Transcript Module 3 Lesson 5 - Peoria Public Schools

Math Module 3
Multi-Digit Multiplication and Division
Topic B: Multiplication by 10,
100, and 1,000
Lesson 5: Multiply multiples of 10, 100, and
1,000 by single digits
4.OA.1 4.OA.2 4.NBT.5 4.NBT.1
I can do this!
Lesson 5
Target
You will multiply
multiples of 10,
100, and 1,000 by
single digits
Lesson 5
Fluency
Fluency
Group Count by Multiples of 10 and 100
• Count by sevens to 70.
7
14
21 28 35 42 49 56
63 70
Can you draw something?
What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide
as the screen
in the
library.by
The
the library
is 4 feet
with a perimeter of 14 feet. What is the
• Now
count
7 screen
tens.inWhen
I raise
mylong
hand,
perimeter of the screen in the auditorium? The projection screen in the school auditorium is 5 times as long
Say the
stop counting.
and 5 times as wide as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14
number.
feet. What is the perimeter of the screen in the auditorium?
What conclusions can you make from your drawing? Sat
7 tens
28 tens
49 tens
14 tens
35 tens
56 tens
21 tens
42 tens
63 tens
630
210
420
Continue!
Lesson 5
Fluency
Fluency
Group Count by Multiples of 10 and 100
• Count by 800 to 8,000.
Can you draw
6,400
1,600
2,400
3,200
4,000
5,600
7,200
8,000
4,800
800something?
What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide
as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the
• Now count by 8 hundreds. When I raise my
perimeter of the screen in the auditorium? The projection screen in the school auditorium is 5 times as long
Say the
and 5 timeshand,
as widestop
as thecounting.
screen in the library. The screen in the library is 4 feet long with a perimeter of 14
number.
feet. What is the perimeter of the screen in the auditorium?
8 hundreds
hundreds
hundreds
What conclusions
can you make16from
your drawing?24Sat
7,200
4,800
2,400
32 hundreds
40 hundreds
48 hundreds
Continue!
56 hundreds
64 hundreds
72 hundreds
Lesson 5
Fluency
Fluency
Group Count by Multiples of 10 and 100
• Count by 900 to 9,000.
Can you draw
7,200
1,800
2,700
3,600
4,500
6,300
8,100
9,000
5,400
900something?
What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide
as the screen in the library. The screen in the library is 4 feet long with a perimeter of 14 feet. What is the
• Now count by 9 hundreds. When I raise my
perimeter of the screen in the auditorium? The projection screen in the school auditorium is 5 times as long
Say the
and 5 timeshand,
as widestop
as thecounting.
screen in the library. The screen in the library is 4 feet long with a perimeter of 14
number.
feet. What is the perimeter of the screen in the auditorium?
9 hundreds
hundreds
hundreds
What conclusions
can you make18from
your drawing?27Sat
5,400
8,100
2,700
36 hundreds
45 hundreds
54 hundreds
Continue!
63 hundreds
72 hundreds
81 hundreds
Lesson 5
Fluency
Multiply Units
3 x 2 = ____
(Write 3 × 2•= .)
Saythe
the multiplication
sentence in unit form.
Say
multiplication
S: 3 ones × 2 = 6 ones.
sentence
in unit
T: Write the answer
in standard
form.form.
S: (Write 6.)• 3 ones × 2 = 6 ones.
T: (Write 30•× 2Write
= .) Saythe
the multiplication
answer in sentence in unit form.
S: 3 tens × 2 = 6 tens.
standard
form.
T: Write the answer
in standard
form.
• Did you write 6?
S: (Write 60.)
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?
Fluency
Lesson 5
Multiply Units
300 x 2 = ____
• Say the multiplication
(Write 3 × 2 = .) Say the multiplication sentence in unit form.
S: 3 ones sentence
× 2 = 6 ones.in unit form.
T: Write
answer in standard
• the
3 hundreds
× 2 = form.
6
S: (Write 6.)
hundreds.
T: (Write 30 × 2 = .) Say the multiplication sentence in unit form.
• Say the multiplication sentence
• ×Write
the answer in
S: 3 tens
2 = 6 tens.
in unit form.
T: Write the
answer inform.
standard form.
standard
S: (Write 60.)
• 3 thousands × 2 = 6 thousands.
3,000 x 2 = ____
• Did you write 600?
• Write the answer in standard
form.
• Did you write 6,000?
Lesson 5
Fluency
Multiply Units
5 x 3 = ____
(Write 3 × 2•= .)
Saythe
the multiplication
sentence in unit form.
Say
multiplication
S: 3 ones × 2 = 6 ones.
sentence in unit form.
T: Write the answer in standard form.
S: (Write 6.)• 5 ones × 3 = 15 ones.
T: (Write 30•× 2Write
= .) Saythe
the multiplication
answer in sentence in unit form.•
S: 3 tens × 2 = 6 tens.
standard form.
