesson 3 Menu Five-Minute Check (over Lesson 8-2) Main Idea California Standards Example 1: Problem-Solving Strategy 8-3 Problem-Solving Strategy: Act It Out

Lesson 3 MI/Vocab 8-3 Problem-Solving Strategy: Act It Out I will solve a problem by acting it out.

Lesson 3 Standard 8-3 Problem-Solving Strategy: Act It Out Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Lesson 3 Standard 8-3 Problem-Solving Strategy: Act It Out Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

Lesson 3 Ex1 8-3 Problem-Solving Strategy: Act It Out Sonoda has 6 coins in his bank. The coins equal 65¢. What combination of coins does he have in his bank?

Lesson 3 Ex1 Understand What facts do you know? Sonoda has 6 coins. The value of the 6 coins is 65¢. What do you need to find? Find the coins Sonoda has in his bank. 8-3 Problem-Solving Strategy: Act It Out

Lesson 3 Ex1 Plan 8-3 Problem-Solving Strategy: Act It Out You can use play money to act out different combinations of 65¢.

Lesson 3 Ex1 Solve 8-3 Problem-Solving Strategy: Act It Out One way to make 65¢ is with 2 quarters, 1 dime, and 1 nickel. But, that is only 4 coins. You need two more coins.

Lesson 3 Ex1 Solve 8-3 Problem-Solving Strategy: Act It Out Take 1 quarter and exchange it for 2 dimes and 1 nickel. The value stays the same, and the number of coins increases to 6. Answer: So, Sonoda has 1 quarter, 3 dimes, and 2 nickels.

Lesson 3 Ex1 Check Look back at the problem. So, the answer is correct. 1 quarter + 3 dimes + 2 nickels 8-3 Problem-Solving Strategy: Act It Out = (1 × 25 )+ (3 × 10 )+ (2 × 5 ) = 65 =

End of Lesson 3

Lesson 4 Menu Five-Minute Check (over Lesson 8-3) Main Idea California Standards Example 1: Real-World Example Example 2: Multiply Money 8-4 Multiply Two-Digit Numbers

Lesson 4 MI/Vocab 8-4 Multiply Two-Digit Numbers I will multiply two-digit numbers.

Lesson 4 Standard Multiply Two-Digit Numbers Preparation for Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use the relationships between them to simplify computations and to check results.

Lesson 4 Standard Multiply Two-Digit Numbers Preparation for Standard 4NS3.3 Solve problems involving multiplication of multidigit numbers by two-digit numbers.

Lesson 4 Ex1 How far can a truck travel in 14 hours if it is traveling an average of 57 miles per hour? 8-4 Multiply Two-Digit Numbers

Lesson 4 Ex1 8-4 Multiply Two-Digit Numbers One Way: Partial Products × Multiply 4 × 7. Multiply 4 × 50. Multiply 10 × 7. Multiply 10 × 50. Add partial products. 798

Lesson 4 Ex1 8-4 Multiply Two-Digit Numbers One Way: Partial Products

Lesson 4 Ex1 8-4 Multiply Two-Digit Numbers Another Way: Paper and Pencil Step 1 Multiply the ones × 228 2

Lesson 4 Ex1 8-4 Multiply Two-Digit Numbers Another Way: Paper and Pencil Step 2 Multiply the tens ×

Lesson 4 Ex1 8-4 Multiply Two-Digit Numbers Another Way: Paper and Pencil Step 3 Add the products × Answer: So, the truck can travel 798 miles in 14 hours at 57 miles per hour.

Lesson 4 CYP1 8-4 Multiply Two-Digit Numbers A.368 miles B.378 miles C.935 miles D.945 miles How far can a car travel in 15 hours if it is traveling an average of 63 miles per hour?

Lesson 4 Ex2 The Jones family spends an average of $48 a month going to the movies. How much does the family spend in 3 years? 8-4 Multiply Two-Digit Numbers Estimate 50 × 40 = 2,000 There are 12 months in one year and 36 months in 3 years.

