4 th Grade Math Learning Objective: We will multiply by multiples of 10, 100, and READY TO TEACH SM EDI ® Lessons ©2013 All rights reserved. EDI Lesson Overview Focus Standard: 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Support Standard: SMP 1, SMP 2, SMP 3, SMP 4, SMP 5, SMP 6 Prerequisite(s): 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. Manipulative(s): Special Instructions: Note that the focus of this lesson should be the conceptual understanding of multiplying using factors of 10. By the end of the lesson, students should be able to explain where all the zeroes at the end of each answer came from. Please review the animation sequence on Concept Development 1 and 2. The purpose of the animation is to help students understand multiplication strategy based on place value. Vocabulary Academic:strategy Content:multiple, multiply, factors, product Support: Common Core Shifts in Mathematics Shift 1 Focus Shift 2 Coherence Shift 3 Fluency Shift 4 Deep Understanding Shift 5 Application Shift 6 Dual Intensity Standards for Mathematical Practice (SMPs) SMP1 Make sense of problems SMP2 Reason abstractly and quantitatively SMP3 Construct arguments and critique the reasoning of others SMP4 Model with math SMP5 Use appropriate tools SMP6 Attend to precision SMP7 Make use of structure SMP8 Look for regularity in repeated reasoning

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Lesson to be used by EDI-trained teachers only. READY TO TEACH SM EDI ® Lessons ©2013 All rights reserved. What are we going to learn? CFU Students, you already know how to write numbers as an amount of tens, hundreds, or thousands. Now, we will multiply by multiples of 10, 100, and Make Connection We will multiply by multiples of 10, 100, and Learning Objective Activate Prior Knowledge Write the number as an amount of tens, hundreds, or thousands Multiples of 10: 10, 20, 30, 40, …, 80, 90 Multiples of 100: 100, 200, 300, …, 1600, 1700, … Multiples of 1000: 1000, 2000, 3000, …,18000, … Place Value 0 Ones Tens Hundreds Thousands 003

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. To multiply is to do repeated addition of equal groups. Factors are the numbers being multiplied. The product is the answer to the multiplication problem. There is a place-value strategy 1 for multiplying by multiples of 10, 100, and For the multiplication problem above, which are the factors? Which is the product? The factors are ____________. The product is _____________. Which multiplication problem can be solved using the place- value strategy you just learned? How do you know? A 5  726 B 5  700 CFU 1 1 a plan on how to do something Vocabulary Concept Development 1 3  500 = 1, groups of  5 hundreds 15 hundreds 7  400 = 2,800 factorsproduct Animation on Slide Go to Skill Dev 1 Cannot use the place-value strategy above to multiply: 3  is not a multiple of 10, 100, or 1000

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Which choice is equal to: 7 tens  4 tens A 7  4 hundreds B 7  4 tens C 7  4 thousands For the 10 groups of 30 blocks, circle 10 groups of 10 blocks. How many blocks are in ten tens? CFU 2 Concept Development 2 10  30 = ten x 3 tens 1 x 3 hundreds 3 hundreds 10 groups of 30 Animation on Slide Go to Skill Dev 2 To multiply is to do repeated addition of equal groups. Factors are the numbers being multiplied. The product is the answer to the multiplication problem. There is a place-value strategy for multiplying by multiples of 10, 100, and  400 = 2,800 factorsproduct

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and Skill Development/Guided Practice  400 = _______2. 3  200 = _______ 10 tens is a hundred 10 hundreds is a thousand 3. 3  600 = _______4. 2  800 = _______ Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. Multiply by multiples of 10, 100, and How did I/you rewrite the factors as an amount of tens, hundreds, or thousands?? How did I/you multiply? How did I/you write the product as a number? CFU 1 2 3

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Skill Development/Guided Practice 1 (continued) To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and  4,000 = _______6. 7  5,000 = _______ 10 tens is a hundred 10 hundreds is a thousand Application Which multiplication problem can be solved using the place-value strategy you just learned? How do you know? A 8  3002B 8  3000C 5  6210 Go to Concept Dev 2 Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. Multiply by multiples of 10, 100, and How did I/you rewrite the factors as an amount of tens, hundreds, or thousands?? How did I/you multiply? How did I/you write the product as a number? CFU 1 2 3

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. Multiply by multiples of 10, 100, and To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and Skill Development/Guided Practice  30 = _______2. 30  70 = _______  50 = _______4. 50  40 = _______ 10 tens is a hundred 10 hundreds is a thousand Application Which multiplication problems can be solved using the place-value strategy you just learned? How do you know? A 50  32B 50  30C 40  60 How did I/you rewrite the factors as an amount of tens, hundreds, or thousands?? How did I/you multiply? How did I/you write the product as a number? CFU 1 2 3

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Skill Development/Guided Practice 2 (continued) How did I/you determine what the question is asking? How did I/you determine the math concept required? How did I/you determine the relevant information? How did I/you solve and interpret the problem? How did I/you check the reasonableness of the answer? CFU Each section in the stadium at Martin Luther King Jr. High School holds 2,000 people. There are 5 sections in the stadium. How many people will the stadium hold? 2. Nahla and Hans want to know how many seats are in the auditorium at their school. Nahla counts 30 seats in a row. Hans counted 50 rows. How many seats are there?

