1. Good Morning Welcome Back From Break
Please take out daily math supplies from backpack:
2 Pencils (sharpen asap)
Correcting pen/colored pencil
Dry erase marker/eraser
(if you don’t have a marker, take one from blue holder on board)
Eureka workbook
Math Journal
Hook backpack on back of chair
Homework (if assigned)
Prepare for Morning Work

2. Module 2
Lesson 1

3. Morning Work 1. Use the place value chart to multiply 6.23 x 103
2. Round to the nearest hundredth
3. Use an area model to show the product of and 6
4. Use an area model to the quotient of 6.96 and 3. You can use disks or numbers.
5. Write the word form of

4. Objective .
Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties

5. Fluency Practice Module 2 Lesson 1
.005 X 100
50 X 100
.05 X 100
30 X 100
32 X 1000
.32 X 1000
3 X 10
3 X 100
3 X 1000
5 X 1000
.005 X 1000
50 X 100
.05 X 100
30 X 100
30 X 1000
32 X 1000
.32 X 1000
52 X 100
5.2 X 100

6. Fluency Practice Module 2 Lesson 140

7. Rounding In Journal 8,735 round to thousands,
Draw a vertical number line between which thousands, locate midpoint
How many hundreds is midpoint number?
How many hundreds in 8,735?
8,735 round to hundreds
Draw a vertical number line between which hundreds? Locate midpoint
How many tens is the midpoint number?
How many tens in 8,735
Repeat for 7,458

8. Word Problem Application
The top surface of a desk has a length of 5.6 feet. The length is 4 times its width. What is the width of the desk?
_____________5.6__ft_______________ hint: change to tenths

9. Concept Development 12 4 x 3 tens = Multiply the whole numbers
Show 12 tens on your place value chart. What is 12 tens in standard form?
120
What is 4 tens x 3 tens
Solve with partner
How did you use the previous problem to help you solve 4 tens x 3 tens?
(4 x 3) x 100

10. 4 tens x 3 hundreds = ____
4 tens is the same as 4 x hundreds is the same as 3 x 100.
(4 x 10) x (3 x 100) is this equal to (4x3) x (10 x 100)
Why or Why not?
What is 4 x 3? What is 10 x 100? What is the product?
12,000
Let’s repeat this sequence in our journal using 4,000 x 30

11. Concept development 12 min.
Write in your journal x 5
(6 x 10) x 5 and (6 x 5) x 10
Are both of these equivalent? Why or why not? What property are we using? When we change the order of the factors, we are using the commutative (any-order) property. When we group factors differently, (above), we are using the associative property of multiplication.
Let’s solve (6 x 5) x 10
Solve 30 x 10 = 300
For the next problem, use the properties and what you know about multiplying multiples of 10 to help you solve.
60 x 50 = ______. Work with a partner and then explain.
60 x 500
60 x 5,000

12. Concept Development 12 min.
451 x 8
451 x 80
4,510 x 80
4,510 x 800
Find the product, 451 x 8 using any method.
How did you solve?
If you used the vertical algorithm, you used the distributive property
(400 x8) + (50 x 8) + (1 x 8)

13. Concept development
Why is the distributive property useful here? Why does it help here when we didn’t really use it in our other problems. Turn and talk.
There are different digits in three place values instead of all zeros. If I break the number apart by unit, then I can use basic facts to get the products. Write this explanation in your journal. This is the explanation in how you use the standard algorithm of multiplication.
Turn and talk to your partner about how you can use 451 x 8 to help you solve
451 x 80 , 4,510 x 80 and 4,510 x 800.

14. Problem Set 10 min Do these problems first. 1: a and b 2: a, c, e
Now start the problem set on page ____ and ____. You have 10 minutes to complete.
Do these problems first.
1: a and b
2: a, c, e
3: b. 5
If finished in 10 minutes go back and complete the rest of the problems in problem set.
We will check answers in 10 minutes.
Homework pages ____ and _____ due tomorrow.