Lesson 4 Ex2 8-4 Multiply Two-Digit Numbers Step 1 Multiply the ones. × $ Step 2 Multiply the tens. $ × 1,440 +

Lesson 4 Ex2 Step 3 Add the products. 8-4 Multiply Two-Digit Numbers 1,728 Answer: So, the Jones family spends $1,728 going to the movies in 3 years. $ × 1,440 +

Lesson 4 Ex2 Check for Reasonableness 8-4 Multiply Two-Digit Numbers Since 1,728 is close to the estimate of 2,000, the answer is reasonable. Check 1, = 1,728

Lesson 4 CYP2 8-4 Multiply Two-Digit Numbers A.$3,456 B.$3,157 C.$2,456 D.$2,157 Lauren spends about $72 a month on gas for her car. How much does she spend on gas in 4 years?

End of Lesson 4

Lesson 5 Menu Five-Minute Check (over Lesson 8-4) Main Idea California Standards Example 1: Real-World Example Example 2: Real-World Example 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers

Lesson 5 MI/Vocab 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers I will multiply a three-digit number by a two-digit number.

Lesson 5 Standard Multiply Three-Digit Numbers by Two-Digit Numbers Standard 4NS3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use the relationships between them to simplify computations and to check results.

Lesson 5 Standard Multiply Three-Digit Numbers by Two-Digit Numbers Standard 4NS3.3 Solve problems involving multiplication of multidigit numbers by two-digit numbers.

Lesson 5 Ex1 Antonio spends 194 minutes taking piano lesson each month. How many minutes does he spend taking piano lesson in a year? 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers Estimate 12 × × 200 = 2,000 Step 1 Multiply 194 by 2. ×

Lesson 5 Ex1 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers Step 2 Multiply 194 by 1 ten. × ,940 1 Step 3 Add the products. 1,940 1 × ,328

Lesson 5 Ex1 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers Answer: So, Antonio spends 2,328 minutes taking piano lessons in a year.

Lesson 5 Ex1 Check for Reasonableness 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers Since 2,328 is close to the estimate, the answer is reasonable.

Lesson 5 CYP1 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers A.3,210 minutes B.3,814 minutes C.3,752 minutes D.3,852 minutes Lui spends about 321 minutes a month writing to pen pals. How many minutes does he spend writing letters in a year?

Lesson 5 Ex2 Rai is paid $308 a week for her part-time job at the city library. What is Rai’s annual salary? 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers Estimate $308 × × 50 = $15,000 Step 1 Multiply $308 by 2. × $ $616 1

Lesson 5 Ex2 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers Step 2 Multiply $308 by 50. $15,400 4 $616 $ ×

Lesson 5 Ex2 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers Step 3 Add the partial products. $616 $15,400 4 $ × + $16,016 Answer: So, Rai’s annual salary is $16,016.

Lesson 5 Ex2 Check for Reasonableness 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers Since $16,016 is close to the estimate, the answer is reasonable.

Lesson 5 CYP2 8-5 Multiply Three-Digit Numbers by Two-Digit Numbers A.$22,088 B.$23,088 C.$21,088 D.$20,088 Monique gets paid $444 a week at her job. How much does she get paid in a year?

End of Lesson 5

Lesson 6 Menu Five-Minute Check (over Lesson 8-5) Main Idea California Standards Example 1: Problem-Solving Investigation 8-6 Problem-Solving Investigation: Choose a Strategy

Lesson 6 MI/Vocab 8-6 Problem-Solving Investigation: Choose a Strategy I will choose the best strategy to solve a problem.

