1. We will multiply by multiples of 10, 100, and 1000.
Name
Learning Objective
We will multiply by multiples of 10, 100, and 1000.
What are we going to learn?
CFU
Activate Prior Knowledge
Multiples of 10: 10, 20, 30, 40, … , 80, 90, …
Multiples of 100: 100, 200, 300, … , 1600, 1700, …
Multiples of 1000: 1000, 2000, 3000, … ,18000, …
Write the number as an amount of tens, hundreds, or thousands.
1.)
2.)
Students, you already know how to write numbers as an amount of tens, hundreds, or thousands. Now, we will multiply by multiples of 10, 100, and 1000.
Make Connection

2. Concept Development 1
To multiply is to do repeated addition of equal groups.
Factors are the numbers being multiplied.
The product is the answer to the multiplication problem.
There is a place-value strategy1 for multiplying by multiples of 10, 100, and 1000.
7  400 = 2,800
factors
product
3  500 = 1,500
3  5 hundreds
15 hundreds
3 groups of 500
500 +
500 +
500
Cannot use the place-value strategy above to multiply:
Go to
Skill Dev 1
3  518
518 is not a multiple of 10, 100, or 1000
For the multiplication problem above, which are the factors? Which is the product?
The factors are ____________.
The product is _____________.
Which multiplication problem can be solved using the place-value strategy you just learned? How do you know?
A 5  726
B 5  700
CFU 1
1 a plan on how to do something
Vocabulary

3. + 30 10  30 = 300 10 groups of 30 7  400 = 2,800 1 ten x 3 tens
Concept Development 2
To multiply is to do repeated addition of equal groups.
Factors are the numbers being multiplied.
The product is the answer to the multiplication problem.
There is a place-value strategy for multiplying by multiples of 10, 100, and 1000.
7  400 = 2,800
factors
product
10  30 = 300
1 ten x 3 tens
1 x 3 hundreds
3 hundreds
10 groups of 30 + 30
Go to
Skill Dev 2
Which choice is equal to:
7 tens  4 tens
A 7  4 hundreds
B 7  4 tens
C 7  4 thousands
For the 10 groups of 30 blocks, circle 10 groups of 10 blocks. How many blocks are in ten tens?
CFU 2

4. Multiply by multiples of 10, 100, and 1000.
Skill Development/Guided Practice 1
10 tens is a hundred
10 hundreds is a thousand
To multiply is to do repeated addition of equal groups.
There is a place-value strategy for multiplying by multiples of 10, 100, and 1000.
Multiply by multiples of 10, 100, and 1000. 1
Rewrite the factor(s) as an amount of tens, hundreds, or thousands.
Multiply. (write) Remember: Ten tens is a hundred.
Write the product as a number. 2 3
1. 6 400 = _______
2. 3 200 = _______
3. 3 600 = _______
4. 2 800 = _______
5. 5 4,000 = _______
6. 7 5,000 = _______
Which multiplication problem can be solved using the place-value strategy you just learned? How do you know?
A 8  B 8  C 5  6210
How did I/you rewrite the factors as an amount of tens, hundreds, or thousands??
How did I/you multiply?
How did I/you write the product as a number?
CFU 1 2 3

5. Multiply by multiples of 10, 100, and 1000.
Skill Development/Guided Practice 2
10 tens is a hundred
10 hundreds is a thousand
To multiply is to do repeated addition of equal groups.
There is a place-value strategy for multiplying by multiples of 10, 100, and 1000.
Multiply by multiples of 10, 100, and 1000. 1
Rewrite the factor(s) as an amount of tens, hundreds, or thousands.
Multiply. (write) Remember: Ten tens is a hundred.
Write the product as a number. 2 3
1. 40 30 = _______
2. 30 70 = _______
3. 80 50 = _______
4. 50 40 = _______
Which multiplication problem can be solved using the place-value strategy you just learned? How do you know?
A 50  32 B 50  30 C 40  60
How did I/you rewrite the factors as an amount of tens, hundreds, or thousands??
How did I/you multiply?
How did I/you write the product as a number?
CFU 1 2 3

6. Skill Development/Guided Practice 2 (continued)
1. Each section in the stadium at Martin Luther King Jr. High School holds 2,000 people. There are 5 sections in the stadium. How many people will the stadium hold?
2. Nahla and Hans want to know how many seats are in the auditorium at their school. Nahla counts 30 seats in a row. Hans counted 50 rows. How many seats are there?
How did I/you determine what the question is asking?
How did I/you determine the math concept required?
How did I/you determine the relevant information?
How did I/you solve and interpret the problem?
How did I/you check the reasonableness of the answer?
CFU 4 1 3 2 5

