Transcript Multiplying and Dividing Greater Numbers

Multiplying and Dividing
Greater Numbers
1
3
5
2
4
Using Place Value Patterns

We can use multiplication patterns to
help us multiply by multiples of 10, 100,
and 1,000.
What patterns do you notice below?
5
5
5
5
x
x
x
x
1=5
10 = 50
100 = 500
1,000 = 5,000
8
8
8
8
x
x
x
x
1=8
10 = 80
100 = 800
1,000 = 8,000
Here is a multiplication trick!

When one of the factors you are multiplying
has zeros on the end, you can multiply the
nonzero digits, and then add on the extra zeros.
9 x 100
Multiply the non-zero
digits.
9 00
9 x 100 = 900
Add the extra zeros.
Let’s try another!

When one of the factors you are multiplying
has zeros on the end, you can multiply the
nonzero digits, and then add on the extra zeros.
4 x 1000
Multiply the non-zero
digits.
4 000
4 x 1000 = 4000
Add the extra zeros.
Let’s try another!

When one of the factors you are multiplying
has zeros on the end, you can multiply the
nonzero digits, and then add on the extra zeros.
6 x 1000
Multiply the non-zero
digits.
6 000
6 x 1000 = 6000
Add the extra zeros.
Try some on your own!
Solve the following problems in your Math
notebook. Use place value patterns to help you!
3 x 100 = ____
5 x 1,000 = _____
6 x 10 = ____
18 x 100= ____
2 x 1,000 =____
9 x 10 = _____
Using Place Value Patterns

We can use division patterns to help us
multiply by 10, 100, and 1,000.
What patterns do you notice below?
6÷3=2
60 ÷ 3 = 20
600 ÷ 3 = 200
6,000 ÷ 3 = 2,000
8÷4=2
80 ÷ 4 = 20
800 ÷ 4 = 200
8,000 ÷ 4 = 2,000
Here is a division trick!

When there are zeros at the end of the dividend, you can
move them aside and use a basic division fact to divide
the nonzero digits.
120 ÷ 4
3 0
120 ÷ 4 = 30
Divide the nonzero digits.
Add the extra zeros.
Let’s see another example!

When there are zeros at the end of the dividend, you can
move them aside and use a basic division fact to divide
the nonzero digits.
800 ÷ 4
Divide the nonzero digits.
2 00
800 ÷ 4 = 200
Add the extra zeros.
Let’s see another example!

When there are zeros at the end of the dividend, you can
move them aside and use a basic division fact to divide
the nonzero digits.
800 ÷ 4
Divide the nonzero digits.
2 00
800 ÷ 4 = 200
Add the extra zeros.
Try some on your own!
Solve the following problems in your Math
notebook. Use place value patterns to help you!
3 x 100 = ____
5 x 1,000 = _____
6 x 10 = ____
18 x 100= ____
2 x 1,000 =____
9 x 10 = _____
Write Out…

How can using place value patterns
help you multiply and divide by
multiples of 10?
Let’s review!
How does using place value patterns
help you multiply and divide by
multiples of 10?
 What does a hundred look like using
base ten blocks?

What does a ten look like using base
ten blocks?
 How do we show ones using base ten
blocks?

We can use arrays and base ten blocks to help us
multiply and divide greater numbers!
You can draw a picture of an array to show
multiplication.
 REMEMBER: An array is an orderly
arrangement of objects in a row!

3 x 10
This means 3 rows of 10.
Check out an example!
4 x 21 = 84
What You Show:
What You Think:
4 rows of 2 tens = 8 tens
4 rows of 1 ones = 4 ones
8 tens 4 ones = 84
To find the product count the tens and ones,
then add them together. 
Let’s try another!
3 x 32 = 96
What You Show:
What You Think:
3 rows of 3 tens = 9 tens
3 rows of 2 ones = 6 ones
9 tens 6 ones = 96
To find the product count the tens and ones,
then add them together. 
Let’s try a few problems
on our own!


Remember: You can draw pictures using
base ten blocks to help you solve
multiplication problems!
Be prepared to share your problem
solving strategies with the group!
Let’s review!
We have learned new strategies for
multiplying and dividing greater
numbers.
 We learned that we can use place
value patterns to help us!
 Yesterday we learned how to draw
pictures to help us solve problems.

