1. Math Module 3 Multi-Digit Multiplication and Division
Topic B: Multiplication by 10, 100, and 1,000
Lesson 6: Multiply two-digit multiples of 10 by two-digit multiples of 10 with the area model
4.OA OA NBT NBT.1

2. I can multiply!
Lesson 6 Target
You will multiply two digit multiples of 10 by two-digit multiples of 10

3. (Write 3 × 2 = .) Say the multiplication sentence in unit form.
S: 3 ones × 2 = 6 ones.
T: Write the answer in standard form.
S: (Write 6.)
T: (Write 30 × 2 = .) Say the multiplication sentence in unit form.
S: 3 tens × 2 = 6 tens.
S: (Write 60.)
Fluency
Multiply Units
Lesson 6
3 x 2 = ____
Say the multiplication sentence in unit form.
3 ones × 2 = 6 ones.
Write the answer in standard form.
Did you write 6?
30 x 2 = ____
Say the multiplication sentence in unit form.
3 tens × 2 = 6 tens.
Write the answer in standard form.
Did you write 60?

4. (Write 3 × 2 = .) Say the multiplication sentence in unit form.
S: 3 ones × 2 = 6 ones.
T: Write the answer in standard form.
S: (Write 6.)
T: (Write 30 × 2 = .) Say the multiplication sentence in unit form.
S: 3 tens × 2 = 6 tens.
S: (Write 60.)
Fluency
Multiply Units
Lesson 5
300 x 2 = ____
Say the multiplication sentence in unit form.
3 hundreds × 2 = 6 hundreds.
Write the answer in standard form.
Did you write 600?
3,000 x 2 = ____
Say the multiplication sentence in unit form.
3 thousands × 2 = 6 thousands.
Write the answer in standard form.
Did you write 6,000?

5. (Write 3 × 2 = .) Say the multiplication sentence in unit form.
S: 3 ones × 2 = 6 ones.
T: Write the answer in standard form.
S: (Write 6.)
T: (Write 30 × 2 = .) Say the multiplication sentence in unit form.
S: 3 tens × 2 = 6 tens.
S: (Write 60.)
Fluency
Multiply Units
Lesson 5
3,000 x 3 = ____
Say the multiplication sentence in unit form.
3 thousands × 3 = 9 thousands.
Write the answer in standard form.
Did you write 9,000?
30 x 3 = ____
Say the multiplication sentence in unit form.
3 tens × 3 = 9 tens.
Write the answer in standard form.
Did you write 90?

6. (Write 3 × 2 = .) Say the multiplication sentence in unit form.
S: 3 ones × 2 = 6 ones.
T: Write the answer in standard form.
S: (Write 6.)
T: (Write 30 × 2 = .) Say the multiplication sentence in unit form.
S: 3 tens × 2 = 6 tens.
S: (Write 60.)
Fluency
Multiply Units
Lesson 6
300 x 5 = ____
Say the multiplication sentence in unit form.
3 hundreds × 5 = 15 hundreds.
Write the answer in standard form.
Did you write 1,500?
70 x 5 = ____
Say the multiplication sentence in unit form.
7 tens × 5 = 35 tens.
Write the answer in standard form.
Did you write 350?

7. (Write 3 × 2 = .) Say the multiplication sentence in unit form.
S: 3 ones × 2 = 6 ones.
T: Write the answer in standard form.
S: (Write 6.)
T: (Write 30 × 2 = .) Say the multiplication sentence in unit form.
S: 3 tens × 2 = 6 tens.
S: (Write 60.)
Fluency
Multiply Units
Lesson 5
400 x 8 = ____
Say the multiplication sentence in unit form.
4 hundreds × 8 = 32 hundreds.
Write the answer in standard form.
Did you write 3,200?
7,000 x 2 = ____
Say the multiplication sentence in unit form.
7 thousands × 2 = 14 thousands.
Write the answer in standard form.
Did you write 14,000?

8. (Write 3 × 2 = .) Say the multiplication sentence in unit form.
S: 3 ones × 2 = 6 ones.
T: Write the answer in standard form.
S: (Write 6.)
T: (Write 30 × 2 = .) Say the multiplication sentence in unit form.
S: 3 tens × 2 = 6 tens.
S: (Write 60.)
Fluency
Multiply Units
Lesson 6
800 x 5 = ____
Say the multiplication sentence in unit form.
8 hundreds × 5 = 40 hundreds.
Write the answer in standard form.
Did you write 4,000?
40 x 5 = ____
Say the multiplication sentence in unit form.
4 tens × 5 = 20 tens.
Write the answer in standard form.
Did you write 200?

