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Chapter Menu Lesson 14-1Lesson 14-1Multiply Multiples of 10, 100, and 1,000 Lesson 14-2Lesson 14-2Problem-Solving Strategy: Use Logical Reasoning Lesson 14-3Lesson 14-3Estimate Products Lesson 14-4Lesson 14-4Multiply by a One-Digit Number Lesson 14-5Lesson 14-5Problem-Solving Investigation: Choose the Best Strategy Lesson 14-6Lesson 14-6Multiply Two-Digit Numbers Lesson 14-7Lesson 14-7Multiply Greater Numbers Lesson 14-8Lesson 14-8Multiply Money 14 Multiply by One-Digit Numbers

Lesson 1 Menu Five-Minute Check (over Chapter 13) Main Idea and Vocabulary California Standards Example 1 Example 2 Example Multiply Multiples of 10, 100, and 1,000

14-1 Multiply Multiples of 10, 100, and 1,000 Lesson 1 MI/Vocab I will learn to multiply multiples of 10, 100, and 1,000. multiples

14-1 Multiply Multiples of 10, 100, and 1,000 Lesson 1 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ). Standard 3MR2.2 Apply strategies and results from simpler problems to more complex problems.

Find 6 × 100. Use basic facts and patterns of zeros. Lesson 1 Ex1 Alejandra bought 6 boxes of beads to make jewelry. Each box has 100 beads. How many beads does Alejandra have? 14-1 Multiply Multiples of 10, 100, and 1,000 6 × 1 = 6 6 × 10 = 60 6 × 100 = 600 Answer: So, Alejandra has 600 beads. 6 × 1 one = 6 ones 6 × 1 ten = 60 tens 6 × 1 hundred = 6 hundreds

A.50 B.5,000 C.500 D.5 Lesson 1 CYP Multiply Multiples of 10, 100, and 1,000 Ronald buys 5 packs of stickers with 100 stickers in each pack. How many stickers did Ronald buy all together?

Lesson 1 Ex Multiply Multiples of 10, 100, and 1,000 You need to find 7 × 2,000. Mr. Lin bought 7 bags of gravel for his driveway. There are 2,000 pieces in each bag. How many pieces of gravel does Mr. Lin have?

Lesson 1 Ex Multiply Multiples of 10, 100, and 1,000 7 × 2 = 14 7 × 20 = × 200 = 1,400 Answer: So, 7 × 2,000 = 14,000. Mr. Lin has 14,000 pieces of gravel. 7 × 2 ones = 14 ones 7 × 2 tens = 14 tens 7 × 2 hundreds = 14 hundreds 7 × 2,000 = 14,000 7 × 2 thousands = 14 thousands

A.2,000 pounds B.20,000 pounds C.200,000 pounds D.200 pounds Lesson 1 CYP Multiply Multiples of 10, 100, and 1,000 A crane operator was stacking 2,000 pound cement blocks on top of each other 10 blocks high in a column. What is the total weight of a column?

Lesson 1 Ex3 6,000 people fly each day at a busy airport. How many people fly from the airport in 5 days? 14-1 Multiply Multiples of 10, 100, and 1,000 You need to find 5 × 6,000.

Lesson 1 Ex Multiply Multiples of 10, 100, and 1,000 5 × 6 = 30 5 × 60 = × 600 = 3,000 Answer: So, 5 × 6,000 = 30,000. About 30,000 people will fly from the airport in 5 days. 5 × 6,000 = 30,000

A.280 B.280,000 C.2,800 D.28,000 Lesson 1 CYP Multiply Multiples of 10, 100, and 1,000 On a given day, 4,000 people ride a particular rollercoaster at a popular amusement park. How many people will have rode this particular rollercoaster after 7 days?

End of Lesson 1

Lesson 2 Menu Five-Minute Check (over Lesson 14-1) Main Idea California Standards Example 1: Problem-Solving Strategy 14-2 Problem-Solving Strategy: Use Logical Reasoning

14-2 Problem-Solving Strategy: Use Logical Reasoning Lesson 2 MI/Vocab I will solve problems by using logical reasoning.