Today we will learn another new strategy to make multiplication easier!
You can make multiplication easier by breaking larger
numbers apart
by place value.
4 x 23
20 + 3
First multiply the ones.
Then multiply the tens.
Add the products!
You can use place
value to break 23
apart. How would you
write 23 in expanded
form?
4 x 3 = 12
4 x 20 = 80
80 + 12 = 92
You can make multiplication easier by breaking larger
numbers apart
by place value.
4 x 36
30 + 6
First multiply the ones.
Then multiply the tens.
Add the products!
You can use place
value to break 36
apart. How would you
write 36 in expanded
form?
4 x 6 = 24
4 x 30 = 120
120 + 24 = 144
You can make multiplication easier by breaking larger
numbers apart
by place value.
2 x 62
60 + 2
First multiply the ones.
Then multiply the tens.
Add the products!
You can use place
value to break 62
apart. How would you
write 62 in expanded
form?
2x2=4
2 x 60 = 120
120 + 4 = 124
Solve this problem
on your own!
Remember: You can break numbers apart
to help you!
5 x 42
Solve this problem
on your own!
Remember: You can break numbers apart
to help you!
3 x 27
Solve this problem
on your own!
Remember: You can break numbers apart
to help you!
6 x 18
Let’s review!
We learned that we can use place
value patterns to help us multiply!
 We also learned how to draw
pictures and how to break apart
numbers to help us solve problems.

Today we will learn another strategy for multiplying
greater numbers!
What’s going on today?
Today we will learn the traditional method for
multiplying 2 digit numbers by 1 digit numbers!
REMEMBER: There is more than one way to do the same
thing! You will be able to choose the method that works
best for you. 
There is not
enough room for
the tens digit so it
gets stored in the
“add”-ic
“Add”-ic
Add the digits in
the addic.
9+2=11
Second Floor
2
First Floor
37
X3
Basement
111
Multiply the tens.
3x3=9
Start by
multiplying the
ones!
3 x 7 = 21
There is not
enough room for
the tens digit so it
gets stored in the
“add”-ic
“Add”-ic
Add the digits in
the addic.
4+3=7
Second Floor
3
First Floor
18
X4
Basement
7 2
Multiply the tens.
4x1=4
Start by
multiplying the
ones!
4 x 8 = 32
There is not
enough room for
the tens digit so it
gets stored in the
“add”-ic
“Add”-ic
Add the digits in
the addic.
4+1=5
Second Floor
1
First Floor
26
X2
Basement
5 2
Multiply the tens.
2x2=4
Start by
multiplying the
ones!
6 x 2 = 12
There is not
enough room for
the tens digit so it
gets stored in the
“add”-ic
“Add”-ic
Add the digits in
the addic.
15 + 4 =19
Second Floor
4
First Floor
38
X5
Basement
190
Multiply the tens.
3 x 5 = 15
Start by
multiplying the
ones!
8 x 5 = 40
Let’s try one on our own!

You can use the HOUSE model to
help you! 
34
x7
Let’s try one on our own!

You can use the HOUSE model to
help you! 
18
x9
Let’s try one on our own!

You can use the HOUSE model to
help you! 
33
x4
Let’s try one on our own!

You can use the HOUSE model to
help you! 
81
x7
Let’s try one on our own!

You can use the HOUSE model to
help you! 
15
x6
Let’s review!
We have learned different
strategies for multiplying two digit
numbers by one digit numbers.
 Yesterday we learned the
traditional multiplication algorithm
in a HOUSE to help us!
Today we will practice using the HOUSE method to help
us and apply the strategy to story problems!

There is not
enough room for
the tens digit so it
gets stored in the
“add”-ic
“Add”-ic
Add the digits in
the addic.
5+2=7
Second Floor
2
First Floor
14
X5
Basement
7 0
Multiply the tens.
5x1=5
Start by
multiplying the
ones!
5 x 4 = 20
There is not
enough room for
the tens digit so it
gets stored in the
“add”-ic
“Add”-ic
Add the digits in
the addic.
6 + 1 =7
Second Floor
1
First Floor
26
X3
Basement
7 8
Multiply the tens.
3x2=6
Start by
multiplying the
ones!
3 x 6 = 18
Let’s try one on our own!

You can use the HOUSE model to
help you! 
14
x7
Let’s try one on our own!

You can use the HOUSE model to
help you! 
13
x3
Let’s try one on our own!

You can use the HOUSE model to
help you! 
15
x9
Let’s solve a story problem!

You can use the HOUSE model to
help you! 
Four classrooms received 62
plants for a science project.
How many plants do they have
altogether?
Let’s solve a story problem!

You can use the HOUSE model to
help you! 
Twenty-three second graders
have baseball card collections.
Each second grader has 8
baseball cards. How many do
they have in all?
Let’s solve a story problem!

You can use the HOUSE model to
help you! 
A baseball diamond has four
sides. Each side is 90 feet long.
How far will Joe run if he hits a
homerun and runs completely
around the baseball diamond?