Multiplication and Division of Whole Numbers

Lesson 5

Math

Unit 2

5th Grade

Lesson 5 of 20

Objective


Multiply two-digit, three-digit, and four-digit numbers by one-digit numbers.

Common Core Standards


Core Standards

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

Foundational Standards

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

Criteria for Success


  1. Compute two-digit, three-digit, and four-digit by one-digit products using the area model, the partial products algorithm, and the standard algorithm. 
  2. Relate the area model, the partial products algorithm, and the standard algorithm. 
  3. Round to estimate two-digit, three-digit, and four-digit by one-digit products.

Tips for Teachers


  • Students multiplied up to four-digit by one-digit whole numbers using the area model, the partial products algorithm, and/or the standard algorithm in Grade 4. The intention of this lesson it to review these strategies, and particularly the standard algorithm, with these cases before moving on to multiplication with larger factors in later lessons. 
  • Throughout this topic, it is important to preserve place value when talking about products of multi-digit numbers. For example, when discussing the computation $$1,768\times4$$, the partial product of the 6 digit and the 4 digit should be referenced as “six tens times four” or “sixty times four” rather than “six times four.”
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Anchor Tasks

25-30 minutes


Problem 1

Here is one way to find the area of a rectangle that is 43 units by 2 units. 

You might be familiar with different ways to write multiplication calculations. Here are two ways to calculate 43 $$\times$$ 2. 

                                

Calculation A                     Calculation B

a.   In Calculation A, how are each of the partial products obtained? For instance, where does the 6 come from?

b.   In Calculation B, how is 86 obtained?

c.   Look at the area model. How are the partial products in Calculation A and the 86 in Calculation B related to the numbers in the area model?

Guiding Questions

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Student Response

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References

Open Up Resources Grade 6, Unit 5, Lesson 7, Teacher Version7.2: Connecting Area Diagrams to Calculations with Whole Numbers

Grade 6, Unit 5, Lesson 7, Teacher Version is made available by Open Up Resources under the CC BY 4.0 license. Copyright © 2017 Open Up Resources. Download for free at openupresources.org. Accessed Dec. 7, 2018, 11:15 a.m..

Modified by Fishtank Learning, Inc.

Problem 2

a.   Find the value of $$932\times4$$.

b.   Swathi used the standard algorithm to find the value of $$932\times4$$. Here is her work.

  1. Where do you see $$2\times4$$ in Swathi's work?
  2. What does the 1 on the equal line represent in Swathi's calculation? Where did it come from?
  3. Where did the digits 3 and 7 in the solution come from?

Guiding Questions

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Student Response

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References

Open Up Resources Grade 5 Unit 4 Lesson 6 Activity 1 “Compose a New Unit”

Grade 5 Unit 4 Lesson 6 Activity 1 “Compose a New Unit” is made available by Open Up Resources under the CC BY 4.0 license. Copyright © 2017 Open Up Resources. Download for free at openupresources.org. Accessed Sept. 15, 2021, 11:49 a.m..

Problem 3

Estimate the following products. Then solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help.

a.   $$4,408\times5$$

b.   $$5,731\times7$$

Guiding Questions

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Student Response

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Problem Set

15-20 minutes


Discussion of Problem Set

  • Look at #4. Can the expression 8 x (3,000 + 600 + 5) be used to find the value of 3,605 x 8? Why or why not? What other expressions can be used to solve 3,605 x 8? How do you know? 
  • Look at #5. What is an example of when Nina’s claim is true? What is an example of when Nina’s claim is not true? 
  • What was the value of the question mark in #6? How did you figure that out? 
  • Look at #7. What is a possible number that Casey multiplies 178 by? Is there more than one right answer? 

Target Task

5-10 minutes


Solve. Show or explain your work.

a.   42 × 3 

b.   6 × 215

c.   2,039 × 8

Student Response

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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.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Multiply two-digit numbers by two-digit numbers.

Lesson 6
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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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