EACH CHAPTER INCLUDES · EACH CHAPTER INCLUDES: • Prescriptive targeted strategic intervention charts. • Student activity pages aligned to the Common Core State Standards

EACH CHAPTER INCLUDES: •Prescriptivetargetedstrategic

interventioncharts. •Studentactivitypages

alignedtotheCommonCoreStateStandards.

•Completelessonplanpageswithlessonobjectives,gettingstartedactivities,teachingsuggestions,andquestionstocheckstudentunderstanding.

Grade 4

Targeted Strategic Intervention

Grade 4, Chapter 5

Based on student performance on Am I Ready?, Check My Progress, and Review, use these charts to select the strategic intervention lessons found in this packet to provide remediation.

Am I Ready?

If Students miss

Exercises…

Then use this Strategic

Intervention Activity… Concept

Where is this concept in My Math?

1-3 5-A: Round to the Nearest Ten or Hundred

Round 4.NBT.3 Chapter 1, Lesson 5

4-6

5-B: Add Two-Digit Numbers

Addition 4.NBT.4 Chapter 2, Lesson 3

7-8 5-C: Repeated Addition Model multiplication 4.NBT.5

Chapter 4, Lesson 4

9-10 5-D: Multiplication Facts Through 9

Multiplication 4.NBT.5 Chapter 4, Lesson 3

Check My Progress 1

If Students miss

Exercises…




4-6 5-E: Multiples of 10 Multiply by tens 4.NBT.5 Chapter 5, Lesson 1

7-9

5-F: Estimate Products Estimate products 4.NBT.3 Chapter 5, Lesson 2

Review

If Students miss

Exercises…




6-9 5-G: Multiplication Facts Multiply by tens 4.NBT.5 Chapter 5, Lesson 1

5-H: Round to the Nearest Ten

10-13 5-I: Compare Numbers with Two- and Three-Digits

Estimate products 4.NBT.3 Chapter 5, Lesson 2

14-17 5-J: Multiplication with

Regrouping Multiply two, two-

digit numbers 4.NBT.5 Chapter 5,

Lesson 4

Program: SI_Chart Component: SEPDF Pass

Vendor: Laserwords Grade: 4

Name

Round each number to the nearest ten.

1. 35 2. 83 3. 671

4. 982 5. 1,309 6. 3,357

Round each number to the nearest hundred.

7. 293 8. 646 9. 485

10. 8,128 11. 4,151 12. 1,207

thousands hundreds tens ones

3 3 6 1

Round 3,361 to the nearest hundred.

• Find the hundreds place. 3,361• Look at the digit to its right.

If the digit is 5 or greater, round up.If the digit is less than 5, round down. Since 6 > 5, round up. To the nearest hundred, 3,361 rounds up to 3,400.

Round 3,361 to the nearest ten.

• Find the tens place. 3,361• Look at the digit to its right.

If the digit is 5 or greater, round up.If the digit is less than 5, round down. Since 1 < 5, round down.To the nearest ten, 3,361 rounds down to 3,360.

Round to the Nearest Ten or Hundred

You can round numbers by using place value.

Lesson

5-A

What Can I Do?I want to round to thenearest ten or hundred.

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Name

Round each number to the underlined place.

13. 4,147 14. 281 15. 867

16. 54 17. 3,163 18. 5,247

19. 8,724 20. 3,955 21. 7,299

22. 2,709 23. 4,277 24. 5,529

Round to the nearest ten.

25. 3,849 26. 4,323 27. 9,322

28. 8,234 29. 483 30. 5,801

31. 3,735 32. 969 33. 365

34. 492 35. 3,655 36. 9,118

Round to the nearest hundred.

37. 779 38. 789 39. 2,615

40. 583 41. 1,488 42. 883

43. 3,814 44. 698 45. 8,712

46. 6,479 47. 5,656 48. 3,344

Lesson

5-A

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Program: SI_Chart Component: TEPDF Pass


USING LESSON 5-A

WHAT IF THE STUDENT NEEDS HELP TO

Lesson Goal• Round to the nearest ten or

hundred.

What the Student Needs to Know• Identify the tens place.

• Identify the hundreds place.

• Identify multiples of 10 and 100.

Getting Started • Write 40, 50, and 60 on the board.

Remind students that these are called multiples of 10.