Lesson 6 Standard Problem-Solving Investigation: Choose a Strategy Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

Lesson 6 Standard Problem-Solving Investigation: Choose a Strategy Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

Lesson 6 Ex1 GREGORY: I spent 4 hours at a carnival. I spent 45 minutes eating and 55 minutes playing games. I also rode 12 rides, which took about 15 minutes each. YOUR MISSION: Determine if Gregory is correct in saying that he spent 4 hours at the carnival. 8-6 Problem-Solving Investigation: Choose a Strategy

Lesson 6 Ex1 Understand What facts do you know? Gregory spent 45 minutes eating. He spent 55 minutes playing games. He rode 12 rides, which lasted 15 minutes each. What do you need to find? Find if Gregory is correct in saying he spent 4 hours at the carnival. 8-6 Problem-Solving Investigation: Choose a Strategy

Lesson 6 Ex1 Plan Find the total number of minutes spent on carnival activities and compare to 4 hours. 8-6 Problem-Solving Investigation: Choose a Strategy

Lesson 6 Ex1 Solve 8-6 Problem-Solving Investigation: Choose a Strategy Gregory gave the amount of time spent at the carnival in hours. The amount of time spent on each activity was given in minutes. So, change hours to minutes. Then compare the two amounts of time.

Lesson 6 Ex1 Solve 8-6 Problem-Solving Investigation: Choose a Strategy 60 minutes + 60 minutes 240 minutes time Gregory said he spent at carnival × time spent riding rides 45 minutes 55 minutes minutes 280 minutes time spent on carnival activities

Lesson 6 Ex1 Solve 8-6 Problem-Solving Investigation: Choose a Strategy Answer: Since 240 minutes does not equal 280 minutes, Gregory is not correct.

Lesson 6 Ex1 Check 8-6 Problem-Solving Investigation: Choose a Strategy Look back at the problem. Use subtraction to check the amount of time spent on carnival activities. 280 – 180 – 55 – 45 = 0 So, Gregory was not correct.

End of Lesson 6

Lesson 7 Menu Five-Minute Check (over Lesson 8-6) Main Idea California Standards Example 1: Real-World Example Example 2: Real-World Example 8-7 Multiply Greater Numbers

Lesson 7 MI/Vocab 8-7 Multiply Greater Numbers I will multiply four- and five-digit numbers by a two-digit number.

Lesson 7 Standard Multiply Greater Numbers Standard 4NS3.3 Solve problems involving multiplication of multidigit numbers by two-digit numbers. Standard 4MR2.1 Use estimation to verify the reasonableness of calculated results.

9,124 Lesson 7 Ex1 A science museum gets an average of 4,562 visitors every week. How many visitors does it get in a year? 8-7 Multiply Greater Numbers Estimate 52 × 4, × 5,000 = 250,000 Step 1 Multiply the ones. Regroup if necessary. × 4,

Lesson 7 Ex1 Step 2 Multiply the tens. 8-7 Multiply Greater Numbers 228, , , ×

Lesson 7 Ex1 Step 3 Add the partial products. Check for reasonableness. 8-7 Multiply Greater Numbers + 237,224 Answer: So, the science museum gets 237,224 visitors a year. 4, , , ×

Lesson 7 Ex1 Check for Reasonableness 8-7 Multiply Greater Numbers Since 237,224 is close to the estimate, the answer is reasonable.

Lesson 7 CYP1 8-7 Multiply Greater Numbers A.427,700 visitors B.427,590 visitors C.426,790 visitors D.427,800 visitors An amusement park gets an average of 8,225 visitors every week. How many visitors does it get in a year?

Lesson 7 Ex2 8-7 Multiply Greater Numbers A web site gets an average of 23,149 hits each month. How many hits does it get in 15 months? Step 1 Multiply the ones. Regroup if necessary. Estimate 15 × 23, × 20,000 = 400,000 × 23, ,

Lesson 7 Ex2 8-7 Multiply Greater Numbers Step 2 Multiply the tens. × 23, , ,490

Lesson 7 Ex2 8-7 Multiply Greater Numbers Step 3 Add the partial products ,235 × 23, , ,490 Answer: So, the website gets 347,235 hits in 15 months.

Lesson 7 Ex2 8-7 Multiply Greater Numbers Check for Reasonableness Since 347,235 is close to the estimate, the answer is reasonable.

Lesson 7 CYP2 8-7 Multiply Greater Numbers A.594,975 hits B.595,864 hits C.595,975 hits D.594,323 hits Another web site gets an average of 19,225 hits a day. How many hits does the website get in a 31-day month?