9. 20
Take Out the 10, 100, or 1,000
Fluency Lesson 6
Lesson 6
I’ll say a number. I want you to restate the number as a multiplication sentence, taking out the 10, 100,or 1,000. Ready? 90
200 20
2,000 30
5,000
700
8,000
8 x 1,000
5 x 1,000
2 x 1,000
2 x 10
2 x 100
9 x 10
3 x 10
7 x 100

10. Multiply by Multiples of 10, 100, and 1,000 Lesson 6
Say the multiplication problem.
Fluency
Multiply by Multiples of 10, 100, and 1,000 Lesson 6
5 x 300
Rewrite the problem the multiplication sentence taking out the 100 and solve.
Did you write
5 x 3 x 100 = 1,500

11. Multiply by Multiples of 10, 100, and 1,000 Lesson 6
Say the multiplication problem.
Fluency
Multiply by Multiples of 10, 100, and 1,000 Lesson 6
70 x 3
Rewrite the problem the multiplication sentence taking out the 10 and solve.
Did you write
7 x 3 x 10 = 210

12. Multiply by Multiples of 10, 100, and 1,000 Lesson 6
Say the multiplication problem.
Fluency
Multiply by Multiples of 10, 100, and 1,000 Lesson 6
8 x 4,000
Rewrite the problem the multiplication sentence taking out the 1,000 and solve.
Did you write
8 x 4 x 1,000 = 32,000

13. Multiply by Multiples of 10, 100, and 1,000 Lesson 6
Say the multiplication problem.
Fluency
Multiply by Multiples of 10, 100, and 1,000 Lesson 6
6 x 200
Rewrite the problem the multiplication sentence taking out the 100 and solve.
Did you write
6 x 2 x 100 = 1,200

14. Multiply by Multiples of 10, 100, and 1,000 Lesson 6
Say the multiplication problem.
Fluency
Multiply by Multiples of 10, 100, and 1,000 Lesson 6
50 x 8
Rewrite the problem the multiplication sentence taking out the 10 and solve.
Did you write
5 x 8 x 10 = 400

15. Read! Draw! Write! RDW Review Can you draw something?
 What can you draw?
 What conclusions can you make from your drawing?
Lesson 6
RDW Review
Read!
Draw!
Write!

16. Application Problem
Lesson 6
Lesson 6
There are 400 children at Park Elementary School. Park High School has 4 times as many students.
How many students in all attend both schools?
Lane High School has 5 times as many students as Park Elementary. How many more students attend Lane High School than Park High School?

17. Concept Development
Problem 1: Use the place value chart to multiply a two-digit multiple of 10 by a two-digit multiple of 10.
Lesson 6
30 x 20
Here we are multiplying a two-digit number by another two-digit number. What are some other ways we could express 30 × 20?
3 tens × 2 tens. 10 × 20 × × 30 × 2. 2 × 30 × × 20 × 10.
Let’s use 10 × 20 × 3 in a place value chart to help us solve 30 × 20.
What is 2 tens times 10?
2 tens times 10 is 2 hundreds.
So the value of 10 × 20 is?
200.
And then 200 × 3? You could triple the group or multiply by units.
10 × 20 × 3 is?

18. Did you get the same answer?
With your partner, represent one of the following on your place value chart:
10 × 30 × 2 as 10 groups of 30 times 2
2 × 30 × 10 as 2 groups of 30 times 10
3 × 20 × 10 as 3 groups of 20 times 10
When we multiply a two-digit number by another two-digit number, there are many equivalent ways to express it as a product. Decomposing our multiplication problem into more units can help us solve.
Concept Development
Problem 1
Lesson 6
With your partner, represent one of the following on your place value chart:
2 × 30 × 10
as 2 groups of 30 times 10
10 × 30 × 2 as
10 groups of 30 times 2
3 × 20 × 10
as 3 groups of 20 times 10

19. Concept Development
Problem 2: Create an area model to represent a two-digit multiple of 10 by two-digit multiple of 10.
Lesson 6
40 x 20
Let’s model 40 × 20 as an area. Tell your partner what 40 × 20 is.
4 tens times 20. That’s 80 tens or 800.
What is 20 in unit form?
2 tens is correct.
So then, what is 4 tens times 2 tens?
You know 4 times 2 is 8. That leaves both tens. 10 tens. It’s like saying 4 times 2 times 10 tens!
Let’s prove how we can multiply the units.

