1. Splash Screen Chapter 14 Multiply by One-Digit Numbers Click the mouse or press the space bar to continue. Chapter 14 Multiply by One-Digit Numbers Click the mouse or press the space bar to continue.

2. Chapter Menu Lesson 14-1Lesson 14-1Multiply Multiples of 10, 100, and 1,000 Lesson 14-2Lesson 14-2Problem-Solving Strategy: Use Logical Reasoning Lesson 14-3Lesson 14-3Estimate Products Lesson 14-4Lesson 14-4Multiply by a One-Digit Number Lesson 14-5Lesson 14-5Problem-Solving Investigation: Choose the Best Strategy Lesson 14-6Lesson 14-6Multiply Two-Digit Numbers Lesson 14-7Lesson 14-7Multiply Greater Numbers Lesson 14-8Lesson 14-8Multiply Money 14 Multiply by One-Digit Numbers

3. Lesson 1 Menu Five-Minute Check (over Chapter 13) Main Idea and Vocabulary California Standards Example 1: Real-World Example Example 2: Real-World Example Example 3: Real-World Example 14-1 Multiply Multiples of 10, 100, and 1,000

4. 14-1 Multiply Multiples of 10, 100, and 1,000 Lesson 1 MI/Vocab I will learn to multiply multiples of 10, 100, and 1,000. multiples

5. 14-1 Multiply Multiples of 10, 100, and 1,000 Lesson 1 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ). Standard 3MR2.2 Apply strategies and results from simpler problems to more complex problems.

6. Find 6 × 100. Use basic facts and patterns of zeros. Lesson 1 Ex1 Alejandra bought 6 boxes of beads to make jewelry. Each box has 100 beads. How many beads does Alejandra have? 14-1 Multiply Multiples of 10, 100, and 1,000 6 × 1 = 6 6 × 10 = 60 6 × 100 = 600 Answer: So, Alejandra has 600 beads. 6 × 1 one = 6 ones 6 × 1 ten = 60 tens 6 × 1 hundred = 6 hundreds

7. A.50 stickers B.5,000 stickers C.500 stickers D.5 stickers Lesson 1 CYP1 14-1 Multiply Multiples of 10, 100, and 1,000 Ronald buys 5 packs of stickers with 100 stickers in each pack. How many stickers did Ronald buy altogether?

8. Lesson 1 Ex2 14-1 Multiply Multiples of 10, 100, and 1,000 You need to find 7 × 2,000. Mr. Lin bought 7 bags of gravel for his driveway. There are 2,000 pieces in each bag. How many pieces of gravel does Mr. Lin have?

9. Lesson 1 Ex2 14-1 Multiply Multiples of 10, 100, and 1,000 7 × 2 = 14 7 × 20 = 140 7 × 200 = 1,400 7 × 2 ones = 14 ones 7 × 2 tens = 14 tens 7 × 2 hundreds = 14 hundreds 7 × 2,000 = 14,000 7 × 2 thousands = 14 thousands Answer: So, 7 × 2,000 = 14,000. Mr. Lin has 14,000 pieces of gravel.

10. Lesson 1 CYP2 14-1 Multiply Multiples of 10, 100, and 1,000 A.280 B.280,000 C.2,800 D.28,000 On a given day, 4,000 people ride a particular rollercoaster at a popular amusement park. How many people will have rode this particular rollercoaster after 7 days?

11. Lesson 1 Ex3 6,000 people fly each day at a busy airport. How many people fly from the airport in 5 days? 14-1 Multiply Multiples of 10, 100, and 1,000 You need to find 5 × 6,000.

12. Lesson 1 Ex3 14-1 Multiply Multiples of 10, 100, and 1,000 5 × 6 = 30 5 × 60 = 300 5 × 600 = 3,000 Answer: So, 5 × 6,000 = 30,000. About 30,000 people will fly from the airport in 5 days. 5 × 6,000 = 30,000

13. Lesson 1 CYP3 14-1 Multiply Multiples of 10, 100, and 1,000 A.2,000 pounds B.20,000 pounds C.200,000 pounds D.200 pounds A crane operator was stacking 2,000-pound cement blocks on top of each other 10 blocks high in a column. What is the total weight of a column?

