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CCSS 4 th Grade Numbers and Operations in Base Ten 5.1 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Lesson to be used by EDI-trained teachers only. READY TO TEACH SM EDI ® Lessons ©2013 All rights reserved. We will multiply by multiples of 10, 100, and 1000. What are we going to learn? CFU 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 Multiples of 10: 10, 20, 30, 40, … , 80, 90, … Multiples of 100: 100, 200, 300, … , 1600, 1700, … Multiples of 1000: 1000, 2000, 3000, … ,18000, 19000 … e the number as an amount of tens, hundreds, or thousands. Name Learning Objective Activate Prior Knowledge 1.) 1500 2.) 2000

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CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using

strategies based on place value and the properties of operations. Illustrate and explain the calculation by using

equations, rectangular arrays, and/or area models.Lesson to be used by EDI-trained teachers only.

We will multiply by multiples of 10, 100, and 1000.

What are we going to learn?What are we going to learn?

CFUCFU

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.

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 ConnectionMake Connection

Multiples of 10: 10, 20, 30, 40, … , 80, 90, …

Multiples of 100: 100, 200, 300, … , 1600, 1700, …

Multiples of 1000: 1000, 2000, 3000, … ,18000, 19000 …

Write the number as an amount of tens, hundreds, or thousands.

NameLearning Objective

Learning Objective

Activate Prior Knowledge

Activate Prior Knowledge

1.) 1500 2.) 2000

CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

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.

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 726B 5 700

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 726B 5 700

CFU 1 CFU 1

Go toSkill Dev 1

1 a plan on how to do something1 a plan on how to do something

VocabularyVocabulary

Concept Development 1Concept Development 1

7 400 = 2,800

factors product

3 500 = 1,500

500 500 500

3 groups of 500

+ +

3 518

518 is not a multiple of 10, 100, or 1000

Cannot use the place-value strategy above to multiply:

3 5 hundreds

15 hundreds

CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

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.

Which choice is equal to:

7 tens 4 tens

A 7 4 hundredsB 7 4 tensC 7 4 thousands

For the 10 groups of 30 blocks, circle 10 groups of 10 blocks. How many blocks are in ten tens?

Which choice is equal to:

7 tens 4 tens

A 7 4 hundredsB 7 4 tensC 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 CFU 2

Go toSkill Dev 2

Concept Development 2Concept Development 2

7 400 = 2,800

factors product

10 30 = 300

10 groups of 30

+30 +30 +30 +30 +30 +30 +30 +30 +30 30

1 ten x 3 tens

1 x 3 hundreds

3 hundreds

CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

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. 23

Skill Development/Guided Practice 1

Skill Development/Guided Practice 1

10 tens is a hundred

10 hundreds is a thousand

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 3002 B 8 3000 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?

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?

CFUCFU

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CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply 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. 23

Skill Development/Guided Practice 2

Skill Development/Guided Practice 2

1. 40 30 = _______ 2. 30 70 = _______

3. 80 50 = _______ 4. 50 40 = _______

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

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?

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?

CFUCFU

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2

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CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

Skill Development/Guided Practice 2 (continued)

Skill Development/Guided Practice 2 (continued)

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?

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?

CFUCFU

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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?

CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

Multiplying by multiples of 10, 100, and 1000 will help you do well on tests.

1

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?

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?

CFUCFU

2

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.

RelevanceRelevance

Sample Test Question:

14. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D.

A. 8 100O Yes O No

B. 2 2000 O Yes O No

C. 50 80O Yes O No

D. 80 80O Yes O No

Item Amount per Box

paperclip 400

paper 2,000

rubber band 500

pens 30

CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

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 ____________________________________________________________

_________________________________________________________________

Skill ClosureSkill Closure

Access Common CoreAccess Common Core

Summary ClosureSummary 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. 23

1. 8 3000 = _______ 2. 50 60 = _______

Let = 100.

Draw 5 200

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

Word Bank

multiplyfactorsproduct

place valuemultiples

CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

NameIndependent Practice

Independent Practice

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. 23

1. 4 3000 = _______ 2. 7 200 = _______

3. 5 200 = _______ 4. 6 500 = _______

5. 50 90 = _______ 6. 70 70 = _______

7. 40 50 = _______ 8. 20 50 = _______

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 hundred10 hundreds is a thousand

CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

NamePeriodic Review 1

Periodic Review 1

Access Common CoreAccess Common Core

1. 5 9000 = _______ 2. 80 70 = _______

Multiply by multiples of 10, 100, and 1000.

3. 8 8000 = _______ 4. 60 60 = _______

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 = _______

CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

NamePeriodic Review 2

Periodic Review 2

Access Common CoreAccess Common Core

1. 7 7000 = _______ 2. 90 80 = _______

Multiply by multiples of 10, 100, and 1000.

3. 6 7000 = _______ 4. 50 50 = _______

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

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

CCSS 4th Grade Numbers and Operations in Base Ten 5.1Multiply by multiples of 10, 100, and 1000.

NamePeriodic Review 3

Periodic Review 3

Access Common CoreAccess Common Core

1. 50 90 = _______ 2. 40 50 = _______

Multiply by multiples of 10, 100, and 1000.

3. 8 9000 = _______ 4. 70 50 = _______

Item Amount per Box

paperclip 400

paper 2,000

rubber band 500

pens 30

Margie is ordering supplies for the office. Answer the questions using the table below.

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?