20. Concept Development
Problem 2: Create an area model to represent a two-digit multiple of 10 by two-digit multiple of 10.
Lesson 6
You drew a 40 by 20 rectangle. Now partition the horizontal side into 2 tens and the vertical side into 4 tens. Label each side. What is the area of the square?
10 times 10 is 100.
Say a multiplication sentence for how many of the squares there are.
2 times 4 equals 8.
Tell your partner how this rectangle shows 4 tens times 2 tens equals 8 hundreds.
Each square is 10 by 10. That makes 100. There are 8 hundreds.

21. 50 x 40 Concept Development Name 50 × 40 in unit form.
Problem 3: Use an area model to represent a two-digit multiple of 10 by a two-digit multiple of 10.
Lesson 6
50 x 40
Name 50 × 40 in unit form.
5 tens times 4 tens.
With your partner, draw a rectangle to represent 5 tens times 4 tens.
You can draw the vertical side as 5 tens and the horizontal side as 4 tens. 10 times 10 is times 4 is is the same as 2 tens. 2 tens times 100 is 2,000.

22. Use a place value chart to prove 2 tens times 100 is 2,000.
Concept Development
Problem 3: Use an area model to represent a two-digit multiple of 10 by a two-digit multiple of 10.
Use a place value chart to prove 2 tens times 100 is 2,000.
Lesson 6
50 x 40
Use a place value chart to prove 2 tens times 100 is 2,000.

23. 50 x 40 Concept Development What is 50 × 40? 50 times 40 is 2,000.
Problem 3: Use an area model to represent a two-digit multiple of 10 by a two-digit multiple of 10.
Use a place value chart to prove 2 tens times 100 is 2,000.
Lesson 6
50 x 40
What is 50 × 40?
50 times 40 is 2,000.
What conclusion can be made about multiplying a unit of 10 times a unit of 10?
10 times 10 is always 100. So I can decompose any unit of 10, multiply how many units of 10 there are, and it will be that many hundreds. 7 tens times 8 tens is 56 of some unit. I just have to find the unit. Ten times ten is 100. So it’s 56 hundreds or 5,600.

24. 60 x 30 Your turn! Try it with 60 x 30! Concept Development
Problem 3: Use an area model to represent a two-digit multiple of 10 by a two-digit multiple of 10.
Lesson 6
Your turn! Try it with 60 x 30!
60 x 30
Name 60 × 30 in unit form.
6 tens times 3 tens.
With your partner, draw a rectangle to represent 6 tens times 3 tens.
You can draw the vertical side as 3 tens and the horizontal side as 6 tens. 10 times 10 is times 3 is is the same as 1 ten 8 ones. 1 ten times 100 is 1, ones time 100 is ,000 and 800 is 1,800.

25. 60 x 30 Concept Development What is 60 × 30? 60 times 30 is 1,800.
Use a place value chart to prove 2 tens times 100 is 2,000.
Concept Development
Problem 3: Use an area model to represent a two-digit multiple of 10 by a two-digit multiple of 10.
Lesson 6
60 x 30 30
What is 60 × 30?
60 times 30 is 1,800.
What conclusion can be made about multiplying a unit of 10 times a unit of 10?
10 times 10 is always 100. So I can decompose any unit of 10, multiply how many units of 10 there are, and it will be that many hundreds. 6 tens times 3 tens is 18 of some unit. I just have to find the unit. Ten times ten is 100. So it’s 18 hundreds or 1,800.
60 x 30
6 tens x 3 tens
18 hundreds
1,800 60

26. Problem Set
10 Minutes
Lesson 6

27. What patterns did you notice while solving
Problem Set
10 Minutes
Lesson 6
Talk to your partner about how you each solved Problem 2. Can you come up with a different way to solve this problem?
What patterns did you notice while solving
Problem 1?

28. Problem Set
10 Minutes
Lesson 6

29. Problem Set
10 Minutes
Lesson 6

30. Problem Set
10 Minutes
Lesson 6

31. Problem Set
10 Minutes
Explain to your partner how to solve the problem 80 × 50 from Problem 10. What does the answer have to do with thousands when the units in 80 and 50 are 8 tens and 5 tens?
Lesson 6

32. Debrief
To solve 4 × 10 × 2 × 10, you can multiply 4 × 2 to get 8, then multiply 10 × 10 to get 100, then multiply the 8 times 100. Is it always possible to rearrange numbers like this when multiplying?
Lesson Objective:
Multiply two-digit multiples of 10 by two-digit multiples of 10 with the area model.

33. Exit Ticket
Lesson 4

34. There are three pages of homework tonight…