T: Write the answer in standard form.
•
• Did you write 15?
S: (Write 60.)
50 x 3 = ____
Say the multiplication
sentence in unit form.
5 tens × 3 = 15 tens.
• Write the answer in
standard form.
• Did you write 150?
Lesson 5
Fluency
Multiply Units
500 x 3 = ____
thethe
multiplication
(Write 3•× 2Say
= .) Say
multiplication sentence in unit form.
S: 3 ones × sentence
2 = 6 ones. in unit form.
T: Write •the5answer
in standard
hundreds
× 3 =form.
15
S: (Write 6.)
T: (Write 30hundreds.
× 2 = .) Say the multiplication sentence in unit form.
• Say the multiplication
S: 3 tens•× 2Write
= 6 tens.
the answer in
sentence in unit form.
T: Write thestandard
answer in standard
form.
form.
• 5 thousands × 3 = 15
S: (Write 60.)
5,000 x 3 = ____
• Did you write 1,500?
thousands.
• Write the answer in
standard form.
• Did you write 15,000?
Lesson 5
Fluency
Multiply Units
500 x 8 = ____
(Write
× 2 the
= .) Say
the multiplicationsentence
sentence in unit form.
• 3Say
multiplication
S: 3 ones
2 = 6 form.
ones.
in×unit
T: Write the answer in standard form.
• 5 6.)
hundreds × 8 = 40 hundreds.
S: (Write
T: (Write
30 × 2the
= .) Say
the multiplication
sentence in unit form.
• Write
answer
in standard
S: 3 tens
× 2 = 6 tens.
• Say the multiplication sentence in
form.
T: Write the answer in standard form.
unit form.
•
Did
you
write
4,000?
S: (Write 60.)
5,000 x 4 = ____
• 5 thousands × 4 = 20 thousands.
• Write the answer in standard
form.
• Did you write 20,000?
Lesson 5
Fluency
Multiply Units
5 x 8 = ____
multiplication
(Write 3• × Say
2 = .)the
Say the
multiplication sentence in unit form.
S: 3 ones ×sentence
2 = 6 ones. in unit form.
T: Write the answer in standard form.
• 6.)
5 ones × 8 = 40 ones.
S: (Write
• 30Write
in
T: (Write
× 2 = .)the
Say answer
the multiplication
sentence in unit form.
S: 3 tens ×standard
2 = 6 tens. form.
•
T: Write the answer in standard form.
• 60.)
Did you write 40?
S: (Write
90 x 7 = ____
Say the multiplication
sentence in unit form.
• 9 tens × 7 = 63 tens.
• Write the answer in
standard form.
• Did you write 630?
Concept Development
Lesson 5
Problem 1
2 ones × 4 2 tens × 4 2 hundreds × 4 2 thousands × 4
Show 2 ones × 4 on your place value
chart. Circle each group of 2 ones.
2 ones x 4 is?
Show 2 tens × 4 on your place value
chart. Circle each group of 2 tens.
2 tens x 4 is?
Lesson 5
Concept
Development
With
your
partner,
Problem 1
represent 2 hundreds × 4.
group of× 24 2 thousands × 4
2 ones × 4 2 tensCircle
× 4 each
2 hundreds
hundreds.
There was
the same
number of
disks.
2 hundreds x 4 is?
The What
value do
of the
iswould
in thehappen
hundreds,
youdisks
think
if we to 2 tens x 4?
What did you notice about multiplying
2 hundreds
x 4 compared
so
my
answer
is
larger.
multiplied 2 thousands x 4?
It was almost
the same except
I used disks that
represented 1
hundred instead
of 10.
Concept Development
Lesson 5
Problem 1b
3 tens × 3 3 hundreds x 3 3 thousands x 3
Thousands
Hundreds
Tens
ones
===
===
===
Show 3 tens × 3 on your place value
chart. Circle each group of 3 tens.
3 tens x 3 is?
Thousands
Hundreds
Tens
ones
===
===
===
Show 3 hundreds × 3 on your place value
chart. Circle each group of 3 hundreds.
3 hundreds x 3 is?
Concept Development
Lesson 5
Problem 1b
With your partner,
represent 3
thousands × 3. Circle each group
3 tens × 3 3 hundreds x 3 3 thousands x 3
of 3 thousands.
There was
the same
number of
disks.
Thousands
===
===
Hundreds
Tens
ones
It was almost
the same except
I used disks that
represented 1
===
hundred instead
of 10.
2 hundreds
x 43is?
What did you notice The
about
multiplying
thousands
x
3
compared
to
3
hundreds
x
3?
value
in the happen
thousands,
What of
dothe
youdisks
thinkiswould
if we
so my2answer
is larger.
multiplied
thousands
x 4?
Concept Development
Lesson 5
Problem 2
8x2
8 x 20
8 x 200
8 x 2,000
With your partner, solve these
multiplication problems in unit form.