14-2 Problem-Solving Strategy: Use Logical Reasoning Lesson 2 Standard 1 Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

Lesson 2 Ex1 Three friends all have on different shirts. Hallie’s shirt is white. Jimar’s shirt is not green. Lina’s shirt is not red. What is the color of each of their shirts? 14-2 Problem-Solving Strategy: Use Logical Reasoning

Lesson 2 Ex1 Understand What facts do you know? Hallie has on a white shirt. Jimar’s shirt is not green. Lina’s shirt is not red. What do you need to find? The color of each person’s shirt Problem-Solving Strategy: Use Logical Reasoning

Lesson 2 Ex1 Plan Make a table to show what you know. Then use logical reasoning to find the color of each person’s shirt Problem-Solving Strategy: Use Logical Reasoning

Lesson 2 Ex1 Solve Hallie is wearing white. So, write yes by her name under white. Place an X in all the rest of the white column and the other colors for Hallie Problem-Solving Strategy: Use Logical Reasoning

Lesson 2 Ex1 Solve Lina’s shirt is not red and can not be white, so it is green. The color that is left is red. Jimar’s shirt must be red. Answer: So, Hallie is wearing white, Lina is wearing green, and Jimar is wearing red Problem-Solving Strategy: Use Logical Reasoning

Lesson 2 Ex1 Check Look back at the problem. The answer makes sense for the facts given. So, the answer is correct Problem-Solving Strategy: Use Logical Reasoning

End of Lesson 2

Lesson 3 Menu Five-Minute Check (over Lesson 14-2) Main Idea and Vocabulary California Standards Example 1 Example 2 Example Estimate Products

14-3 Estimate Products Lesson 3 MI/Vocab I will estimate products. estimate round

14-3 Estimate Products Lesson 3 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ). Standard 3MR2.1 Use estimation to verify the reasonableness of calculated results.

Lesson 3 Ex Estimate Products Each of 23 clubs can send 5 members to the county competition. About how many members will go to the county competition? Estimate 5 × 23 by rounding to the nearest ten.

Lesson 3 Ex Estimate Products Step 1 Round the factor that is greater than 10 to the nearest ten. 5 × 23 5 × is closer to 20 than 30. So, 23 rounds to 20.

Lesson 3 Ex Estimate Products Answer: So, about 100 club members can go to the county competition. Step 2 Multiply mentally. 5 × 20 = 100

A.about $300 B.about $30 C.about $3,000 D.about $33 Lesson 3 CYP Estimate Products All 33 members of a local community group will be donating $10 a piece for a worthy cause. About how much money will the group be donating?

Lesson 3 Ex2 There are 128 students in the play. They can each invite 6 people to the play. About how many people can be invited to the play? Estimate 6 × 128 by rounding to the nearest hundred Estimate Products 6 × × 100 = 600

Lesson 3 Ex Estimate Products 128 is closer to 100 than 200. Answer: So, about 600 people can be invited to the play.

A.about 100 B.about 1,000 C.about 10,000 D.about 500 Lesson 3 CYP Estimate Products A group of 212 kids were waiting in line to receive 5 free music CDs. About how many music CDs will be needed to satisfy all the waiting kids?

Lesson 3 Ex Estimate Products The senior class is going to Washington D.C. for their class trip. A bus holds 43 students. Will 5 buses be enough for 192 students? Answer: So, the buses can hold about 200 students. 200 > 192. So, 5 buses will be enough to transport 192 students. Estimate 5 × × 43 5 × 40 = 200 Round 43 to 40. Multiply mentally.

A.Yes, six buses will be enough. B.Yes, but less than six buses are needed. C.No, more than six buses are needed. Lesson 3 CYP Estimate Products A school wants to take their 298 honor roll students to an art museum. Each charter bus can hold 50 people. Will 6 buses be enough to take all the students?

End of Lesson 3

Lesson 4 Menu Five-Minute Check (over Lesson 14-3) Main Idea and Vocabulary California Standards Example 1 Example Multiply by a One-Digit Number

14-4 Multiply by a One-Digit Number Lesson 4 MI/Vocab I will multiply two-digit numbers by a one-digit number with no regrouping. partial products

14-4 Multiply by a One-Digit Number Lesson 4 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ).