14. End of Lesson 1

15. Lesson 2 Menu Five-Minute Check (over Lesson 14-1) Main Idea California Standards Example 1: Problem-Solving Strategy 14-2 Problem-Solving Strategy: Use Logical Reasoning

16. 14-2 Problem-Solving Strategy: Use Logical Reasoning Lesson 2 MI/Vocab I will solve problems by using logical reasoning.

17. 14-2 Problem-Solving Strategy: Use Logical Reasoning Lesson 2 Standard 1 Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. Standard 3NS2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

18. Lesson 2 Ex1 Three friends all have on different shirts. Hallie’s shirt is white. Jimar’s shirt is not green. Lina’s shirt is not red. What is the color of each of their shirts? 14-2 Problem-Solving Strategy: Use Logical Reasoning

19. Lesson 2 Ex1 Understand What facts do you know? Hallie has on a white shirt. Jimar’s shirt is not green. Lina’s shirt is not red. What do you need to find? The color of each person’s shirt. 14-2 Problem-Solving Strategy: Use Logical Reasoning

20. Lesson 2 Ex1 Plan Make a table to show what you know. Then use logical reasoning to find the color of each person’s shirt. 14-2 Problem-Solving Strategy: Use Logical Reasoning

21. Lesson 2 Ex1 Solve Hallie is wearing white. So, write yes by her name under white. Place an X in all the rest of the white column and the other colors for Hallie. 14-2 Problem-Solving Strategy: Use Logical Reasoning

22. Lesson 2 Ex1 Solve Lina’s shirt is not red and cannot be white, so it is green. The color that is left is red. Jimar’s shirt must be red. Answer: So, Hallie is wearing white, Lina is wearing green, and Jimar is wearing red. 14-2 Problem-Solving Strategy: Use Logical Reasoning

23. Lesson 2 Ex1 Check Look back at the problem. The answer makes sense for the facts given. So, the answer is correct. 14-2 Problem-Solving Strategy: Use Logical Reasoning

24. End of Lesson 2

25. Lesson 3 Menu Five-Minute Check (over Lesson 14-2) Main Idea and Vocabulary California Standards Example 1: Estimate by Rounding Example 2: Estimate by Rounding Example 3: Verify Reasonableness 14-3 Estimate Products

26. 14-3 Estimate Products Lesson 3 MI/Vocab I will estimate products. estimate

27. 14-3 Estimate Products Lesson 3 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ). Standard 3MR2.1 Use estimation to verify the reasonableness of calculated results.

28. Lesson 3 Ex1 14-3 Estimate Products Each of 23 clubs can send 5 members to the county competition. About how many members will go to the county competition? Estimate 5 × 23 by rounding to the nearest ten.

29. Lesson 3 Ex1 14-3 Estimate Products Step 1 Round the factor that is greater than 10 to the nearest ten. 5 × 23 5 × 20 23 is closer to 20 than 30. So, 23 rounds to 20.

30. Lesson 3 Ex1 14-3 Estimate Products Answer: So, about 100 club members can go to the county competition. Step 2 Multiply mentally. 5 × 20 = 100

31. A.about $300 B.about $30 C.about $3,000 D.about $33 Lesson 3 CYP1 14-3 Estimate Products All 33 members of a local community group will be donating $10 a piece for a worthy cause. About how much money will the group be donating?

32. Lesson 3 Ex2 There are 128 students in the play. They can each invite 6 people to the play. About how many people can be invited to the play? 14-3 Estimate Products Estimate 6 × 128 by rounding to the nearest hundred. 128 is closer to 100 than 200.

33. Lesson 3 Ex2 14-3 Estimate Products Answer: So, about 600 people can be invited to the play. 6 × 128 6 × 100 = 600

34. Lesson 3 CYP2 14-3 Estimate Products A group of 212 kids were waiting in line to receive 5 free music CDs. About how many music CDs will be needed to satisfy all the waiting kids? A.about 100 CDs B.about 1,000 CDs C.about 10,000 CDs D.about 500 CDs

35. Lesson 3 Ex3 14-3 Estimate Products The senior class is going to Washington D.C. for their class trip. A bus holds 43 students. Will 5 buses be enough for 192 students? Answer: So, the buses can hold about 200 students. 200 > 192. So, 5 buses will be enough to transport 192 students. Estimate 5 × 43. 5 × 43 5 × 40 = 200 Round 43 to 40. Multiply mentally.