• Ask: What are the two multiples of 10 nearest to 43? (40 and 50) To 57? (50 and 60)

• Write 400, 500, and 600 on the board. Remind students that these are called multiples of 100.

• Ask: What are the two multiples of 100 nearest to 438? (400 and 500) To 572? (500 and 600)

What Can I Do? Read the question and the response. Then read and discuss the examples.

• Ask students to mark 11 and 18 on a number line and draw an arrow connecting each number with the number they round to. Point out that each number is closer to the multiple of ten that it rounds to on the number line.

11 15131210 14 17 1916 2018

• Repeat the activity by marking 15 on the number line. Students should find that 15 appears exactly halfway between two tens. Tell students that if a number is halfway between two tens, it is rounded to the greater ten.

Identify the Tens Place• Use place-value charts for two-,

three-, and four-digit numbers.

• Use base-ten blocks to review the meaning of the digits in two- and three-digit numbers.

Identify the Hundreds Place• Use place-value charts and

base-ten blocks to model three- and four-digit numbers.

• Use color-coded cards. Give each pair of students 3 crayons (red, yellow, and blue) and 3 index cards. Students should write a number from 1 to 9 on each card, using a different color for each. Create three- digit

place-value charts. Have the students shade the columns: ones, red; tens, yellow; hundreds, blue. Have pairs match each number card by its color to a column on the chart.

Identify Multiples of 10 and 100• Count aloud by 10s from 10

to 100. Have the student write these multiples of 10 on the board. Point out that a multiple of 10 has a zero in the ones place. Repeat the activity with multiples of 100.

Name

Round each number to the nearest ten.

1. 35 40 2. 83 80 3. 671 670

4. 982 980 5. 1,309 1,310 6. 3,357 3,360

Round each number to the nearest hundred.

7. 293 300 8. 646 600 9. 485 500

10. 8,128 8,100 11. 4,151 4,200 12. 1,207 1,200

thousands hundreds tens ones

3 3 6 1

Round 3,361 to the nearest hundred.

• Find the hundreds place. 3,361• Look at the digit to its right.

If the digit is 5 or greater, round up.If the digit is less than 5, round down. Since 6 > 5, round up. To the nearest hundred, 3,361 rounds up to 3,400.

Round 3,361 to the nearest ten.

• Find the tens place. 3,361• Look at the digit to its right.

If the digit is 5 or greater, round up.If the digit is less than 5, round down. Since 1 < 5, round down.To the nearest ten, 3,361 rounds down to 3,360.

Round to the Nearest Ten or Hundred

You can round numbers by using place value.

Lesson

5-A

What Can I Do?I want to round to thenearest ten or hundred.

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Lesson 5-A




Complete the Power Practice• Have the student draw number

lines to show the exercises. When rounding to the nearest ten, the number line is numbered by 1s. When rounding to the nearest hundred, the number line is numbered by 10s.

• Have the student underline the number in the place they are rounding to, then circle the digit to the right.

• The student may have difficulty finding the halfway point on a number line. Distribute number lines marked 0–100, 100–200, 300–400, and so on up to 900–1,000. Have the student point and follow on their number lines as you model how he or she can count forward to find the middle or halfway point. Mark each halfway point with a symbol such as a stop sign. Repeat with different marked number lines until the student recognizes the pattern that the halfway point always includes the number 50.

• Have students write 3,361 in a place-value chart and round it to the nearest ten, explaining the rule used. (3,360; If the ones digit is less than 5, round down.)

• Ask students to round 3,361 to the nearest hundred. Explain that instead of using the ones digit, they will use the tens digit and the same rules for rounding. Have students identify the digit in the tens place and determine whether to round to the next greater hundred. (6 tens; Round 3,361 up to 3,400.)

Try It• Work through Exercises 1 and 2

with students. Have students use the ones digit to round to the nearest ten. Have students demonstrate or explain how they found their answers to each exercise. For Exercises 3–6, have students tell you the tens digit in each number. For Exercises 7–12, have them tell you the hundreds digit.

Power Practice• Before doing the exercises, check

that students fully grasp the importance of ones when rounding to the nearest ten. The digit in the ones place determines how the digit in the tens place is rounded.

• Have the students read the directions and look over the practice items.

Name

Round each number to the underlined place.