Lesson 4 Ex1 Ajay and his sister each have 43 baseball cards. How many cards do they have altogether? 14-4 Multiply by a One-Digit Number The array on the next slide shows 2 × 43. Break the grid into parts. Then use what you know about multiplication to find the total number of squares.

Lesson 4 Ex Multiply by a One-Digit Number The orange shaded part represents 2 × 40. The blue shaded part represents 2 × 3.

Lesson 4 Ex Multiply by a One-Digit Number 2 × 40 = 80 2 × 3 = = 86 Answer: So, Ajay and his sister have 86 baseball cards in all. So, 2 × 43 = 86. Find the product of each part, or the partial products. Then add the partial products.

A.50 B.60 C.52 D.62 Lesson 4 CYP Multiply by a One-Digit Number After the season, David and his friend each had 26 stolen bases. How many stolen bases did David and his friend have together?

Lesson 4 Ex2 A storeroom has 4 shelves with 212 boxes on each shelf. How many boxes are there altogether? 14-4 Multiply by a One-Digit Number Estimate 4 × × 200 = 800 Think of 212 as

Lesson 4 Ex2 Answer: So, there are 848 boxes altogether Multiply by a One-Digit Number ×

A.700 B.669 C.796 D.696 Lesson 4 CYP Multiply by a One-Digit Number The auditorium can hold 232 people. A particular event is scheduled for 3 different times in one day to be held in the auditorium. How many people will be able to attend the event all together?

End of Lesson 4

Lesson 5 Menu Five-Minute Check (over Lesson 14-4) Main Idea California Standards Example 1: Problem-Solving Investigation 14-5 Problem-Solving Investigation: Choose the Best Strategy

14-5 Problem-Solving Investigation: Choose the Best Strategy Lesson 5 MI/Vocab I will choose the best strategy to solve a problem.

14-5 Problem-Solving Investigation: Choose the Best Strategy Lesson 5 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

14-5 Problem-Solving Investigation: Choose the Best Strategy Lesson 5 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ).

Lesson 5 Ex1 RYDELL: I need to fill 3 pitchers and 2 punch bowls with strawberry punch. It takes 11 cans of punch to fill one pitcher and 24 cans of punch to fill the punch bowl. YOUR MISSION: Find how many cans of punch are needed in all Problem-Solving Investigation: Choose the Best Strategy

Lesson 5 Ex1 Understand What facts do you know? It takes 11 cans to fill 1 pitcher. It takes 24 cans of punch to fill 1 punch bowl. What do you need to find? Find how many cans of punch are needed in all Problem-Solving Investigation: Choose the Best Strategy

Lesson 5 Ex1 Plan Solve a simpler problem. Solve for each part of the problem then add Problem-Solving Investigation: Choose the Best Strategy

Lesson 5 Ex1 Solve 1 pitcher = 11 cans of punch. So, it takes 11 × 3 or 33 cans to fill 3 pitchers Problem-Solving Investigation: Choose the Best Strategy 1 punch bowl = 24 cans. So, it takes 24 × 2 or 48 cans to fill 2 bowls. Now find the total = 81 Answer: So, 81 cans of punch are needed in all.

Lesson 5 Ex1 Check Look back at the problem. Use addition to check Problem-Solving Investigation: Choose the Best Strategy So, the answer is correct.

End of Lesson 5

Lesson 6 Menu Five-Minute Check (over Lesson 14-5) Main Idea California Standards Example 1 Example Multiply Two-Digit Numbers Multiplication with Regrouping

14-6 Multiply Two-Digit Numbers Lesson 6 MI/Vocab I will multiply a two-digit number by a one-digit number with regrouping.

14-6 Multiply Two-Digit Numbers Lesson 6 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ). Standard 3MR2.1 Use estimation to verify the reasonableness of calculated results.