36. A.Yes, six buses will be enough. B.Yes, but less than six buses are needed. C.No, more than six buses are needed. Lesson 3 CYP3 14-3 Estimate Products A school wants to take their 298 honor roll students to an art museum. Each charter bus can hold 50 people. Will 6 buses be enough to take all the students?

37. End of Lesson 3

38. Lesson 4 Menu Five-Minute Check (over Lesson 14-3) Main Idea and Vocabulary California Standards Example 1: Use a Model Example 2: Use a Model 14-4 Multiply by a One-Digit Number

39. 14-4 Multiply by a One-Digit Number Lesson 4 MI/Vocab I will multiply two-digit numbers by a one-digit number with no regrouping. partial products

40. 14-4 Multiply by a One-Digit Number Lesson 4 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ).

41. Lesson 4 Ex1 Ajay and his sister each have 43 baseball cards. How many cards do they have altogether? 14-4 Multiply by a One-Digit Number The array on the next slide shows 2 × 43. Break the grid into parts. Then use what you know about multiplication to find the total number of squares.

42. Lesson 4 Ex1 14-4 Multiply by a One-Digit Number The orange shaded part represents 2 × 40. The blue shaded part represents 2 × 3.

43. Lesson 4 Ex1 14-4 Multiply by a One-Digit Number 2 × 40 = 80 2 × 3 = 6 80 + 6 = 86 So, 2 × 43 = 86. Find the product of each part, or the partial products. Then add the partial products. Answer: Ajay and his sister have 86 baseball cards in all.

44. Lesson 4 CYP1 14-4 Multiply by a One-Digit Number A.50 stolen bases B.60 stolen bases C.52 stolen bases D.62 stolen bases After the season, David and his friend each had 26 stolen bases. How many stolen bases did David and his friend have altogether?

45. Lesson 4 Ex2 A storeroom has 4 shelves with 212 boxes on each shelf. How many boxes are there altogether? 14-4 Multiply by a One-Digit Number Estimate 4 × 212 4 × 200 = 800 Think of 212 as 200 + 10 + 2.

46. Lesson 4 Ex2 Answer: So, there are 848 boxes altogether. 14-4 Multiply by a One-Digit Number 212 4 × 8 40 + 800 848

47. A.700 B.669 C.796 D.696 Lesson 4 CYP2 14-4 Multiply by a One-Digit Number The auditorium can hold 232 people. A particular event is scheduled for 3 different times in one day to be held in the auditorium. How many people will be able to attend the event altogether?

48. End of Lesson 4

49. Lesson 5 Menu Five-Minute Check (over Lesson 14-4) Main Idea California Standards Example 1: Problem-Solving Investigation 14-5 Problem-Solving Investigation: Choose the Best Strategy

50. 14-5 Problem-Solving Investigation: Choose the Best Strategy Lesson 5 MI/Vocab I will choose the best strategy to solve a problem.

51. 14-5 Problem-Solving Investigation: Choose the Best Strategy Lesson 5 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

52. 14-5 Problem-Solving Investigation: Choose the Best Strategy Lesson 5 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ).