What patterns do you notice?
All of the problems have 8 as a factor.
The units are in order of the place
value chart, smallest to largest.
The unit we multiply is the same unit
we get in our answer. Like 8 x 2 tens
equals 16 tens and 8 x 2 hundreds is
16 hundreds.
Lesson 5
Concept Development
Problem 2
8x2
8 x 20
8 x 200
8 x 2,000
What happens if we change the unit from 8 x 2 hundreds to
8 hundreds x 2? Does the answer change?
8 hundreds x 2 can be written
8 x 2 hundreds can be written
(8 x 100) x 2.
8 x (2 x 100)
The answer stays the same even though the unit changed.
Concept Development
Lesson 5
Problem 2b
5x2
5
5
5
5
x
x
x
x
5 x 20
2
2
2
2
ones = 10 ones
tens = 10 tens
hundreds = 10 hundreds
thousands = 10 thousands
5 x 200
5 x 2,000
With your partner, solve these
multiplication problems in unit form.
What patterns do you notice?
All of the problems have 5 as a factor.
The units are in order of the place
value chart, smallest to largest.
The unit we multiply is the same unit
we get in our answer. Like 5 x 2 tens
equals 10 tens and 5 x 2 hundreds is
10 hundreds.
Concept Development
Lesson 5
Problem 2b
5x2
5 x 20
5 x 200
5 x 2,000
What happens if we change the unit from 5 x 2 hundreds to
5 hundreds x 2? Does the answer change?
===
==
===
==
5 x 2 hundreds can be written
5 x (2 x 100)
5 hundreds x 2 can be written
(5 x 100) x 2.
The answer stays the same even though the unit changed.
RDW Review
Can you draw something?
What can you draw?
What conclusions can you make from your drawing?
Lesson 5
Concept Development
Lesson 5
Problem 3
Solve a word problem involving finding the sum of two different products of a single-digit number by a two- and
three- digit multiple of 10
1. Francisco plays a video game and earns 60 points for
every coin he collects. He collected 7 coins. How
many
points
he earn
for the
coins
thatHehe
Francisco plays a video
game and
earnsdid
60 points
for every
coin he
collects.
collected 7 coins. How many
points did he earn forcollected?
the coins that he collected?
2. Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many
points did he earn for the levels that he completed?
3. What was the total number of points that Francisco earned?
Concept Development
Lesson 5
Problem 3
Solve a word problem involving finding the sum of two different products of a single-digit
number by a two- and three- digit multiple of 10
• Francisco also earns 200 points for every level he completes in the
game. He completed 7 levels. How many points did he earn for the
levels
thatand
he earns
completed?
Francisco plays a video
game
60 points for every coin he collects. He collected 7 coins. How many
• for
What
total
of points that Francisco earned?
points did he earn
the was
coinsthe
that
he number
collected?
2. Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many
points did he earn for the levels that he completed?
3. What was the total number of points that Francisco earned?
Lesson 5
Concept Development
Problem 4
Solve a word problem involving 1,000 times as many.
At a concert, there were 5,000 people in the audience. That was 1,000 times the number of
performers. How many performers were at the concert?
Write an equation to solve for how many performers were at the concert. Solve using a
method of your choice.
Francisco plays a video game and earns 60 points for every coin he collects. He collected 7 coins. How many
points did he earn for the coins that he collected?
2. Francisco also earns 200 points for every level he completes in the game. He completed 7 levels. How many
points did he earn for the levels that he completed?
3. What was the total number of points that Francisco earned?
I know 1,000 times the number of
performers is 5,000, so to solve the
equation of p × 1,000 = 5,000, I
know that there were 5 performers.
There are 1,000 times as many people
in the audience, so I can divide 5,000
by 1,000 to find 5 performers.
Problem Set
10 Minutes
Lesson 5
Lesson 5
Lesson 5
What pattern
did you notice
while solving
Problems 1, 2,
and 3?
Lesson 5
Explain to your partner
how you solved for the
problems in the last row
of Problem 5. Explain to
your partner the value
and importance of the
number zero in the
factor and the product.
Lesson 5
Debrief
Lesson Objective:
Multiply multiples of 10,
100, and 1,000 by single
digits, recognizing patterns.
• Sometimes, we decompose using
addition, such as saying 30 = 10 + 10 +
10, and sometimes we decompose using
multiplication, such as saying 30 = 3 × 10.
What are some possible decompositions
of 24 using addition? Multiplication?
• What did you notice about 5 × 2, 5 × 20,
5 × 200, 5 × 2,000? Did you see that
there is a “hidden” or “extra” zero
because 5 × 2 ones is 1 ten, 5 × 2 tens is
10 tens, etc.
• What significant math vocabulary did we
use today to communicate precisely?
How did the last lesson prepare you for
this lesson?
Lesson 4
Exit Ticket