What are we going to learn?

# What are we going to learn?

## What are we going to learn?

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1. Learning Objective We will multiply by multiples of 10, 100, and 1000. What are we going to learn? CFU Place Value Thousands Hundreds Activate Prior Knowledge Ones Tens Multiples of 10: 10, 20, 30, 40, … , 80, 90 Multiples of 100: 100, 200, 300, … , 1600, 1700, … Multiples of 1000: 1000, 2000, 3000, … ,18000, 19000 … 3 0 0 0 Write the number as an amount of tens, hundreds, or thousands. 1. 1500 2. 2000 Students, you already know how to write numbers as an amount of tens, hundreds, or thousands. Now, we will multiply by multiples of 10, 100, and 1000. Make Connection 15 hundreds 2 thousands or 20 hundreds

2. Concept Development 1 7400 = 2,800 • To multiply is to do repeated addition of equal groups. • Factorsare the numbers being multiplied. • The productis the answer to the multiplication problem. • There is a place-value strategy1 for multiplying by multiples of 10, 100, and 1000. factors product CFU 1 For the multiplication problem above, which are the factors? Which is the product? The factors are ____________. The product is _____________. Which multiplication problem can be solved using the place-value strategy you just learned? How do you know? A 5  726 B 5  700 3500 = 1,500 35 hundreds Go to Skill Dev 1 15 hundreds Animation on Slide 3 groups of 500 2,400 4  600 = 2,400 + + 500 500 500 1 a plan on how to do something Vocabulary Cannot use the place-value strategy above to multiply: 3  518 518 is not a multiple of 10, 100, or 1000

3. Concept Development 2 7400 = 2,800 • To multiply is to do repeated addition of equal groups. • Factorsare the numbers being multiplied. • The productis the answer to the multiplication problem. • There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. factors product CFU 2 Which choice is equal to: 7 tens  4 tens A 7  4 hundreds B 7  4 tens C 7  4 thousands For the 10 groups of 30 blocks, circle 10 groups of 10 blocks. How many blocks are in ten tens? 1030 = 300 1 ten x 3 tens Go to Skill Dev 2 1 x 3 hundreds Animation on Slide 3 hundreds 10 groups of 30 Ten tens is equal to a hundred + + + + + + + + + 30 30 30 30 30 30 30 30 30 30

4. Skill Development/Guided Practice 1 10 tens is a hundred 10 hundreds is a thousand • To multiply is to do repeated addition of equal groups. • There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. CFU How did I/you rewrite the factors as an amount of tens, hundreds, or thousands?? How did I/you multiply? How did I/you write the product as a number? Multiply by multiples of 10, 100, and 1000. 1 Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 1 2 3 2 1. 6 400 = _______ 2. 3 200 = _______ 3 24,000 6  4 thousands 3  2 hundreds 24 thousands 6 hundreds 600 3. 3 600 = _______ 4. 2 800 = _______

5. Skill Development/Guided Practice 1 (continued) 10 tens is a hundred 10 hundreds is a thousand • To multiply is to do repeated addition of equal groups. • There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. CFU How did I/you rewrite the factors as an amount of tens, hundreds, or thousands?? How did I/you multiply? How did I/you write the product as a number? Multiply by multiples of 10, 100, and 1000. 1 Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 1 2 3 2 5. 5 4,000 = _______ 6. 7 5,000 = _______ 3 Go to Concept Dev 2 5  4 hundreds 6  5 hundreds 20 hundreds 30 hundreds 2,000 3,000 Application Which multiplication problem can be solved using the place-value strategy you just learned? How do you know? A 8  3002 B 8  3000 C 5  6210

6. Skill Development/Guided Practice 2 10 tens is a hundred 10 hundreds is a thousand • To multiply is to do repeated addition of equal groups. • There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. CFU How did I/you rewrite the factors as an amount of tens, hundreds, or thousands?? How did I/you multiply? How did I/you write the product as a number? Multiply by multiples of 10, 100, and 1000. 1 Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 1 2 3 2 1. 40 30 = _______ 2. 30 70 = _______ 3 4 tens  3 tens 3 tens  7 tens 12 hundreds 21 hundreds 3. 80 50 = _______ 4. 50 40 = _______ 1,200 2,100 Application Which multiplication problems can be solved using the place-value strategy you just learned? How do you know? A 50  32 B 50  30 C 40 60

7. Skill Development/Guided Practice 2 (continued) How did I/you determine what the question is asking? How did I/you determine the math concept required? How did I/you determine the relevant information? How did I/you solve and interpret the problem? How did I/you check the reasonableness of the answer? CFU 1 2 3 4 1. Each section in the stadium at Martin Luther King Jr. High School holds 2,000 people. There are 5 sections in the stadium. How many people will the stadium hold? 5 2. Nahla and Hans want to know how many seats are in the auditorium at their school. Nahla counts 30 seats in a row. Hans counted 50 rows. How many seats are there?

