Module 2 Lesson 5

1 / 47

# Module 2 Lesson 5 - PowerPoint PPT Presentation

Module 2 Lesson 5. Connect visual models and the distributive property to partial products of the standard algorithm without renaming. Common Core Standards.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## PowerPoint Slideshow about 'Module 2 Lesson 5' - kenyon-mccarty

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Module 2 Lesson 5
• Connect visual models and the distributive property to partial products of the standard algorithm without renaming.

Common Core

Standards

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

I can connect visual models and the distributive property to partial products of the standard algorithm without renaming.

Learning Targets

Activate

Knowledge

Write the multiplication sentence

9 x 10 =

Activate

Knowledge

Write the multiplication sentence

9 x 10 =

9 x 9 = 90 – ___

Activate

Knowledge

Write the multiplication sentence

9 x 10 =

9 x 9 = 90 – ___

9 x 9 = ___

Activate

Knowledge

Write the multiplication sentence

9 x 100 =

Activate

Knowledge

Write the multiplication sentence

9 x 100 =

9 x 99 = 900 – ___

Activate

Knowledge

Write the multiplication sentence

9 x 100 =

9 x 99 = 900 – ___

9 x 99 = ___

Activate

Knowledge

Write the multiplication sentence

15 x 10 =

Activate

Knowledge

Write the multiplication sentence

15 x 10 =

15 x 9 = 150 – ___

Activate

Knowledge

Write the multiplication sentence

15 x 10 =

15 x 9 = 150 – ___

15 x 9 = ___

Activate

Knowledge

Write the multiplication sentence

29 x 100 =

Activate

Knowledge

Write the multiplication sentence

29 x 100 =

29 x 99 = 2900 – ___

Activate

Knowledge

Write the multiplication sentence

29 x 100 =

29 x 99 = 2900 – ___

29 x 99 = ___

Activate

Knowledge

Write the multiplication sentence

31 × 100 = _____

Activate

Knowledge

Write the multiplication sentence

31 × 100 = _____

3100 x 2 = _____

Activate

Knowledge

Write 31 × 200 as a three-step multiplication sentence, taking out the hundred.

31 × 100 = _____

3100 x 2 = _____

31 x 200 = _____

Activate

Knowledge

Write the multiplication sentence

24 × 100 = _____

Activate

Knowledge

Write the multiplication sentence

24 × 100 = _____

2400 x 3 = _____

Activate

Knowledge

Write 24 × 300 as a three-step multiplication sentence, taking out the hundred.

24 × 100 = _____

2400 x 3 = _____

24 x 300 = _____

Activate

Knowledge

Write the multiplication sentence

34 × 100 = _____

Activate

Knowledge

Write the multiplication sentence

34 × 100 = _____

3400 x 2 = _____

Activate

Knowledge

Write 24 × 200 as a three-step multiplication sentence, taking out the hundred.

34 × 100 = _____

3400 x 2 = _____

34 x 200 = _____

Activate

Knowledge

Aneisha is setting up a play space for her new puppy. She will be building a fence around part of her yard that measures 29 feet by 12 feet. How many square feet of play space will her new puppy have? If you have time, solve it in more than one way.

Learn

Can you solve mentally using the unit form strategy?

21 x 5

Problem 1

Learn

Represent your think with a tape diagram.

21 x 5

Problem 1

Learn

Since 5 is the unit, how can we show the area of each unit?

Problem 1

Learn

Imagine that all 21 boxes are stacked vertically.

21 x 5

1 five

20 fives

Problem 1

Learn

We can simplify this drawing.

21 x 5

Problem 1

Learn

Compare the area diagram with the tape diagram

21 x 5

21 fives

Problem 1

Learn

Compare the area diagram with the tape diagram

21 x 5

21 fives

Problem 1

Learn

Can we turn this area model so that we count 5 groups of 21?

5 x 21

Problem 1

Learn

Relate the area model with the algorithm

23 × 31

23

1

30

Problem 2

Learn

Relate the area model with the algorithm

343 × 21

343

1

20

Problem 3

Learn

Relate the area model with the algorithm

231 × 32

231

2

30

Problem 4