13. 4,147 4,150 14. 281 300 15. 867 870

16. 54 50 17. 3,163 3,200 18. 5,247 5,250

19. 8,724 8,700 20. 3,955 4,000 21. 7,299 7,300

22. 2,709 2,710 23. 4,277 4,300 24. 5,529 5,500

Round to the nearest ten.

25. 3,849 3,850 26. 4,323 4,320 27. 9,322 9,320

28. 8,234 8,230 29. 483 480 30. 5,801 5,800

31. 3,735 3,740 32. 969 970 33. 365 370

34. 492 490 35. 3,655 3,660 36. 9,118 9,120

Round to the nearest hundred.

37. 779 800 38. 789 800 39. 2,615 2,600

40. 583 600 41. 1,488 1,500 42. 883 900

43. 3,814 3,800 44. 698 700 45. 8,712 8,700

46. 6,479 6,500 47. 5,656 5,700 48. 3,344 3,300

Lesson

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Name

1. 55+ 34

2. 62+ 19

Circle Regroup or No Regrouping.Then add.

Decide whether to regroup.

26

+ 43 26

+ 47

Think: I can add 6 ones and 3 ones without regrouping.

I can’t add 6 ones and 7 ones without regrouping.

No Regrouping Regroup 13 ones as 1 ten 3 ones.

26+ 43

69

26+ 47

73

1

Add the other way to check.

Check addition by adding in the other direction.

26+ 43

69

43+ 26

69

26

+ 4773

47+ 26

73

1

Add Two-Digit Numbers

Regroup

No Regrouping

Regroup

No Regrouping

Lesson

5-B

What Can I Do?I want to

add two-digitnumbers.

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Name


3. 28+ 17

4. 31+ 27

5. 24+ 48

6. 16+ 27

Add. Check by adding in the other direction.

7. 32+ 8

8. 40+ 22

9. 57+ 27

10. 33+ 29

11. 64+ 31

12. 65+ 6

13. 42+ 52

14. 35+ 45

15. 86+ 12

16. 14+ 68

17. 21+ 67

18. 47+ 39

19. 13+ 18

20. 53+ 8

21. 46+ 19

Regroup

No Regrouping

Regroup

No Regrouping

Regroup

No Regrouping

Regroup

No Regrouping

Lesson

5-B

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USING LESSON 5-B


Lesson Goal• Add two-digit numbers, with and

without regrouping.

What the Student Needs to Know• Regroup ones as tens and ones.

• Check addition.

Getting StartedUse tens and ones base-ten blocks to show the numbers 13 and 18. Ask:

• How many tens are in each number? How many ones are in each number? (1 ten, 3 ones; 1 ten, 8 ones)

Put the blocks together. Say:

• I’m adding 13 and 18. Now how many tens do I have? How many ones do I have? (2 tens, 11 ones)

• What can I do with 11 ones? (Regroup as 1 ten and 1 one.)

• Now how many tens do I have? How many ones do I have? (3 tens, 1 one)

What Can I Do?Read the question and the response. Then read and discuss the examples. Ask:

• Why can you add 6 ones and 3 ones without regrouping? (They add up to 9 ones, which is less than the 10 ones needed for regrouping.)

• Why do you need to regroup when you add 6 ones and 7 ones? (They add up to 13 ones, which is more than 10 ones or 1 ten.)

Regroup Ones as Tens and Ones• Give the student 18 ones

base-ten blocks and 5 tens blocks. Have the student show addends like these: 32 + 18; 17 + 25; 29 + 17. After showing the addends, have the student put the base-ten blocks together and regroup any groups of 10 ones for 1 ten before finding the sum. Encourage the student to talk about each step of the process.

Check Addition• Display addition fact cards to

18 and have the student use counters to model the facts.

• Then ask the student to check the addition by adding the numbers in a different direction and using counters to model the new fact.

Name

1. 55+ 34

89

2. 62+ 19

81


Decide whether to regroup.

26

+ 43 26

+ 47

Think: I can add 6 ones and 3 ones without regrouping.

I can’t add 6 ones and 7 ones without regrouping.

No Regrouping Regroup 13 ones as 1 ten 3 ones.

26+ 43

69

26+ 47

73

1

Add the other way to check.

Check addition by adding in the other direction.