Lesson 6 Ex1 A computer book has 7 chapters. There are 12 pages in each chapter. How many pages are there in all? Use models to help you find the product of 7 × Multiply Two-Digit Numbers Estimate 7 × 12 7 × 10 = 70

Lesson 6 Ex1 Step 1 Model 7 × Multiply Two-Digit Numbers One Way: Base Ten Models 7 groups of 12

Lesson 6 Ex Multiply Two-Digit Numbers One Way: Base Ten Models Step 2 Combine models. 14 ones = 1 ten, 4 ones

Lesson 6 Ex Multiply Two-Digit Numbers One Way: Base Ten Models Step 3 Find 7 × ×

Lesson 6 Ex Multiply Two-Digit Numbers Another Way: Paper and Pencil Step 1 Multiply ones × × 2 ones = 14 ones 14 ones = 1 ten and 4 ones Step 2 Multiply tens × × 1 ten = 7 tens 7 tens + 1 ten = 8 tens 8

A.39 B.32 C.48 D.45 Lesson 6 CYP Multiply Two-Digit Numbers A building has 16 floors with 3 sets of male and female restrooms on each floor. How many set of male and female restrooms are there in the whole building?

Lesson 6 Ex2 A large egg carton holds 18 eggs. How many eggs are in 5 large egg cartons? Find the product of 5 and Multiply Two-Digit Numbers Estimate 5 × 18 5 × 20 = 100 Step 1 Multiply ones × 0 5 × 8 ones = 40 ones 4

Lesson 6 Ex Multiply Two-Digit Numbers Step 2 Multiply tens. 5 × 1 ten = 5 tens 18 5 × tens + 4 tens = 9 tens 9 The area model shows that 5 × 18 is 90.

Multiply ones. Multiply tens. Lesson 6 Ex Multiply Two-Digit Numbers Check for Reasonableness 90 is close to 100, so the answer is reasonable. Answer: So, 5 large egg cartons hold 90 eggs. 18 × Add partial products.

A.75 B.65 C.55 D.60 Lesson 6 CYP Multiply Two-Digit Numbers A box of chocolates has 15 chocolate candies. How many chocolate candies are there in 5 boxes?

End of Lesson 6

Lesson 7 Menu Five-Minute Check (over Lesson 14-6) Main Idea California Standards Example 1 Example Multiply Greater Numbers

14-7 Multiply Greater Numbers Lesson 7 MI/Vocab I will multiply three and four-digit numbers by a one-digit number with regrouping.

14-7 Multiply Greater Numbers Lesson 7 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ). Standard 3MR2.1 Use estimation to verify the reasonableness of calculated results.

Lesson 7 Ex Multiply Greater Numbers Mrs. Chen walks her dog 4 times a day. How many times will she walk her dog in 133 days? Estimate 4 × × 100 = 400 Find 4 × × 2 4 × 3 ones = 12 ones 1 Step 1 Multiply ones.

Lesson 7 Ex Multiply Greater Numbers × 2 1 Step 2 Multiply tens. 4 × 3 tens = 12 tens Add the regrouped amount = 13 tens 3 1 Step 3 Multiply hundreds. 4 × 1 hundred = 4 hundreds Add the regrouped amount = 5 hundreds ×

Lesson 7 Ex Multiply Greater Numbers Check for Reasonableness Since 532 is close to 400, the answer is reasonable. Answer: So, Mrs. Chen walks her dog 532 times in 133 days.

A.665 glasses B.736 glasses C.756 glasses D.636 glasses Lesson 7 CYP Multiply Greater Numbers Doug drinks 6 glasses of water a day. If Doug continues his pattern, how many glasses of water will he drink after 126 days?

Lesson 7 Ex Multiply Greater Numbers Find 1,462 × 4. 4 × 8 4 × 2 ones = 8 ones Step 1 Multiply ones. 1,462 Step 2 Multiply tens. 4 × 6 tens = 24 tens 4 × 8 1,

4 × 8 1,4621, ,5, 4 × Lesson 7 Ex Multiply Greater Numbers Step 3 Multiply hundreds. Step 4 Multiply thousands. 4 × 1 thousand = 4 thousands 4 × 4 hundreds = 16 hundreds Add the regrouped amount. 16 hundreds + 2 hundreds = 18 hundreds 1 Add the regrouped amount. 4 thousand + 1 thousand = 5 thousands Answer: So, 1,462 × 4 = 5,848.