53. Lesson 5 Ex1 RYDELL: I need to fill 3 pitchers and 2 punch bowls with strawberry punch. It takes 11 cans of punch to fill one pitcher and 24 cans of punch to fill the punch bowl. YOUR MISSION: Find how many cans of punch are needed in all. 14-5 Problem-Solving Investigation: Choose the Best Strategy

54. Lesson 5 Ex1 Understand What facts do you know? It takes 11 cans to fill 1 pitcher. It takes 24 cans of punch to fill 1 punch bowl. What do you need to find? Find how many cans of punch are needed in all. 14-5 Problem-Solving Investigation: Choose the Best Strategy

55. Lesson 5 Ex1 Plan Solve a simpler problem. Solve for each part of the problem then add. 14-5 Problem-Solving Investigation: Choose the Best Strategy

56. Lesson 5 Ex1 Solve 14-5 Problem-Solving Investigation: Choose the Best Strategy Answer: So, 81 cans of punch are needed in all. 1 pitcher = 11 cans of punch So, it takes 11 × 3 or 33 cans to fill 3 pitchers. 1 punch bowl = 24 cans So, it takes 24 × 2 or 48 cans to fill two bowls. Now find the total. 33 + 48 = 81

57. Lesson 5 Ex1 Check Look back at the problem. Use addition to check. 14-5 Problem-Solving Investigation: Choose the Best Strategy So, the answer is correct.

58. End of Lesson 5

59. Lesson 6 Menu Five-Minute Check (over Lesson 14-5) Main Idea California Standards Example 1: Multiply with Regrouping Example 2: Real-World Example 14-6 Multiply Two-Digit Numbers Multiplication with Regrouping

60. 14-6 Multiply Two-Digit Numbers Lesson 6 MI/Vocab I will multiply a two-digit number by a one-digit number with regrouping.

61. 14-6 Multiply Two-Digit Numbers Lesson 6 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ). Standard 3MR2.1 Use estimation to verify the reasonableness of calculated results.

62. Lesson 6 Ex1 A computer book has 7 chapters. There are 12 pages in each chapter. How many pages are there in all? Use models to help you find the product of 7 × 12. 14-6 Multiply Two-Digit Numbers Estimate 7 × 12 7 × 10 = 70

63. Lesson 6 Ex1 Step 1 Model 7 × 12. 14-6 Multiply Two-Digit Numbers One Way: Base-Ten Models 7 groups of 12

64. Lesson 6 Ex1 14-6 Multiply Two-Digit Numbers One Way: Base-Ten Models Step 2 Combine models. 14 ones = 1 ten, 4 ones

65. Lesson 6 Ex1 14-6 Multiply Two-Digit Numbers One Way: Base-Ten Models Step 3 Find 7 × 12. 80 4 + 84

66. Lesson 6 Ex1 14-6 Multiply Two-Digit Numbers Another Way: Paper and Pencil Step 1 Multiply ones. 1212 7 × 4 1 7 × 2 ones = 14 ones 14 ones = 1 ten and 4 ones Step 2 Multiply tens. 1212 7 × 4 1 7 × 1 ten = 7 tens 7 tens + 1 ten = 8 tens 8 Answer: So, there are 84 pages in all.

67. Lesson 6 CYP1 14-6 Multiply Two-Digit Numbers A building has 16 floors with 3 sets of male and female restrooms on each floor. How many set of male and female restrooms are there in the whole building? A.39 restrooms B.32 restrooms C.48 restrooms D.45 restrooms

68. Lesson 6 Ex2 A large egg carton holds 18 eggs. How many eggs are in 5 large egg cartons? Find the product of 5 and 18. 14-6 Multiply Two-Digit Numbers Estimate 5 × 18 5 × 20 = 100 Step 1 Multiply ones. 18 5 × 0 5 × 8 ones = 40 ones 4

69. Lesson 6 Ex2 14-6 Multiply Two-Digit Numbers Step 2 Multiply tens. 5 × 1 ten = 5 tens 18 5 × 0 4 5 tens + 4 tens = 9 tens 9 The area model shows that 5 × 18 is 90.

70. Lesson 6 Ex2 14-6 Multiply Two-Digit Numbers Multiply ones. Multiply tens. Check for Reasonableness 90 is close to 100, so the answer is reasonable. Answer: So, 5 large egg cartons hold 90 eggs. 18 × 5 40 + 50 90 Add partial products.

71. A.75 chocolate candies B.65 chocolate candies C.55 chocolate candies D.60 chocolate candies Lesson 6 CYP2 14-6 Multiply Two-Digit Numbers A box of chocolates has 15 chocolate candies. How many chocolate candies are there in 5 boxes?

