1. Classroom pledge: I am compassionate I am respectful I am responsible
I can learn anything because I was born to learn
I know failure is part of success
I take ownership of my mistakes and will learn from them
I believe I can do difficult things
I am important
I am unique
I am powerful
I will learn

2. October 25, 2016
Good Morning! Homework from lesson 8 is due. Cash is checking in.

3. 5th Grade Engage New York
Module 2 Lesson 9
Essential Question:
How can I represent a mathematical situation using a numerical expression?
Learning Target:
Objective: Fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step word problems.

4. Multiply and Divide by Exponents (4 minutes)
0.4 × 102 = __________
0.4 ÷ 102 = __________
3.895 × 103 = __________
5,472 ÷ 103 = __________

5. Estimate Products by Rounding (6 minutes)
412 × 231 ≈ _____ × _____ = ___________
523 × 298 ≈ _____ × _____ = ___________
500 × 300 ≈ _____ × _____ = ___________
684 × 347 ≈ _____ × _____ = ___________
908 × 297 ≈ _____ × _____ = ___________

6. Concept Development (40 minutes)
Problem 1
An office space in New York City measures 48 feet by 56 feet. If it 
sells for $565 per square foot, what is the selling price of the office 
space?

7. Concept Development (40 minutes)
Problem 2
Gemma and Leah are both jewelry makers. Gemma made 106 beaded necklaces. 
Leah made 39 more necklaces than Gemma.
a. Each necklace they make has exactly 104 beads on it. How many beads did both 
girls use altogether while making their necklaces?
b. At a recent craft fair, Gemma sold her necklaces for $14 each. Leah sold her 
necklaces for $10 more. Who made more money at the craft fair? How much 
more?

10. Student Debrief (10 minutes)
Share and explain to your partner the numerical 
expressions you wrote to help you solve Problems 3 
and 5.
Explain how Problems 3 and 5 could both be solved in 
more than one way.
What type of problem are Problem 1 and Problem 5? 
How are these two problems different from the 
others? (Problems 1 and 5 are measurement 
problems.)

14. This lesson was designed to be used with 5th grade 

Module 2 from Engage New York Math. All lesson 

materials can be found at
This SMART lesson is intended to make the material 
easier to present to students.

16. *opposite *league *masquerade *rehearsal
experience figuring dumb meant
fuchsia ghetto feud hiatus
therapeutic threshold measure montage

17. Vocabulary
opponents: a person or thing that goes against another
brutal: being cruel
supposedly: believed to be true or real without having proof
gorgeous: beautiful
embarrassed: to cause to feel self-consciously, confused, or distressed
obvious: easily found, seen, or understood
typically: combining or showing the special characteristics of a group or kind
preliminary: coming before the main part or item
sweeping: to move or extend in a wide curve or range
officially: having authority to perform a duty

18. 5th Grade Engage New York
Module 2 Lesson 6
Essential Question:
How can I represent a mathematical situation using a numerical expression?
Learning Target:
Objective: Connect area models and the distributive property to partial products of the standard algorithm with renaming.

20. Multiply by Multiples of 100 (4 minutes)
21 × 100 = ____
2,100 × 4 = ____
21 × 400 = ____
312 × 100 = ____
31,200 x 3 = ____
312 x 300 = ____
2,314 × 100 = ____
231,400 x 2 = ____
2,314 x 200 = ____

21. Multiply Using the Area Model (4 minutes)
43 × 12 = ____
312 × 23 = ____
243 × 12 = ____

22. Application Problem (6 minutes)
Scientists are creating a material that may replace damaged cartilage in 
human joints. This hydrogel can stretch to 21 times its original length. If 
a strip of hydrogel measures 3.2 cm, what would its length be when 
stretched to capacity?

23. Concept Development (32 minutes)
Problem 1
64 × 73 73
x 64

24. Concept Development (32 minutes)
Problem 2
814 × 39
814
x 39

25. Concept Development (32 minutes)
Problem 3
624 × 84
624
x 82

28. Student Debrief (10 minutes)
What pattern did you notice between Parts (a) and (b) of Problem 1? How did this 
slight difference in factors impact your final product?
Explain to your partner how you recorded the regrouping in Problem 2(a). What 
were you thinking and what did you write as you multiplied 9 tens times 5 tens?
Let’s think about a problem like 23 × 45 and solve it with the algorithm. What is the 
first partial product that we would find? (3 × 45.) The second? (20 × 45.) Would 
this be the only order in which we could find the partial products?What else could 
we do? (Point out to students that it would also be appropriate to find 20 units of 
45 and then 3 units of 45. It is simply a convention to find the smaller place value 
first. Use the area model to support this discussion.)
What information did you need before you could find the cost of the carpet in 
Problem 3? (The area of the room.) How did you find that information? (Remind us 
how to find the area of a room.) Why is area measured in square units?
Look at Problem 4. Discuss your thought process as you worked on solving this 
problem. There is more than one way to solve this problem. Work with your partner 
to show another way. How does your expression change? (Compare expressions 
that communicate the students’ thinking.)

32. This lesson was designed to be used with 5th grade 

Module 2 from Engage New York Math. All lesson 

materials can be found at
This SMART lesson is intended to make the material 
easier to present to students.