1. Strategies to Multiply with Multiples of Ten MAFS.3.NBT.1.3

2. Lesson Opening Name the following numbers: 1.3 tens 2.36 ones 3.14 tens 4.2 hundreds

3. Lesson Opening Name the following numbers: 1.3 tens = 30 2.36 ones = 36 3.14 tens = 140 4.2 hundreds= 200

4. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10. Multiples of 10 are… 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110…

5. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10. Multiples of 10 are… 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110… What do all the multiples of 10 have in common?

6. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10. 1 ten 1 x 1 ten 1 X 10 = 10 4 tens 4 x 1 ten 4 X 10 = 40 7 tens 7 x 1 ten 7 X 10 = 70

7. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10. 5 x 30 1 jump of 30

8. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10. 5 x 30 2 jumps of 30

9. I can use base-ten blocks, a number line, or place value to multiply with multiples of 10. 5 x 30 3 jumps of 30

10. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10. 5 x 30 4 jumps of 30

11. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10. 5 x 30 5 jumps of 30 So, 5 x 30 = 150

12. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10. 3 x 40

13. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10. 3 x 40 Think: 3 x 4 tens = 12 tens 12 tens = 120

14. Susanne cut a length of string 30 inches long. Vanessa cut a length of string 6 times as long as Susanne’s. How long was Vanessa’s string? I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10.

15. Susanne cut a length of string 30 inches long. Vanessa cut a length of string 6 times as long as Susanne’s. How long was Vanessa’s string? Model 6 times 30 with base-ten blocks. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10.

16. Susanne cut a length of string 30 inches long. Vanessa cut a length of string 6 times as long as Susanne’s. How long was Vanessa’s string? Model 6 times 30 with base-ten blocks. 30 X 6 I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10.

17. Susanne cut a length of string 30 inches long. Vanessa cut a length of string 6 times as long as Susanne’s. How long was Vanessa’s string? Model 6 times 30 with base-ten blocks. 30 X 6 Multiply the ones. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10.

18. Susanne cut a length of string 30 inches long. Vanessa cut a length of string 6 times as long as Susanne’s. How long was Vanessa’s string? Model 6 times 30 with base-ten blocks. 30 X 6 Multiply the ones. 0 (there are no ones) I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10.

19. Susanne cut a length of string 30 inches long. Vanessa cut a length of string 6 times as long as Susanne’s. How long was Vanessa’s string? Model 6 times 30 with base-ten blocks. Combine the tens. 30 X 6 Multiply the ones. 0 I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10.

20. Susanne cut a length of string 30 inches long. Vanessa cut a length of string 6 times as long as Susanne’s. How long was Vanessa’s string? Model 6 times 30 with base-ten blocks. Combine the tens. Ten tens is 1 hundred. 30 X 6 Multiply the ones. 0 I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10.

21. Susanne cut a length of string 30 inches long. Vanessa cut a length of string 6 times as long as Susanne’s. How long was Vanessa’s string? Model 6 times 30 with base-ten blocks. 18 tens = 1 hundred 8 tens = 180 30 X 6 180 (1 hundred, 8 tens) I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10.

22. Susanne cut a length of string 30 inches long. Vanessa cut a length of string 6 times as long as Susanne’s. How long was Vanessa’s string? Vanessa’s string was 180 inches long. I can use base-ten blocks, a number line, or place value to model and record multiplication with multiples of 10.

23. Your Turn 1)5 × 30 = 2)30 × 9 = 3)4 × 60 = 4)7 × 90 = 5)8 × 80 = 6)9 × 60 = Think 5 × 3 tens = 15 tens Think 3 tens × 9 = 27 tens Think 4 × 6 tens = 24 tens Think 7 × 9 tens = 63 tens Think 8 × 8 tens = 64 tens Think 9 × 6 tens = 54 tens

24. Bonus Question Does 3 × 90 have the same value as 9 × 30? How do you know? Can you think of other problems like this?

25. Exit Ticket and Bonus Questions 1)Ms. Young gets 8 boxes of pencils for her class. Each box of pencils contains 60 pencils. How many pencils did Ms. Young get? 2)When Ms. Young went to pay for the pencils, the cashier told her there was a sale: For every 3 boxes of pencils you buy, you get one box free. If Ms. Young left the store with 8 boxes of pencils, how many boxes of pencils were free for Ms. Young? 3)If each box of pencils cost $4, how much did Ms. Young spend on pencils? 2 more