8. Relevance • To multiply is to do repeated addition of equal groups. • There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. Multiplying by multiples of 10, 100, and 1000 will help you in business careers. 1 4x 30is 120. 120 is not enough for all the workers. Multiplying by multiples of 10, 100, and 1000 will help you do well on tests. 2 Does anyone else have another reason why it is relevant to multiply by multiples of 10, 100, and 1000? (Pair-Share) Why is it relevant to multiply by multiples of 10, 100, and 1000? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? CFU Sample Test Question: 14. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D. A. 8  100 O Yes O No B. 2  2000 O Yes O No C. 50  80 O Yes O No D. 80  80 O Yes O No

9. To multiply is to do repeated addition of equal groups. • There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. 10 tens is a hundred 10 hundreds is a thousand Skill Closure Multiply by multiples of 10, 100, and 1000. Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 1 2 3 1. 8 3000 = _______ 2. 50 60 = _______ Word Bank multiply factors product place value multiples 6 tens 4 tens 24 tens Access Common Core Let = 100. Draw 5  200 240 Summary Closure What did you learn today about multiplying by multiples of 10, 100, and 1000? (Pair-Share) Use words from the word bank.

10. Independent Practice 10 tens is a hundred 10 hundreds is a thousand • To multiply is to do repeated addition of equal groups. • There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. Multiply by multiples of 10, 100, and 1000. Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 1 2 3 1. 4 3000 = _______ 2. 7 200 = _______ 4  3 thousands 12 thousands 12,000 3. 5 200 = _______ 4. 6 500 = _______

11. Independent Practice (continued) 10 tens is a hundred 10 hundreds is a thousand • To multiply is to do repeated addition of equal groups. • There is a place-value strategy for multiplying by multiples of 10, 100, and 1000. Multiply by multiples of 10, 100, and 1000. Rewrite the factor(s) as an amount of tens, hundreds, or thousands. Multiply. (write) Remember: Ten tens is a hundred. Write the product as a number. 1 2 3 5. 50 90 = _______ 6. 70 70 = _______ 2 tens  5 tens 10 hundreds 1,000 7. 40 50 = _______ 8. 20 50 = _______

12. Periodic Review 1 10 tens is a hundred 10 hundreds is a thousand Multiply by multiples of 10, 100, and 1000. 1. 5 9000 = _______ 2. 80 70 = _______ 3. 8 8000 = _______ 4. 60 60 = _______ Access Common Core Correct the following math worksheet. If an answer is incorrect, cross it out and write the correct answer. Name ____________________ Multiply by multiples of 10, 100, and 1000. 1. 60 90 = _______ 2. 7 2000 = _______ 3. 5 300 = _______ 4. 4 500 = _______

13. Periodic Review 2 7400 = 2,800 Multiply by multiples of 10, 100, and 1000. 1. 7 7000 = _______ 2. 90 80 = _______ factors product 3. 6 7000 = _______ 4. 50 50 = _______ Access Common Core 1. Does the multiplication problem have a product of 2,000? Select Yes or No for A – D. A. 2  100 O Yes O No B. 2  1000 O Yes O No C. 50  40 O Yes O No D. 20  20 O Yes O No 2. Does the multiplication problem have a product of 4,000? Select Yes or No for A – D. A. 50  80 O Yes O No B. 10  40 O Yes O No C. 50  40 O Yes O No D. 2  2000 O Yes O No 3. Does the multiplication problem have a product of 1,000? Select Yes or No for A – D. A. 5  1000 O Yes O No B. 50  20 O Yes O No C. 10  10 O Yes O No D. 2  500 O Yes O No 4. Does the multiplication problem have a product of 3,000? Select Yes or No for A – D. A. 6  500 O Yes O No B. 3  100 O Yes O No C. 60  50 O Yes O No D. 30  10 O Yes O No

14. Periodic Review 3 7400 = 2,800 Multiply by multiples of 10, 100, and 1000. 1. 50 90 = _______ 2. 40 50 = _______ factors product 3. 8 9000 = _______ 4. 70 50 = _______ Access Common Core Margie is ordering supplies for the office. Answer the questions using the table below. 1. How many sheets of paper would she get if she bought 5 boxes? 3,500 Margie would get 10,000 sheets of paper in five boxes. 3. How many rubber bands would she get if she bought 6 boxes? 2. How many pens would she get if she bought 40 boxes? Margie would get 3,000 rubber bands in 6 boxes. Margie would get 1,200 pens in 40 boxes.

15. EDI – Cognitive, Teaching, and English Learner Strategies Cognitive Strategies Teaching Strategies Language Strategies Content Access Strategies