72. End of Lesson 6

73. Lesson 7 Menu Five-Minute Check (over Lesson 14-6) Main Idea California Standards Example 1: Real-World Example Example 2: Real-World Example 14-7 Multiply Greater Numbers

74. 14-7 Multiply Greater Numbers Lesson 7 MI/Vocab I will multiply three- and four-digit numbers by a one-digit number with regrouping.

75. 14-7 Multiply Greater Numbers Lesson 7 Standard 1 Standard 3NS2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 × 3 = ___ ). Standard 3MR2.1 Use estimation to verify the reasonableness of calculated results.

76. Lesson 7 Ex1 14-7 Multiply Greater Numbers Mrs. Chen walks her dog 4 times a day. How many times will she walk her dog in 133 days? Estimate 4 × 133 4 × 100 = 400 Find 4 × 133. 133133 4 × 2 4 × 3 ones = 12 ones 1 Step 1 Multiply ones.

77. Lesson 7 Ex1 14-7 Multiply Greater Numbers 133133 4 × 2 1 Step 2 Multiply tens. 4 × 3 tens = 12 tens Add the regrouped amount. 12 + 1 = 13 tens 3 1 Step 3 Multiply hundreds. 4 × 1 hundred = 4 hundreds Add the regrouped amount. 4 + 1 = 5 hundreds 133133 4 × 2 1 1 3 5

78. Lesson 7 Ex1 14-7 Multiply Greater Numbers Check for Reasonableness Since 532 is close to 400, the answer is reasonable. Answer: So, Mrs. Chen walks her dog 532 times in 133 days.

79. A.665 glasses B.736 glasses C.756 glasses D.636 glasses Lesson 7 CYP1 14-7 Multiply Greater Numbers Doug drinks 6 glasses of water a day. If Doug continues his pattern, how many glasses of water will he drink after 126 days?

80. Lesson 7 Ex2 14-7 Multiply Greater Numbers Karita takes 1,462 steps in one hour. How many steps will she take in 4 hours? 4 × 8 4 × 2 ones = 8 ones 1,462 Step 1 Multiply ones. Find 1,462 × 4.

81. 4 × 8 1,462 4 2 8 Lesson 7 Ex2 14-7 Multiply Greater Numbers Step 2 Multiply tens. Step 3 Multiply hundreds. 4 × 4 hundreds = 16 hundreds Add the regrouped amount. 16 hundreds + 2 hundreds = 18 hundreds 1 4 × 6 tens = 24 tens 4 × 8 1,462 4 2

82. 4 × 8 1,4621,462 4 2 8 1 5,5, Lesson 7 Ex2 14-7 Multiply Greater Numbers Step 4 Multiply thousands. 4 × 1 thousand = 4 thousands Add the regrouped amount. 4 thousand + 1 thousand = 5 thousands Answer: So, Karita will take 5,848 steps in 4 hours.

83. A.9,490 B.10,560 C.8,450 D.5,670 Lesson 7 CYP2 14-7 Multiply Greater Numbers Find 1,898 × 5.

84. End of Lesson 7

85. Lesson 8 Menu Five-Minute Check (over Lesson 14-7) Main Idea California Standards Example 1: Multiply Money Example 2: Zeros in Products 14-8 Multiply Money

86. 14-8 Multiply Money Lesson 8 MI/Vocab I will learn to multiply money.

87. 14-8 Multiply Money Lesson 8 Standard 1 Standard 3NS3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.

88. You need to find $2.19 × 4. Lesson 8 Ex1 Greeting cards cost $2.19 each. Zina bought 4 cards. How much did she spend? 14-8 Multiply Money $2.19 4 × 9 ones = 36 ones Step 1 Multiply ones. 4 × 6 3

89. Lesson 8 Ex1 14-8 Multiply Money Step 2 Multiply tens. Step 3 Multiply hundreds. 4 × 1 tens = 4 tens $2.19 4 × 6 3 7 Add the regrouped ten. 4 + 3 = 7 4 × 2 hundreds = 8 hundreds $2.19$2.19 4 × 6 3 7 8

90. $. Lesson 8 Ex1 14-8 Multiply Money Step 4 Write the dollar sign and decimal point. Answer: So, Zina spent $8.76 on greeting cards. Place the decimal point and dollar sign. $2.19 4 × 6 3 7 8

91. A.$4.25 B.$3.75 C.$2.75 D.$3.25 Lesson 8 CYP1 14-8 Multiply Money A bag of chips cost $1.25 each. Darlene wants to buy 3 bags. How much will she spend?