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Multiplying by multiples of 10, 100, and 1000 will help you in business careers. Multiplying by multiples of 10, 100, and 1000 will help you do well on tests. 1 Does anyone else have another reason why it is relevant to multiply by multiples of 10, 100, and 1000? (Pair-Share) Why is it relevant to multiply by multiples of 10, 100, and 1000? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? CFU 2 Sample Test Question: 14. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D. A. 8  100O Yes O No B. 2  2000O Yes O No C. 50  80O Yes O No D. 80  80O Yes O No To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and Relevance ItemAmount per Box paperclip400 paper2,000 rubber band500 pens30

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. What did you learn today about multiplying by multiples of 10, 100, and 1000? (Pair-Share) Use words from the word bank. To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and Skill Closure Access Common Core Summary Closure Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. Multiply by multiples of 10, 100, and  3000 = _______2. 50  60 = _______ Let = 100. Draw 5  tens is a hundred 10 hundreds is a thousand Word Bank multiply factors product place value multiples

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Independent Practice Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. Multiply by multiples of 10, 100, and To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and  3000 = _______2. 7  200 = _______ 3. 5  200 = _______4. 6  500 = _______ 10 tens is a hundred 10 hundreds is a thousand

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Independent Practice (continued) Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. Multiply by multiples of 10, 100, and To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and  90 = _______6. 70  70 = _______  50 = _______8. 20  50 = _______ 10 tens is a hundred 10 hundreds is a thousand

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Periodic Review  9000 = _______2. 80  70 = _______ Multiply by multiples of 10, 100, and  8000 = _______4. 60  60 = _______ Access Common Core Correct the following math worksheet. If an answer is incorrect, cross it out and write the correct answer. Multiply by multiples of 10, 100, and Name ____________________  90 = _______2. 7  2000 = _______ 3. 5  300 = _______4. 4  500 = _______ 10 tens is a hundred 10 hundreds is a thousand

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Periodic Review  7000 = _______2. 90  80 = _______ Multiply by multiples of 10, 100, and  400 = 2,800 factorsproduct 3. 6  7000 = _______4. 50  50 = _______ Access Common Core 1. Does the multiplication problem have a product of 2,000? Select Yes or No for A – D. A. 2  100O Yes O No B. 2  1000O Yes O No C. 50  40O Yes O No D. 20  20O Yes O No 2. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D. A. 50  80O Yes O No B. 10  40O Yes O No C. 50  40O Yes O No D. 2  2000O Yes O No 3. Does the multiplication problem have a product of 1,000? Select Yes or No for A – D. A. 5  1000O Yes O No B. 50  20O Yes O No C. 10  10O Yes O No D. 2  500O Yes O No 4. Does the multiplication problem have a product of 3,000? Select Yes or No for A – D. A. 6  500O Yes O No B. 3  100O Yes O No C. 60  50O Yes O No D. 30  10O Yes O No

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. Periodic Review 3 Access Common Core  90 = _______2. 40  50 = _______ Multiply by multiples of 10, 100, and  400 = 2,800 factorsproduct 3. 8  9000 = _______4. 70  50 = _______ ItemAmount per Box paperclip400 paper2,000 rubber band500 pens30 Margie is ordering supplies for the office. Answer the questions using the table below. 1. How many sheets of paper would she get if she bought 5 boxes? 2. How many pens would she get if she bought 40 boxes? 3. How many rubber bands would she get if she bought 6 boxes? Margie would get 10,000 sheets of paper in five boxes. Margie would get 1,200 pens in 40 boxes. Margie would get 3,000 rubber bands in 6 boxes.

CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply by multiples of 10, 100, and Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved. EDI – Cognitive, Teaching, and English Learner Strategies Learning Objective: We will multiply by multiples of 10, 100, and Elaboration Targeted Vocabulary Academic strategy Content multiple, multiply, factors, product Support Demonstration Vocabulary Strategy Multiple-Meaning Synonym Definition multiply, factors, product, strategy Homophone Internal Context Clue Listen, Speak Similar Sounds WriteWriting Read Tracked Reading Comprehensible Input Cognates Contextual Clues Graphic Organizer Contextualized Definitions Pictures Language Strategies Cognitive StrategiesTeaching Strategies Content Access Strategies