1. Mental strategies for multi-digit whole number multiplicati0n
Topic A
Mental strategies for multi-digit whole number multiplicati0n
STANDARD - 5.NBT.1
5.NBT.2

2. Grade 5
Module 2 Lesson 1
Objective:
Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties.

3. MATERIALS NEEDED FOR THIS LESSON Student Student Pages Teacher
Personal White Boards
Problem Set
Exit Ticket
Homework
Teacher
Teacher Pages

4. Fluency Practice (12 minutes)

5. Say the products out loud to practice mental math
Multiply by 10, 100 and 1,000
3 minutes
5.NBT.1
Say the products out loud to practice mental math
3 x 10
3 x 100
3 x 1000
5 x 1000
0.005 x 1000
50 x 1000

6. Multiply by 10, 100 and 1,000
3 minutes
5.NBT.1
0.05 x 100
30 x 100
30 x 1000
32 x 1000
0.32 x 1000
52 x 100

7. Multiply by 10, 100 and 1,000
3 minutes
5.NBT.1
52 x 100
5.2 x 100
4 x 10
0.4 x 10
0.45 x 1000
30.45 x 1000
7.002 x 1000

8. How many tens do you see?

9. 5 hundreds = ______________
3 tens = __________________
53 tens = _________________
6 ten thousands = __________
36 ten thousands = _________
8 hundred thousands = ______

10. 8 millions, 24 ten thousands =
________________________
8 millions, 17 hundred thousands=
_________________________
1034 hundred thousands =

11. 8,735
7,458

12. Application Problem (6 minutes)
The top surface of a desk has a length of 5.6ft.
The length is four times its width.
What is the width of the desk?

13. Concept Development (30 minutes)

14. 4 x 30 4 x 3 tens: _____________________
4 tens x 3 tens: _________________

15. How will the first two probelms help us solve:
40 x 300 : ___________________
4,000 x 30 : _________________

16. 60 x 5 : ___________________
(6 x 10) x 5 and (6 x 5) x 10
Are these equivalent?

17. 60 x 50 : ___________________

18. 451 x 8 : ___________________

19. 451 x 8 : ___________________

20. Problem Set (10 minutes) Do Your Personal Best
(Complete independently!)

21. Student Debrief (10 minutes)
When might expanded form be useful as a 
calculation tool?
Which tasks in #1 are alike? Why?
How is expanded form related to the standard 
form of a number?
What is the purpose of writing a decimal 
number in expanded form using fractions? 
What was the objective of our lesson today?
Compare your answers to #1 c and d. What is 
the importance of the word and when naming 
decimals in standard form?

22. EXIT TICKET (3 minutes)
Complete the exit ticket and turn in...

23. HOMEWORK