92. Lesson 8 Ex2 Nutrition bars cost $2.25 each. How much do 4 nutrition bars cost? 14-8 Multiply Money Estimate 4 × $2.25 4 × $2.00 = $8.00 $2.25 4 × 5 ones = 20 ones Step 1 Multiply ones. 4 × 0 2

93. Lesson 8 Ex2 14-8 Multiply Money Step 2 Multiply tens. Step 3 Multiply hundreds. 4 × 2 tens = 8 tens $2.25 4 × 0 2 0 Add the regrouped tens. 8 + 2 = 10 4 × 2 hundreds = 8 hundreds 9 1 $2.25$2.25 4 × 0 2 0 1 Add the regrouped hundreds. 8 + 1 = 9

94. Lesson 8 Ex2 14-8 Multiply Money Answer: So, 4 nutrition bars cost $9.00. Check for Reasonableness $9.00 is close to $8.00, so the answer is reasonable. $. Step 4 Write the dollar sign and decimal point. Place the decimal point and dollar sign. $2.25 4 × 0 2 0 9 1

95. A.$32.00 B.$25.50 C.$27.00 D.$28.50 Lesson 8 CYP2 14-8 Multiply Money A ticket to the movies cost $4.50 for students. Leigh wants to buy 6 student tickets. How much will she have to pay?

96. End of Lesson 8

97. 14 Multiply by One-Digit Numbers 14 Multiply by One-Digit Numbers CR Menu Five-Minute Checks Math Tool Chest Image Bank Multiplication with Regrouping

98. 14 Multiply by One-Digit Numbers IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

99. 14 Multiply by One-Digit Numbers IB 1

100. 14 Multiply by One-Digit Numbers IB 2

101. 14 Multiply by One-Digit Numbers IB 3

102. 14 Multiply by One-Digit Numbers IB 4

103. 14 Multiply by One-Digit Numbers 14 Multiply by One-Digit Numbers 5Min Menu Lesson 14-1Lesson 14-1(over Chapter 13) Lesson 14-2Lesson 14-2(over Lesson 14-1) Lesson 14-3Lesson 14-3(over Lesson 14-2) Lesson 14-4Lesson 14-4(over Lesson 14-3) Lesson 14-5Lesson 14-5(over Lesson 14-4) Lesson 14-6Lesson 14-6(over Lesson 14-5) Lesson 14-7Lesson 14-7(over Lesson 14-6) Lesson 14-8Lesson 14-8(over Lesson 14-7)

104. 14 Multiply by One-Digit Numbers 5Min 1-1 (over Chapter 13) A.16 people B.17 people C.10 people D.15 people Solve. Bill is in the middle of a line of people waiting to see a play. There are 8 people in front of him. How many people are in the line?

105. 14 Multiply by One-Digit Numbers A.1,200 B.320 C.120 D.3,200 5Min 2-1 (over Lesson 14-1) Multiply. Use basic facts and patterns. 4 × 800

106. 14 Multiply by One-Digit Numbers A.21,000 B.2,100 C.1,400 D.4,000 5Min 2-2 (over Lesson 14-1) Multiply. Use basic facts and patterns. 7 × 3,000

107. 14 Multiply by One-Digit Numbers A.45 B.450 C.400 D.14,000 5Min 2-3 (over Lesson 14-1) Multiply. Use basic facts and patterns. 5 × 90

108. 14 Multiply by One-Digit Numbers A.10,000 B.1,000 C.3,000 D.300 5Min 2-4 (over Lesson 14-1) Multiply. Use basic facts and patterns. 2 × 5,000

