Multiply fourdigit, threedigit, and twodigit numbers by onedigit numbers and assess the reasonableness of the product.
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Note that the last Criteria for Success is not addressed in the tasks below, since each problem type involving multiplication has been explored in previous lessons. However, if it seems students need additional practice with any type (particularly multiplicative compare with larger unknown), then you can use the values in Anchor Tasks #2 or #3 in the context of a word problem.
If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 1 (benefits from worked example) and Anchor Task 2 (can be done independently). Find more guidance on adapting our math curriculum for remote learning here.
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Patrice solved the problem 72 x 8 using the partial products algorithm, as shown below:
Jerome solved in a different way from Patrice. Here is what he did:
First, he found the partial product of 2 and 8, which is 16. He wrote the ones digit, 6, under the equal bar, and the 1 ten on the equal bar above the tens place in smaller handwriting.

Then, he found the partial product of 7 tens and 8, which was 56 tens. Because he had the 1 ten from the first partial product, he added those tens together and wrote 57 in the hundreds and tens place in the product. Because he had accounted for the 1 ten from his first partial product, he crossed it off. 
Jerome’s method is called the standard algorithm. Use this method to find the following products. Then assess the reasonableness of your answer.
a. 54 x 6
b. 9 x 673
c. 1,605 x 4
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A student solved 516 x 4 below. There is a 2 above the tens digit in the product. What does that 2 represent?
Solve. Assess the resonableness of your answer.
a. 61 x 5 b. 6 x 2,348
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