Multiplication and Division of Whole Numbers

Lesson 4

Math

Unit 2

5th Grade

Lesson 4 of 20

Objective


Multiply multiples of powers of ten. Estimate multi-digit products by rounding numbers to their largest place value. 

Common Core Standards


Core Standards

  • 5.NBT.B.5 — Fluently multiply multi-digit whole numbers using the standard algorithm.

Foundational Standards

  • 4.NBT.B.5
  • 5.NBT.A.1
  • 5.NBT.A.2

Criteria for Success


  1. Multiply multiples of powers of ten with multiples of powers of ten (e.g., $$6,000\times50$$). (Note: They will not encounter examples that have multiple units, e.g., $$6,400\times50$$). 
  2. Look for patterns in multiplication of multiples of powers of ten (MP.8).
  3. Estimate products by rounding values to their largest place value.

Tips for Teachers


Throughout Lesson 4—10, students see and make use of structure (MP.7) and attend to precision (MP.6) as they decompose numbers into sums of multiples of base-ten units to multiply them.

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Anchor Tasks


Problem 1

a.   Solve. 

  1. $$4\times3=$$ _______
  2. $$4\times30=$$ _______
  3. $$40\times30=$$ _______
  4. $$40\times300=$$ _______
  5. $$400\times300=$$ _______

b.   What do you notice about Part (a)? What do you wonder?

Guiding Questions

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References

EngageNY Mathematics Grade 5 Mathematics > Module 2 > Topic A > Lesson 1Concept Development

Grade 5 Mathematics > Module 2 > Topic A > Lesson 1 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 2

a.   Solve.

  1. $$60\times5 =$$ ________
  2. $$60\times50 =$$ ________
  3. $$60\times500 =$$ ________
  4. $$60\times5,000 =$$ ________

b.   What do you notice about Part (a)? What do you wonder?

Guiding Questions

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References

EngageNY Mathematics Grade 5 Mathematics > Module 2 > Topic A > Lesson 1Concept Development

Grade 5 Mathematics > Module 2 > Topic A > Lesson 1 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 3

Estimate the following products.

a.   $$37\times94$$

b.   $$823\times25$$

c.   $$4,637\times621$$

Guiding Questions

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Problem Set


Answer Keys

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Discussion of Problem Set

  • Look at #1. What strategies did you use to solve? 
  • Look at #3c. How could I estimate this by rounding only one factor? Why might someone do this given the factors in this problem? Are there other numbers that are easy to use in computations without needing to round, like 25? 
  • Look at #5. What are some other factors whose product would be about 200,000? 
  • Look at #7. What language in the problem indicates that an estimate is an acceptable answer, rather than an exact one? 

Target Task


Problem 1

Which pairs of factors have a product between 3,000 and 4,000?

Select the three pairs that apply.

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Problem 2

Which two pairs of factors have a product of about 3,600?

Select the two pairs of factors that apply.

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Additional Practice


The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

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Word Problems and Fluency Activities

Word Problems and Fluency Activities

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Lesson 3

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Lesson 5

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Writing and Interpreting Numerical Expressions

Topic B: Multi-Digit Whole Number Multiplication

Topic C: Multi-Digit Whole Number Division

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