2. Math Module 3 Multi-Digit Multiplication and Division Topic B: Multiplication by 10, 100, and 1,000 Lesson 5: Multiply multiples of 10, 100, and 1,000 by single digits 4.OA.1 4.OA.2 4.NBT.5 4.NBT.1

3. Lesson 5 Target You will multiply multiples of 10, 100, and 1,000 by single digits I can do this!

4. Can you draw something?  What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium?  What conclusions can you make from your drawing? Sat Fluency Group Count by Multiples of 10 and 100 Lesson 5 Fluency Count by sevens to 70. 7 14212835 42 49 56 6370 Now count by 7 tens. When I raise my hand, stop counting. 7 tens 14 tens21 tens Say the number. 210 Continue! 28 tens35 tens 42 tens 420 49 tens 56 tens63 tens 630

5. Can you draw something?  What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium?  What conclusions can you make from your drawing? Sat Fluency Group Count by Multiples of 10 and 100 Lesson 5 Fluency Count by 800 to 8,000. 800 1,6002,4003,2004,000 4,800 5,600 6,400 7,2008,000 Now count by 8 hundreds. When I raise my hand, stop counting. 8 hundreds 16 hundreds24 hundreds Say the number. 2,400 Continue! 32 hundreds40 hundreds 48 hundreds 4,800 56 hundreds 64 hundreds72 hundreds 7,200

6. Can you draw something?  What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the perimeter of the screen in the auditorium?  What conclusions can you make from your drawing? Sat Fluency Group Count by Multiples of 10 and 100 Lesson 5 Fluency Count by 900 to 9,000. 900 1,8002,7003,6004,500 5,400 6,300 7,200 8,1009,000 Now count by 9 hundreds. When I raise my hand, stop counting. 9 hundreds 18 hundreds27 hundreds Say the number. 2,700 Continue! 36 hundreds45 hundreds 54 hundreds 5,400 63 hundreds 72 hundreds 81 hundreds 8,100

7. (Write 3 × 2 =.) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 =.) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.) Lesson 5 Fluency Multiply Units Say the multiplication sentence in unit form. 3 ones × 2 = 6 ones. Write the answer in standard form. Did you write 6? 3 x 2 = ____ 30 x 2 = ____ Say the multiplication sentence in unit form. 3 tens × 2 = 6 tens. Write the answer in standard form. Did you write 60?

8. (Write 3 × 2 =.) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 =.) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.) Lesson 5 Fluency Multiply Units Say the multiplication sentence in unit form. 3 hundreds × 2 = 6 hundreds. Write the answer in standard form. Did you write 600? 300 x 2 = ____ 3,000 x 2 = ____ Say the multiplication sentence in unit form. 3 thousands × 2 = 6 thousands. Write the answer in standard form. Did you write 6,000?

9. (Write 3 × 2 =.) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 =.) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.) Lesson 5 Fluency Multiply Units Say the multiplication sentence in unit form. 5 ones × 3 = 15 ones. Write the answer in standard form. Did you write 15? 5 x 3 = ____ 50 x 3 = ____ Say the multiplication sentence in unit form. 5 tens × 3 = 15 tens. Write the answer in standard form. Did you write 150?

10. (Write 3 × 2 =.) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 =.) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.) Lesson 5 Fluency Multiply Units Say the multiplication sentence in unit form. 5 hundreds × 3 = 15 hundreds. Write the answer in standard form. Did you write 1,500? 500 x 3 = ____ 5,000 x 3 = ____ Say the multiplication sentence in unit form. 5 thousands × 3 = 15 thousands. Write the answer in standard form. Did you write 15,000?

11. (Write 3 × 2 =.) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 =.) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.) Lesson 5 Fluency Multiply Units Say the multiplication sentence in unit form. 5 hundreds × 8 = 40 hundreds. Write the answer in standard form. Did you write 4,000? 500 x 8 = ____ 5,000 x 4 = ____ Say the multiplication sentence in unit form. 5 thousands × 4 = 20 thousands. Write the answer in standard form. Did you write 20,000?

12. (Write 3 × 2 =.) Say the multiplication sentence in unit form. S: 3 ones × 2 = 6 ones. T: Write the answer in standard form. S: (Write 6.) T: (Write 30 × 2 =.) Say the multiplication sentence in unit form. S: 3 tens × 2 = 6 tens. T: Write the answer in standard form. S: (Write 60.) Lesson 5 Fluency Multiply Units Say the multiplication sentence in unit form. 5 ones × 8 = 40 ones. Write the answer in standard form. Did you write 40? 5 x 8 = ____ 90 x 7 = ____ Say the multiplication sentence in unit form. 9 tens × 7 = 63 tens. Write the answer in standard form. Did you write 630?

13. Lesson 5 Concept Development Problem 1 2 ones × 4 2 tens × 4 2 hundreds × 4 2 thousands × 4 Show 2 ones × 4 on your place value chart. Circle each group of 2 ones. 2 ones x 4 is? Show 2 tens × 4 on your place value chart. Circle each group of 2 tens. 2 tens x 4 is?

14. Lesson 5 Concept Development Problem 1 2 ones × 4 2 tens × 4 2 hundreds × 4 2 thousands × 4 What did you notice about multiplying 2 hundreds x 4 compared to 2 tens x 4? With your partner, represent 2 hundreds × 4. Circle each group of 2 hundreds. There was the same number of disks. It was almost the same except I used disks that represented 1 hundred instead of 10. The value of the disks is in the hundreds, so my answer is larger. 2 hundreds x 4 is? What do you think would happen if we multiplied 2 thousands x 4?