7. Relevance
To multiply is to do repeated addition of equal groups.
There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. 1
Multiplying by multiples of 10, 100, and 1000 will help you in business careers.
Item
Amount per Box
paperclip
400
paper
2,000
rubber band
500
pens 30 2
Multiplying by multiples of 10, 100, and 1000 will help you do well on tests.
Sample Test Question:
14. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D.
A. 8  100 O Yes O No
B. 2  2000 O Yes O No
C. 50  80 O Yes O No
D. 80  80 O Yes O No
Does anyone else have another reason why it is relevant to multiply by multiples of 10, 100, and 1000? (Pair-Share) Why is it relevant to multiply by multiples of 10, 100, and 1000? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why?
CFU

8. multiply factors product place value multiples 10 tens is a hundred
10 hundreds is a thousand
To multiply is to do repeated addition of equal groups.
There is a place-value strategy for multiplying by multiples of 10, 100, and 1000.
Skill Closure
Multiply by multiples of 10, 100, and 1000. 1
Rewrite the factor(s) as an amount of tens, hundreds, or thousands.
Multiply. (write) Remember: Ten tens is a hundred.
Write the product as a number. 2 3
1. 8 3000 = _______
2. 50 60 = _______
Access Common Core
Let = 100.
Draw 5  200
Word Bank
multiply
factors
product
place value
multiples
Summary Closure
What did you learn today about multiplying by multiples
of 10, 100, and 1000? (Pair-Share) Use words from the word bank.
Day 1 ____________________________________________________________
_________________________________________________________________
Day 2 ____________________________________________________________

9. Multiply by multiples of 10, 100, and 1000.
Name
Independent Practice
To multiply is to do repeated addition of equal groups.
There is a place-value strategy for multiplying by multiples of 10, 100, and 1000.
10 tens is a hundred
10 hundreds is a thousand
Multiply by multiples of 10, 100, and 1000. 1
Rewrite the factor(s) as an amount of tens, hundreds, or thousands.
Multiply. (write) Remember: Ten tens is a hundred.
Write the product as a number. 2 3
1. 4 3000 = _______
2. 7 200 = _______
3. 5 200 = _______
4. 6 500 = _______
5. 50 90 = _______
6. 70 70 = _______
7. 40 50 = _______
8. 20 50 = _______

10. 1. 5 9000 = _______ 2. 80 70 = _______ 3. 8 8000 = _______
Name
Periodic Review 1
Multiply by multiples of 10, 100, and 1000.
1. 5 9000 = _______
2. 80 70 = _______
3. 8 8000 = _______
4. 60 60 = _______
Access Common Core
Correct the following math worksheet. If an answer is incorrect, cross it out and write the correct answer.
Multiply by multiples of 10, 100, and 1000.
Name ____________________
1. 60 90 = _______
2. 7 2000 = _______
3. 5 300 = _______
4. 4 500 = _______

11. 1. 7 7000 = _______ 2. 90 80 = _______ 3. 6 7000 = _______
Name
Periodic Review 2
Multiply by multiples of 10, 100, and 1000.
1. 7 7000 = _______
2. 90 80 = _______
3. 6 7000 = _______
4. 50 50 = _______
Access Common Core
1. Does the multiplication problem have a product of 2,000? Select Yes or No for A – D.
A. 2  100 O Yes O No
B. 2  1000 O Yes O No
C. 50  40 O Yes O No
D. 20  20 O Yes O No
2. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D.
A. 50  80 O Yes O No
B. 10  40 O Yes O No
C. 50  40 O Yes O No
D. 2  2000 O Yes O No
A yes choice of an amount (<10) of a thousand shows understanding at a basic level. A yes choice of an amount (10-90) of a hundred shows understanding at a deeper level. i.e., from problem 1: choice B and choice C.
3. Does the multiplication problem have a product of 1,000? Select Yes or No for A – D.
A. 5  1000 O Yes O No
B. 50  20 O Yes O No
C. 10  10 O Yes O No
D. 2  500 O Yes O No
4. Does the multiplication problem have a product of 3,000? Select Yes or No for A – D.
A. 6  500 O Yes O No
B. 3  100 O Yes O No
C. 60  50 O Yes O No
D. 30  10 O Yes O No

12. 1. 50 90 = _______ 2. 40 50 = _______ 3. 8 9000 = _______
Name
Periodic Review 3
Multiply by multiples of 10, 100, and 1000.
1. 50 90 = _______
2. 40 50 = _______
3. 8 9000 = _______
4. 70 50 = _______
Access Common Core
Margie is ordering supplies for the office. Answer the questions using the table below.
Item
Amount per Box
paperclip
400
paper
2,000
rubber band
500
pens 30
1. How many sheets of paper would she get if she bought 5 boxes?
2. How many pens would she get if she bought 40 boxes?
3. How many rubber bands would she get if she bought 6 boxes?