26+ 43

69

43+ 26

69

26

+ 4773

47+ 26

73

1

Add Two-Digit Numbers

Regroup

No Regrouping

Regroup

No Regrouping

Lesson

5-B

What Can I Do?I want to

add two-digitnumbers.

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Lesson 5-B




Complete the Power Practice• Discuss each incorrect answer.

Have the student tell which addition problems require regrouping and which do not.

• Watch for students who consistently forget to add the regrouped ten. Remind them to write the 1 above the tens after they add the ones.

Try It• Remind students that they only

need to look at the ones digits to know whether or not to regroup. If the ones add up to less than 10, no regrouping is needed. If they add up to 10 or more, you must regroup.

• Make sure students realize that they are to add as well as tocircle the correct choice.

Power Practice• If necessary, provide additional

paper for students to check their answers.

• Have students complete the practice items. Then review each answer.

Name


3. 28+ 17

45

4. 31+ 27

58

5. 24+ 48

72

6. 16+ 27

43

Add. Check by adding in the other direction.

7. 32+ 8

40

8. 40+ 22

62

9. 57+ 27

84

10. 33+ 29

62

11. 64+ 31

95

12. 65+ 6

71

13. 42+ 52

94

14. 35+ 45

80

15. 86+ 12

98

16. 14+ 68

82

17. 21+ 67

88

18. 47+ 39

86

19. 13+ 18

31

20. 53+ 8

61

21. 46+ 19

65

Regroup

No Regrouping

Regroup

No Regrouping

Regroup

No Regrouping

Regroup

No Regrouping

Lesson

5-B

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Name

Use skip counting.

Find 4 + 4 + 4 + 4 + 4.

Look at the number of 4s. There are five 4s.

Skip count by 4s five times.

4 + 4 + 4 + 4 + 4

4, 8, 12, 16, 20

So, 4 + 4 + 4 + 4 + 4 = 20

Repeated Addition

Find each sum. Skip count to help.

1. 2 + 2 + 2 + 2 = 2. 5 + 5 + 5 =

, , , , ,

Find each sum.

3. 3 + 3 + 3 + 3 + 3 = 4. 6 + 6 + 6 =

5. 4 + 4 + 4 + 4 = 6. 5 + 5 + 5 + 5 + 5 + 5 =

7. 7 + 7 + 7 + 7 = 8. 8 + 8 + 8 + 8 =

9. 2 + 2 + 2 + 2 + 2 + 2 = 10. 9 + 9 + 9 + 9 + 9 + 9 =

Skip count by 2s Skip count by 5s.

Lesson

5-C

What Can I Do?I want to add the same

number more than one time.

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USING LESSON 5-C


Lesson Goal• Use skip counting to add the same

number three or more times.

What the Student Needs to Know• Use skip counting.

Getting StartedAsk students to look at this example: 2 + 2 + 2. Say:

• When you add these numbers, you skip the numbers between them.

• The numbers you count are ? . (2, 4, 6)

• The numbers you skip are ? . (3, 5)

What Can I Do?Read the question and the response. Then look at the example. Ask:

• How many 4s are being added? (5)

• How many times do you skip count 4? (5)

Skip count with students: 4, 8, 12, 16, 20. You may want to have students count the in-between numbers with a ruler: Say: 4; Use your finger to point to 5, 6, and 7 on the ruler.

Try It• Have students read Exercise 1 and

count the number of 2s. Have students write the correct numbers on the lines by skip counting.

• Have students follow the same procedure for Exercise 2.

Power Practice• Have students complete the

practice items. Then review each answer.

Use Skip Counting• Use counters to form groups for

skip counting. Show the student that by gathering the counters into groups of, say, 4, they can count 1-2-3-4, then 5-6-7-8, and so on. The last number in each group of 4 becomes the next number in the skip counting pattern.

• Practice selected addition facts daily for 5 or 10 minutes: adding equal numbers, such as 4 + 4, then 4 to the sum of that (8 + 4), and so on. Repeat until the student can recall the sums for these addition facts automatically.

Complete the Power Practice• Discuss each incorrect answer.

• Perhaps the student will understand the concept of skip counting if presented in a different modality; for example, draw picture models (shade every fourth frog he or she draws) or playing a game (every fourth student stands up).

Name

Use skip counting.

Find 4 + 4 + 4 + 4 + 4.

Look at the number of 4s. There are five 4s.

Skip count by 4s five times.