A.9,490 B.10,560 C.8,450 D.5,670 Lesson 7 CYP Multiply Greater Numbers Find 1,898 × 5.

End of Lesson 7

Lesson 8 Menu Five-Minute Check (over Lesson 14-7) Main Idea California Standards Example 1 Example Multiply Money

14-8 Multiply Money Lesson 8 MI/Vocab I will learn to multiply money.

14-8 Multiply Money Lesson 8 Standard 1 Standard 3NS3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.

You need to find $2.19 × 4. Lesson 8 Ex1 Greeting cards cost $2.19 each. Zina bought 4 cards. How much did she spend? 14-8 Multiply Money $ × 9 ones = 36 ones Step 1 Multiply ones. 4 × 6 3

Lesson 8 Ex Multiply Money Step 2 Multiply tens. Step 3 Multiply hundreds. 4 × 1 tens = 4 tens $ × Add the regrouped ten = 7 4 × 2 hundreds = 8 hundreds $2.19$ ×

$. Lesson 8 Ex Multiply Money Step 4 Write the dollar sign and decimal point. Answer: So, Zina spent $8.76 on greeting cards. Place the decimal point and dollar sign. $ ×

A.$4.25 B.$3.75 C.$2.75 D.$3.25 Lesson 8 CYP Multiply Money A bag of chips cost $1.25 each. Darlene wants to buy 3 bags. How much will she spend?

Lesson 8 Ex2 Nutrition bars cost $2.25 each. How much do 4 nutrition bars cost? 14-8 Multiply Money Estimate 4 × $ × $2.00 = $8.00 $ × 5 ones = 20 ones Step 1 Multiply ones. 4 × 0 2

Lesson 8 Ex Multiply Money Step 2 Multiply tens. Step 3 Multiply hundreds. 4 × 2 tens = 8 tens $ × Add the regrouped tens = 10 4 × 2 hundreds = 8 hundreds 9 1 $2.25$ × Add the regrouped hundreds = 9

Lesson 8 Ex Multiply Money Answer: So, 4 nutrition bars cost $9.00. Check $9.00 is close to $8.00, so the answer is reasonable. $. Step 4 Write the dollar sign and decimal point. Place the decimal point and dollar sign. $ ×

A.$32.00 B.$25.50 C.$27.00 D.$28.50 Lesson 8 CYP Multiply Money A ticket to the movies cost $4.50 for students. Leigh wants to buy 6 student tickets. How much will she have to pay?

End of Lesson 8

14 Multiply by One-Digit Numbers CR Menu Five-Minute Checks Multiplication with Regrouping

14 Multiply by One-Digit Numbers 5Min Menu Lesson 14-1Lesson 14-1(over Chapter 13) Lesson 14-2Lesson 14-2(over Lesson 14-1) Lesson 14-3Lesson 14-3(over Lesson 14-2) Lesson 14-4Lesson 14-4(over Lesson 14-3) Lesson 14-5Lesson 14-5(over Lesson 14-4) Lesson 14-6Lesson 14-6(over Lesson 14-5) Lesson 14-7Lesson 14-7(over Lesson 14-6) Lesson 14-8Lesson 14-8(over Lesson 14-7)

14 Multiply by One-Digit Numbers A.16 B.17 C.10 D.15 5Min 1-1 (over Chapter 13) Solve. Tell what strategy you used. Bill is in the middle of a line of people waiting to see a play. There are 8 people in front of him. How many people are in the line?

14 Multiply by One-Digit Numbers A.1,200 B.320 C.120 D.3,200 5Min 2-1 (over Lesson 14-1) Multiply. Use basic facts and patterns. 4 × 800

14 Multiply by One-Digit Numbers A.21,000 B.2,100 C.1,400 D.4,000 5Min 2-2 (over Lesson 14-1) Multiply. Use basic facts and patterns. 7 × 3,000

14 Multiply by One-Digit Numbers A.45 B.450 C.400 D.14,000 5Min 2-3 (over Lesson 14-1) Multiply. Use basic facts and patterns. 5 × 90

14 Multiply by One-Digit Numbers A.10,000 B.1,000 C.3,000 D.300 5Min 2-4 (over Lesson 14-1) Multiply. Use basic facts and patterns. 2 × 5,000