End of Lesson 7

8 8 Multiply by Two-Digit Numbers 8 8 CR Menu Five-Minute Checks Math Tool Chest Image Bank

8 8 Multiply by Two-Digit Numbers 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.

8 8 Multiply by Two-Digit Numbers IB 1

8 8 Multiply by Two-Digit Numbers IB 2

8 8 Multiply by Two-Digit Numbers IB 3

8 8 Multiply by Two-Digit Numbers IB 4

8 8 Multiply by Two-Digit Numbers 8 8 5Min Menu Lesson 8-1Lesson 8-1(over Chapter 7) Lesson 8-2Lesson 8-2(over Lesson 8-1) Lesson 8-3Lesson 8-3(over Lesson 8-2) Lesson 8-4Lesson 8-4(over Lesson 8-3) Lesson 8-5Lesson 8-5(over Lesson 8-4) Lesson 8-6Lesson 8-6(over Lesson 8-5) Lesson 8-7Lesson 8-7(over Lesson 8-6)

8 8 Multiply by Two-Digit Numbers 5Min 1-1 (over Chapter 7) A.426 B.405 C.406 D.425 Multiply. Check for reasonableness. 203 × 2

8 8 Multiply by Two-Digit Numbers 5Min 1-2 (over Chapter 7) A.1,283 B.3,502 C.1,273 D.3,542 Multiply. Check for reasonableness. 506 × 7

8 8 Multiply by Two-Digit Numbers 5Min 1-3 (over Chapter 7) A.21,105 B.21,095 C.10,368 D.21,405 Multiply. Check for reasonableness. 3 × 7,035

8 8 Multiply by Two-Digit Numbers 5Min 1-4 (over Chapter 7) A.$32,743 B.$33,672 C.$13,097 D.$33,752 Multiply. Check for reasonableness. 8 × $4,209

8 8 Multiply by Two-Digit Numbers 5Min 1-5 (over Chapter 7) A.30,042 B.30,108 C.30,708 D.30,048 Multiply. Check for reasonableness. 6 × 5,008

8 8 Multiply by Two-Digit Numbers 5Min 2-1 (over Lesson 8-1) A.807 B.187 C.870 D.957 Multiply. 87 × 10

8 8 Multiply by Two-Digit Numbers 5Min 2-2 (over Lesson 8-1) A.1,020 B.912 C.102 D.1,054 Multiply. 34 × 30

8 8 Multiply by Two-Digit Numbers 5Min 2-3 (over Lesson 8-1) A.5,240 B.520 C.5,265 D.5,200 Multiply. 65 × 80

8 8 Multiply by Two-Digit Numbers 5Min 2-4 (over Lesson 8-1) A.$1,173 B.$115 C.$1,150 D.$1,138 Multiply. $23 × 50

8 8 Multiply by Two-Digit Numbers 5Min 2-5 (over Lesson 8-1) A.$6,480 B.$7,110 C.$711 D.$7,189 Multiply. $79 × 90

8 8 Multiply by Two-Digit Numbers 5Min 2-6 (over Lesson 8-1) A.$3,420 B.$3,042 C.$3,477 D.$3,480 Multiply. $57 × 60

8 8 Multiply by Two-Digit Numbers 5Min 3-1 (over Lesson 8-2) A.1,400; more B.1,600; less C.1,600; more D.1,200; less Estimate. Tell whether the estimate is more or less than the actual product. 39 × 35

8 8 Multiply by Two-Digit Numbers 5Min 3-2 (over Lesson 8-2) A.2,700; less B.2,400; less C.3,000; more D.2,700; more Estimate. Tell whether the estimate is more or less than the actual product. 63 × 44

8 8 Multiply by Two-Digit Numbers 5Min 3-3 (over Lesson 8-2) A.$4,300; less B.$4,400; less C.$4,800; more D.$4,000; less Estimate. Tell whether the estimate is more or less than the actual product. $54 × 81