4 + 4 + 4 + 4 + 4

4, 8, 12, 16, 20

So, 4 + 4 + 4 + 4 + 4 = 20

Repeated Addition

Find each sum. Skip count to help.

1. 2 + 2 + 2 + 2 = 8 2. 5 + 5 + 5 = 15

2 , 4 , 6 , 8 5 , 10 , 15

Find each sum.

3. 3 + 3 + 3 + 3 + 3 = 15 4. 6 + 6 + 6 = 18

5. 4 + 4 + 4 + 4 = 16 6. 5 + 5 + 5 + 5 + 5 + 5 = 30

7. 7 + 7 + 7 + 7 = 28 8. 8 + 8 + 8 + 8 = 32

9. 2 + 2 + 2 + 2 + 2 + 2 = 12 10. 9 + 9 + 9 + 9 + 9 + 9 = 54

Skip count by 2s Skip count by 5s.

Lesson

5-C

What Can I Do?I want to add the same

number more than one time.

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Name

Multiplication Facts Through 9

Use any multiplication strategy.

Find 6 × 5.

Double a known fact.

Double 3 × 5 to find6 × 5.

3 × 5 = 1515 + 15 = 30

So, 6 × 5 = 30.

Use repeated addition.

Add 5 six times.

5 + 5 + 5 + 5 + 5 + 5 = 30

So, 6 × 5 = 30.

Skip count on a number line.

Skip count by 5s six times.

So, 6 × 5 = 30.

Double a known fact to find each product.

1. 4 × 9 = 2. 8 × 5 =

Double 2 × 9 Double 4 × 5

3. 6 × 5 = 4. 10 × 7 =

Double 3 × 5. Double 5 × 7

1 5 1612 1732 130 14 204 7 9 15 18116 10 198 21 22 2523 24 26 27 3028 29

Lesson

5-D

What Can I Do?I want to multiply

two numbers.

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Name

Use repeated addition to find each product.

5. 3 × 7 = 6. 5 × 5 =

Add:

Skip count to find each product.

7. 5 × 3 = 8. 4 × 6 =

Count: Count:

Find each product. Use any method.

9. 2 × 6 = 10. 4 × 4 = 11. 5 × 7 =

12. 6 × 7 = 13. 3 × 8 = 14. 9 × 3 =

15. 7 × 4 = 16. 8 × 6 = 17. 5 × 8 =

18. 8× 2

19. 3× 6

20. 7× 7

21. 9× 3

22. 6× 6

23. 9× 8

24. 8× 4

25. 6× 9

26. 9× 4

27. 7× 8

28. 7× 9

29. 9× 9

Lesson

5-D

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USING LESSON 5-D


Lesson Goal• Use any multiplication strategy to

multiply two numbers through 9.

What the Student Needs to Know• Double a basic multiplication fact.

• Use repeated addition.

• Skip count.

Getting Started• Write the multiplication fact

3 × 7 on the board. Say:

• Of the three strategies of doubling a known fact, repeated addition, and skip counting on a number line, which ones can be used for this example? (repeated addition, skip counting on a number line)

• Explain that it is necessary to have one of the factors be an even number to be able to use the doubling method, because you don’t get a whole number when you divide an odd number by 2.

What Can I Do?Read the question and the response. Then discuss the first example. Ask:

• Can you use the doubling method to find the answer to the example 6 × 5? (Yes)

• What would you double? (3 × 5 = 15)

• How would you use repeated addition to solve? (add 5 six times: 5 + 5 + 5 + 5 + 5 + 5)

Use an existing number line from 1 to 30 or draw a new one. Demonstrate skip counting 6 groups of 5 by drawing arrows that show “jumps” between 0 and 5, 5 and 10, 10 and 15, 15 and 20, 20 and 25, and 25 and 30.

• Ask: Which two methods are most alike? (repeated addition and skip counting)

Double a Basic Multiplication Fact • Have the student keep handy

a chart of numbers and their doubles (2 × 2 = 4, 3 × 3 = 9, and so on) to refer to.

• Have the student practice these doubling facts daily until he or she knows them.

Use Repeated Addition• Practice selected addition facts

daily for 5 or 10 minutes: adding equal numbers, such as 4 + 4, then 4 to the sum of that (8 + 4), and so on. Repeat until the student can recall the sums for these addition facts automatically.