15. Lesson 5 Concept Development Problem 1b 3 tens × 3 3 hundreds x 3 3 thousands x 3 Show 3 tens × 3 on your place value chart. Circle each group of 3 tens. 3 tens x 3 is? Show 3 hundreds × 3 on your place value chart. Circle each group of 3 hundreds. 3 hundreds x 3 is? ThousandsHundredsTensones ThousandsHundredsTensones 

16. Lesson 5 Concept Development Problem 1b 3 tens × 3 3 hundreds x 3 3 thousands x 3 ThousandsHundredsTensones  With your partner, represent 3 thousands × 3. Circle each group of 3 thousands. What did you notice about multiplying 3 thousands x 3 compared to 3 hundreds x 3? There was the same number of disks. It was almost the same except I used disks that represented 1 hundred instead of 10. The value of the disks is in the thousands, so my answer is larger. 2 hundreds x 4 is? What do you think would happen if we multiplied 2 thousands x 4?

17. Lesson 5 Concept Development Problem 2 8 x 2 8 x 20 8 x 200 8 x 2,000 With your partner, solve these multiplication problems in unit form. What patterns do you notice? All of the problems have 8 as a factor. The units are in order of the place value chart, smallest to largest. The unit we multiply is the same unit we get in our answer. Like 8 x 2 tens equals 16 tens and 8 x 2 hundreds is 16 hundreds.

18. Lesson 5 Concept Development Problem 2 8 x 2 8 x 20 8 x 200 8 x 2,000 What happens if we change the unit from 8 x 2 hundreds to 8 hundreds x 2? Does the answer change? The answer stays the same even though the unit changed. 8 x 2 hundreds can be written 8 x (2 x 100) 8 hundreds x 2 can be written (8 x 100) x 2.

19. Lesson 5 Concept Development Problem 2b 5 x 2 5 x 20 5 x 200 5 x 2,000 With your partner, solve these multiplication problems in unit form. What patterns do you notice? All of the problems have 5 as a factor. The units are in order of the place value chart, smallest to largest. The unit we multiply is the same unit we get in our answer. Like 5 x 2 tens equals 10 tens and 5 x 2 hundreds is 10 hundreds. 5 x 2 ones = 10 ones 5 x 2 tens = 10 tens 5 x 2 hundreds = 10 hundreds 5 x 2 thousands = 10 thousands

20. Lesson 5 Concept Development Problem 2b 5 x 2 5 x 20 5 x 200 5 x 2,000 What happens if we change the unit from 5 x 2 hundreds to 5 hundreds x 2? Does the answer change? The answer stays the same even though the unit changed. 5 x 2 hundreds can be written 5 x (2 x 100) 5 hundreds x 2 can be written (5 x 100) x 2.  

21. Can you draw something?  What can you draw?  What conclusions can you make from your drawing? RDW Review Lesson 5

22. Francisco plays a video game and earns 60 points for every coin he collects. He collected 7 coins. How many points did he earn for the coins that he collected? 2. Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many points did he earn for the levels that he completed? 3. What was the total number of points that Francisco earned? Lesson 5 Concept Development Problem 3 Solve a word problem involving finding the sum of two different products of a single-digit number by a two- and three- digit multiple of 10 1.Francisco plays a video game and earns 60 points for every coin he collects. He collected 7 coins. How many points did he earn for the coins that he collected?

23. Francisco plays a video game and earns 60 points for every coin he collects. He collected 7 coins. How many points did he earn for the coins that he collected? 2. Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many points did he earn for the levels that he completed? 3. What was the total number of points that Francisco earned? Lesson 5 Concept Development Problem 3 Solve a word problem involving finding the sum of two different products of a single- digit number by a two- and three- digit multiple of 10 Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many points did he earn for the levels that he completed? What was the total number of points that Francisco earned?

24. Francisco plays a video game and earns 60 points for every coin he collects. He collected 7 coins. How many points did he earn for the coins that he collected? 2. Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many points did he earn for the levels that he completed? 3. What was the total number of points that Francisco earned? Lesson 5 Concept Development Problem 4 Solve a word problem involving 1,000 times as many. At a concert, there were 5,000 people in the audience. That was 1,000 times the number of performers. How many performers were at the concert? Write an equation to solve for how many performers were at the concert. Solve using a method of your choice. I know 1,000 times the number of performers is 5,000, so to solve the equation of p × 1,000 = 5,000, I know that there were 5 performers. There are 1,000 times as many people in the audience, so I can divide 5,000 by 1,000 to find 5 performers.

25. Lesson 5 Problem Set 10 Minutes

26. Lesson 5

27. What pattern did you notice while solving Problems 1, 2, and 3?

28. Lesson 5 Explain to your partner how you solved for the problems in the last row of Problem 5. Explain to your partner the value and importance of the number zero in the factor and the product.

29. Lesson 5

30. Debrief Lesson Objective: Multiply multiples of 10, 100, and 1,000 by single digits, recognizing patterns. Sometimes, we decompose using addition, such as saying 30 = 10 + 10 + 10, and sometimes we decompose using multiplication, such as saying 30 = 3 × 10. What are some possible decompositions of 24 using addition? Multiplication? What did you notice about 5 × 2, 5 × 20, 5 × 200, 5 × 2,000? Did you see that there is a “hidden” or “extra” zero because 5 × 2 ones is 1 ten, 5 × 2 tens is 10 tens, etc. What significant math vocabulary did we use today to communicate precisely? How did the last lesson prepare you for this lesson?

31. Exit Ticket Lesson 4