109. 14 Multiply by One-Digit Numbers A.9,000 B.900 C.1,800 D.18,000 5Min 2-5 (over Lesson 14-1) Multiply. Use basic facts and patterns. 6 × 300

110. 14 Multiply by One-Digit Numbers A.200 B.2,000 C.1,000 D.100 5Min 2-6 (over Lesson 14-1) Multiply. Use basic facts and patterns. 5 × 400

111. 14 Multiply by One-Digit Numbers A.cat B.dog C.bird 5Min 3-1 (over Lesson 14-2) Solve. Use logical reasoning. Matt, Ann, and Joe own a dog, a cat, and a bird. Ann’s pet does not have 4 legs. Joe’s pet does not bark. Which pet does Matt have?

112. 14 Multiply by One-Digit Numbers A.360 B.36 C.540 D.5,400 5Min 4-1 (over Lesson 14-3) Estimate. Round to the nearest ten. 37 × 9

113. 14 Multiply by One-Digit Numbers A.1,283 B.420 C.1,284 D.480 5Min 4-2 (over Lesson 14-3) Estimate. Round to the nearest ten. 62 × 8

114. 14 Multiply by One-Digit Numbers A.12,000 B.860 C.2,400 D.680 5Min 4-3 (over Lesson 14-3) Estimate. Round to the nearest hundred. 425 × 6

115. 14 Multiply by One-Digit Numbers A.4,000 B.4,200 C.3,600 D.7,500 5Min 4-4 (over Lesson 14-3) Estimate. Round to the nearest hundred. 751 × 5

116. 14 Multiply by One-Digit Numbers A.60 B.40 C.36 D.82 5Min 5-1 (over Lesson 14-4) Multiply. 2 × 41

117. 14 Multiply by One-Digit Numbers A.33 B.66 C.55 D.60 5Min 5-2 (over Lesson 14-4) Multiply. 3 × 22

118. 14 Multiply by One-Digit Numbers A.48 B.128 C.84 D.488 5Min 5-3 (over Lesson 14-4) Multiply. 4 × 12

119. 14 Multiply by One-Digit Numbers 5Min 5-4 (over Lesson 14-4) A.64 B.60 C.54 D.84 Multiply. 2 × 32

120. 14 Multiply by One-Digit Numbers A.5 cows and 10 chickens B.10 cows and 10 chickens C.2 cows and 15 chickens D.1 cow and 3 chickens 5Min 6-1 (over Lesson 14-5) Solve the problem. Mr. Franco has only cows and chickens on his farm. He has 15 animals. There are 40 legs. How many cows and chickens does Mr. Franco have?

121. 14 Multiply by One-Digit Numbers A.85 B.38 C.48 D.68 5Min 7-1 (over Lesson 14-6) Multiply. 17 × 4

122. 14 Multiply by One-Digit Numbers A.92 B.29 C.81 D.83 5Min 7-2 (over Lesson 14-6) Multiply. 23 × 4

123. 14 Multiply by One-Digit Numbers A.76 B.67 C.71 D.118 5Min 7-3 (over Lesson 14-6) Multiply. 38 × 2

124. 14 Multiply by One-Digit Numbers A.54 B.59 C.51 D.95 5Min 7-4 (over Lesson 14-6) Multiply. 19 × 5

125. 14 Multiply by One-Digit Numbers A.68 B.86 C.78 D.144 5Min 7-5 (over Lesson 14-6) Multiply. 26 × 3

126. 14 Multiply by One-Digit Numbers A.688 B.144 C.328 D.726 5Min 8-1 (over Lesson 14-7) Multiply. 242 × 3

127. 14 Multiply by One-Digit Numbers A.668 B.122 C.696 D.124 5Min 8-2 (over Lesson 14-7) Multiply. 174 × 4

128. 14 Multiply by One-Digit Numbers A.558 B.855 C.640 D.644 5Min 8-3 (over Lesson 14-7) Multiply. 285 × 3

129. 14 Multiply by One-Digit Numbers A.6,955 B.6,240 C.4,400 D.5,955 5Min 8-4 (over Lesson 14-7) Multiply. 1,391 × 5

130. End of Custom Shows This slide is intentionally blank.