8 8 Multiply by Two-Digit Numbers 5Min 3-4 (over Lesson 8-2) A.$5,400; more B.$3,000; less C.$6,000; more D.$4,125; less Estimate. Tell whether the estimate is more or less than the actual product. $274 × 16

8 8 Multiply by Two-Digit Numbers 5Min 3-5 (over Lesson 8-2) A.63,000; less B.64,800; more C.70,000; more D.64,800; less Estimate. Tell whether the estimate is more or less than the actual product. 719 × 94

8 8 Multiply by Two-Digit Numbers 5Min 4-1 (over Lesson 8-3) A.1 quarter, 4 dimes, 1 nickel, 3 pennies B.2 quarters, 1 dime, 2 nickels, 3 pennies C.3 dimes, 2 nickels, 3 pennies D.2 quarters, 2 dimes, 3 pennies Solve. Use the act it out strategy. Carlos has 8 coins in his pocket. The total value of the coins is 73¢. What coins does Carlos have?

8 8 Multiply by Two-Digit Numbers 5Min 5-1 (over Lesson 8-4) A.308 B.34 C.187 D.200 Multiply. 17 × 11

8 8 Multiply by Two-Digit Numbers 5Min 5-2 (over Lesson 8-4) A.840 B.210 C.720 D.740 Multiply. 35 × 24

8 8 Multiply by Two-Digit Numbers 5Min 5-3 (over Lesson 8-4) A.2,708 B.590 C.2,995 D.2,714 Multiply. 59 × 46

8 8 Multiply by Two-Digit Numbers 5Min 5-4 (over Lesson 8-4) A.$2,248 B.$2,368 C.$640 D.$2,512 Multiply. $64 × 37

8 8 Multiply by Two-Digit Numbers 5Min 5-5 (over Lesson 8-4) A.$5,082 B.$4,242 C.$942 D.$4,642 Multiply. $77 × 66

8 8 Multiply by Two-Digit Numbers 5Min 5-6 (over Lesson 8-4) A.1,936 B.7,628 C.1,104 D.7,728 Multiply. 92 × 84

8 8 Multiply by Two-Digit Numbers 5Min 6-1 (over Lesson 8-5) A.4,852 B.1,612 C.496 D.1,602 Multiply. 124 × 13

8 8 Multiply by Two-Digit Numbers 5Min 6-2 (over Lesson 8-5) A.6,482 B.1,030 C.5,810 D.6,592 Multiply. 206 × 32

8 8 Multiply by Two-Digit Numbers 5Min 6-3 (over Lesson 8-5) A.25,065 B.24,865 C.5,013 D.22,635 Multiply. 557 × 45

8 8 Multiply by Two-Digit Numbers 5Min 6-4 (over Lesson 8-5) A.47,948 B.7,128 C.47,952 D.45,322 Multiply. 648 × 74

8 8 Multiply by Two-Digit Numbers 5Min 6-5 (over Lesson 8-5) A.17,534 B.62,469 C.11,438 D.62,909 Multiply. 817 × 77

8 8 Multiply by Two-Digit Numbers 5Min 6-6 (over Lesson 8-5) A.13,902 B.85,398 C.74,398 D.77,688 Multiply. 993 × 86

8 8 Multiply by Two-Digit Numbers 5Min 7-1 (over Lesson 8-6) A.Yes, it is reasonable because he spent exactly 3 hours completing his chores. B.No, it is not reasonable because he spent over 3 hours completing his chores. Use any strategy to solve. Nitin spent 55 minutes mowing the lawn, 48 minutes cleaning his room, 23 minutes vacuuming, and 32 minutes doing laundry. Is it reasonable to say that Nitin spent 3 hours on completing his chores?

8 8 Multiply by Two-Digit Numbers 5Min 7-1 (over Lesson 8-6) C.No, it is not reasonable because he spent less than 3 hours completing his chores. D.Yes, it is reasonable because he spent almost 3 hours completing his chores.

8 8 Multiply by Two-Digit Numbers 5Min 7-1 (over Lesson 8-6) Answer: C.No, it is not reasonable because he spent less than 3 hours completing his chores.

End of Custom Shows This slide is intentionally blank.