1. Multiplying with 5
MAFS.3.OA.3.7

2. Multiplying with 5
Multiplying by 5 is like skip-counting by 5.
If we have 4 groups of 5 marbles, we can skip count by 5 4 times. 5,
10,
15, 20
Let’s skip count by 5.

3. 5, 10, 15, 20 Multiplying with 5 So 4 groups of 5, or 4 × 5 is 20.
Multiplying by 5 is like skip-counting by 5.
If we have 4 groups of 5 marbles, we can skip count by 5 4 times. 5,
10,
15, 20
So 4 groups of 5, or 4 × 5 is 20.

4. = 15 = 35 = 40 = 30 = 45 Multiplying with 5 3 groups of 5 (3 x 5)
So, what is…
3 groups of 5 (3 x 5)
7 groups of 5 (7 x 5)
8 groups of 5 (8 x 5)
5 groups of 5 (6 x 5)
9 groups of 5 (9 x 5)
= 15
= 35
= 40
Encourage students to skip count by tens to find the product.
= 30
= 45

5. Multiplying with 5
Let’s look at our Multiplication Table…

6. Multiplying with 5
Find all the multiples of 5…

7. Multiplying with 5 What do you notice about the multiples of 5?
All multiples of 5 have a 0 or a 5 in the ones place.
The order is skip counting by 5.
The tens place increases by 1 each time.
There are 2 of every number in the tens place
20, 25
30, 35
40, 45
What do you notice about the multiples of 5?

8. Multiplying with 5
Let’s look at our 100 Chart…

9. Multiplying with 5
Find all the multiples of 5.

10. Multiplying with 5 What do you notice about the multiples of 5?
The multiples of 5 are only in 2 columns.
The multiples of 5 have either 0 or 5 in the ones place.

12. Closing What is one strategy you used for multiplying with 5?
Skip count by 5
How do you know when to stop skip counting by 10?
Draw it/Model it
Multiply by ten, then half it
6 × 5… Think 6 × 10 = 60, half of 60 is 30, so 6 × 5 = 30

13. Bonus Questions
When you multiply with 5, does the ones place of the product always a 0 or 5? So…is 112 a multiple of 5? How do you know?
Yes, the ones place is always a 0 or a 5 because when you skip count by 5, you start with 0, then add 5.
112 is NOT a multiple of 5 because the ones place is not a 0 or 5.

14. (Think: How much is a nickel worth?)
Exit Ticket
Pedro has 8 nickels in his pocket. How much money does he have in his pocket?
(Think: How much is a nickel worth?)
Model the problem.
Write an equation that corresponds to it.
Write another equation that corresponds to it.
Write the answer to the problem in a complete sentence.