We will multiply by multiples of 10, 100, and 1000. Name Learning Objective We will multiply by multiples of 10, 100, and 1000. What are we going to learn? CFU Activate Prior Knowledge Multiples of 10: 10, 20, 30, 40, … , 80, 90, … Multiples of 100: 100, 200, 300, … , 1600, 1700, … Multiples of 1000: 1000, 2000, 3000, … ,18000, 19000 … Write the number as an amount of tens, hundreds, or thousands. 1.) 1500 2.) 2000 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 1000. Make Connection

Concept Development 1 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 strategy1 for multiplying by multiples of 10, 100, and 1000. 7  400 = 2,800 factors product 3  500 = 1,500 3  5 hundreds 15 hundreds 3 groups of 500 500 + 500 + 500 Cannot use the place-value strategy above to multiply: Go to Skill Dev 1 3  518 518 is not a multiple of 10, 100, or 1000 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

+ 30 10  30 = 300 10 groups of 30 7  400 = 2,800 1 ten x 3 tens Concept Development 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 1000. 7  400 = 2,800 factors product 10  30 = 300 1 ten x 3 tens 1 x 3 hundreds 3 hundreds 10 groups of 30 + 30 Go to Skill Dev 2 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

Multiply by multiples of 10, 100, and 1000. Skill Development/Guided Practice 1 10 tens is a hundred 10 hundreds is a thousand To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. Multiply by multiples of 10, 100, and 1000. 1 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. 2 3 1. 6 400 = _______ 2. 3 200 = _______ 3. 3 600 = _______ 4. 2 800 = _______ 5. 5 4,000 = _______ 6. 7 5,000 = _______ Which multiplication problem can be solved using the place-value strategy you just learned? How do you know? A 8  3002 B 8  3000 C 5  6210 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

Multiply by multiples of 10, 100, and 1000. Skill Development/Guided Practice 2 10 tens is a hundred 10 hundreds is a thousand To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. Multiply by multiples of 10, 100, and 1000. 1 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. 2 3 1. 40 30 = _______ 2. 30 70 = _______ 3. 80 50 = _______ 4. 50 40 = _______ Which multiplication problem can be solved using the place-value strategy you just learned? How do you know? A 50  32 B 50  30 C 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

Skill Development/Guided Practice 2 (continued) 1. 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? 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 4 1 3 2 5

Relevance To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. 1 Multiplying by multiples of 10, 100, and 1000 will help you in business careers. Item Amount per Box paperclip 400 paper 2,000 rubber band 500 pens 30 2 Multiplying by multiples of 10, 100, and 1000 will help you do well on tests. Sample Test Question: 14. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D. A. 8  100 O Yes O No B. 2  2000 O Yes O No C. 50  80 O Yes O No D. 80  80 O Yes O No 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

multiply factors product place value multiples 10 tens is a hundred 10 hundreds is a thousand To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. Skill Closure Multiply by multiples of 10, 100, and 1000. 1 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. 2 3 1. 8 3000 = _______ 2. 50 60 = _______ Access Common Core Let = 100. Draw 5  200 Word Bank multiply factors product place value multiples Summary Closure What did you learn today about multiplying by multiples of 10, 100, and 1000? (Pair-Share) Use words from the word bank. Day 1 ____________________________________________________________ _________________________________________________________________ Day 2 ____________________________________________________________

Multiply by multiples of 10, 100, and 1000. Name Independent Practice To multiply is to do repeated addition of equal groups. There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. 10 tens is a hundred 10 hundreds is a thousand Multiply by multiples of 10, 100, and 1000. 1 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. 2 3 1. 4 3000 = _______ 2. 7 200 = _______ 3. 5 200 = _______ 4. 6 500 = _______ 5. 50 90 = _______ 6. 70 70 = _______ 7. 40 50 = _______ 8. 20 50 = _______

1. 5 9000 = _______ 2. 80 70 = _______ 3. 8 8000 = _______ Name Periodic Review 1 Multiply by multiples of 10, 100, and 1000. 1. 5 9000 = _______ 2. 80 70 = _______ 3. 8 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 1000. Name ____________________ 1. 60 90 = _______ 2. 7 2000 = _______ 3. 5 300 = _______ 4. 4 500 = _______

1. 7 7000 = _______ 2. 90 80 = _______ 3. 6 7000 = _______ Name Periodic Review 2 Multiply by multiples of 10, 100, and 1000. 1. 7 7000 = _______ 2. 90 80 = _______ 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  100 O Yes O No B. 2  1000 O Yes O No C. 50  40 O Yes O No D. 20  20 O Yes O No 2. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D. A. 50  80 O Yes O No B. 10  40 O Yes O No C. 50  40 O Yes O No D. 2  2000 O Yes O No A yes choice of an amount (<10) of a thousand shows understanding at a basic level. A yes choice of an amount (10-90) of a hundred shows understanding at a deeper level. i.e., from problem 1: choice B and choice C. 3. Does the multiplication problem have a product of 1,000? Select Yes or No for A – D. A. 5  1000 O Yes O No B. 50  20 O Yes O No C. 10  10 O Yes O No D. 2  500 O Yes O No 4. Does the multiplication problem have a product of 3,000? Select Yes or No for A – D. A. 6  500 O Yes O No B. 3  100 O Yes O No C. 60  50 O Yes O No D. 30  10 O Yes O No

1. 50 90 = _______ 2. 40 50 = _______ 3. 8 9000 = _______ Name Periodic Review 3 Multiply by multiples of 10, 100, and 1000. 1. 50 90 = _______ 2. 40 50 = _______ 3. 8 9000 = _______ 4. 70 50 = _______ Access Common Core Margie is ordering supplies for the office. Answer the questions using the table below. Item Amount per Box paperclip 400 paper 2,000 rubber band 500 pens 30 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?