14 Multiply by One-Digit Numbers A.9,000 B.900 C.1,800 D.18,000 5Min 2-5 (over Lesson 14-1) Multiply. Use basic facts and patterns. 6 × 300

14 Multiply by One-Digit Numbers A.200 B.2,000 C.1,000 D.100 5Min 2-6 (over Lesson 14-1) Multiply. Use basic facts and patterns. 5 × 400

14 Multiply by One-Digit Numbers A.cat B.dog C.bird D.buffalo 5Min 3-1 (over Lesson 14-2) Solve. Use logical reasoning. Matt, Ann, and Joe own a dog, a cat, and a bird. Ann’s pet does not have 4 legs. Joe’s pet does not bark. Which pet does Matt have?

14 Multiply by One-Digit Numbers A.360 B.36 C.540 D.5,400 5Min 4-1 (over Lesson 14-3) Estimate. Round to the nearest ten. 37 × 9

14 Multiply by One-Digit Numbers A.1,283 B.420 C.1,284 D.480 5Min 4-2 (over Lesson 14-3) Estimate. Round to the nearest ten. 62 × 8

14 Multiply by One-Digit Numbers A.12,000 B.860 C.2,400 D.680 5Min 4-3 (over Lesson 14-3) Estimate. Round to the nearest hundred. 425 × 6

14 Multiply by One-Digit Numbers A.4,000 B.4,200 C.3,600 D.7,500 5Min 4-4 (over Lesson 14-3) Estimate. Round to the nearest ten. 751 × 5

14 Multiply by One-Digit Numbers A.600 B.400 C.360 D.828 5Min 5-1 (over Lesson 14-4) Multiply. 2 × 414

14 Multiply by One-Digit Numbers A.3,240 B.3,663 C.2,444 D.688 5Min 5-2 (over Lesson 14-4) Multiply. 3 × 1,221

14 Multiply by One-Digit Numbers A.48 B.128 C.84 D.488 5Min 5-3 (over Lesson 14-4) Multiply. 4 × 12

14 Multiply by One-Digit Numbers 5Min 5-4 (over Lesson 14-4) A.6,400 B.6,648 C.4,488 D.2,400 Multiply. 2 × 3,324

14 Multiply by One-Digit Numbers A.5 cows and 10 chickens B.10 cows and 10 chickens C.2 cows and 15 chickens D.1 cow and 3 chickens 5Min 6-1 (over Lesson 14-5) Solve the problem. Tell the strategy you used. Mr. Franco has only cows and chickens on his farm. He has 15 animals. There are 40 legs. How many cows and chickens does Mr. Franco have?

14 Multiply by One-Digit Numbers A.85 B.38 C.48 D.58 5Min 7-1 (over Lesson 14-6) Multiply. 17 × 4

14 Multiply by One-Digit Numbers A.92 B.29 C.81 D.83 5Min 7-2 (over Lesson 14-6) Multiply. 23 × 4

14 Multiply by One-Digit Numbers A.76 B.67 C.71 D.118 5Min 7-3 (over Lesson 14-6) Multiply. 38 × 2

14 Multiply by One-Digit Numbers A.54 B.59 C.51 D.95 5Min 7-4 (over Lesson 14-6) Multiply. 19 × 5

14 Multiply by One-Digit Numbers A.68 B.86 C.78 D.144 5Min 7-5 (over Lesson 14-6) Multiply. 26 × 3

14 Multiply by One-Digit Numbers A.688 B.144 C.328 D.726 5Min 8-1 (over Lesson 14-7) Multiply. 242 × 3

14 Multiply by One-Digit Numbers A.668 B.122 C.696 D.124 5Min 8-2 (over Lesson 14-7) Multiply. 174 × 4

14 Multiply by One-Digit Numbers A.558 B.855 C.640 D.644 5Min 8-3 (over Lesson 14-7) Multiply. 285 × 3

14 Multiply by One-Digit Numbers A.6,955 B.6,240 C.4,400 D.5,955 5Min 8-4 (over Lesson 14-7) Multiply. 1,391 × 5

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