• If this is still difficult, have the student use counters to form groups for repeated addition.

Name

Multiplication Facts Through 9

Use any multiplication strategy.

Find 6 × 5.

Double a known fact.

Double 3 × 5 to find6 × 5.

3 × 5 = 1515 + 15 = 30

So, 6 × 5 = 30.


Add 5 six times.

5 + 5 + 5 + 5 + 5 + 5 = 30

So, 6 × 5 = 30.

Skip count on a number line.

Skip count by 5s six times.

So, 6 × 5 = 30.

Double a known fact to find each product.

1. 4 × 9 = 36 2. 8 × 5 = 40

Double 2 × 9 Double 4 × 5

3. 6 × 5 = 30 4. 10 × 7 = 70

Double 3 × 5. Double 5 × 7

1 5 1612 1732 130 14 204 7 9 15 18116 10 198 21 22 2523 24 26 27 3028 29

Lesson

5-D

What Can I Do?I want to multiply

two numbers.

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Lesson 5-D




Skip Count• Show the student that by

gathering counters into groups of, say, 4, he or she can count 1-2-3-4, then 5-6-7-8, and so on. The last number in each group of 4 becomes the next number in skip counting.

Complete the Power Practice• Discuss each incorrect answer

and review the previous skills, if necessary.

Try It• Have students do Exercises 1–4

using the doubling method. Check that students understand that they must use the even number as their “double.” Ask what would happen if both numbers were even. (They would have a choice of which factor to use as the double.)

• Have students do Exercises 5 and 6 using repeated addition. Check to make sure students are clear on which is the number to add and which tells the number of times it gets added.

• Have students do Exercises 7 and 8 by skip counting. Check to make sure students are clear on which is the number to skip count and which tells the number of times it gets counted.



Name

Use repeated addition to find each product.

5. 3 × 7 = 21 6. 5 × 5 = 25

Add: 7 + 7 + 7 = 21 Add: 5 + 5 + 5 + 5 + 5 = 25

Skip count to find each product.

7. 5 × 3 = 15 8. 4 × 6 = 24

Count: 3, 6, 9, 12, 15 Count: 6, 12, 18, 24

Find each product. Use any method.

9. 2 × 6 = 12 10. 4 × 4 = 16 11. 5 × 7 = 35

12. 6 × 7 = 42 13. 3 × 8 = 24 14. 9 × 3 = 27

15. 7 × 4 = 28 16. 8 × 6 = 48 17. 5 × 8 = 40

18. 8× 216

19. 3× 618

20. 7× 749

21. 9× 327

22. 6× 636

23. 9× 872

24. 8× 432

25. 6× 954

26. 9× 436

27. 7× 856

28. 7× 963

29. 9× 981

Lesson

5-D

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Name

Multiples of 10

Use basic facts to multiply.

1. 2 × 30 = 2. 2 × 70 = 3. 3 × 50 = 4. 3 × 40 =

5. 8 × 10= 6. 4 × 50 = 7. 5 × 70 = 8. 6 × 30 =

Multiply.

Find 4 × 20.Use a basic fact.

Think: 4 × 2 = 8

Use multiples of 10.

20 is a multiple of 10 because 2 × 10 = 20

Think: 4 × 2 = 8

Apply the pattern: 4 × 20 = 80

9. 30× 7

10. 50× 5

11. 40× 8

12. 30× 9

13. 90× 5

14. 60× 6

15. 90× 4

16. 80× 3

17. 2 × 60 = 18. 3 × 70 =

19. 5 × 40 = 20. 9 × 20 =

21. 6 × 80 = 22. 4 × 70 =

Lesson

5-E

What Can I Do?I want to use basic facts

and patterns to find a multiple of 10.

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USING LESSON 5-E


Identify Ones and Tens Digits• Write a two-digit number such

as 83 on the board. Ask: How many tens are in this number? How many ones? (8 tens, 3 ones) Remind the student that the 8 is called the tens digit. It tells the number of tens. The 3 is the ones digit because it tells the number of ones.

Complete Multiplication Facts• Have the student work in pairs

using flash cards to identify any unknown facts. He or she can use counters or base-ten blocks to demonstrate the products of multiplying 2 one-digit numbers.

Recognize Multiples of 10• Remind the student that any

number ending in zero is a multiple of 10.

Lesson Goal• Use basic facts and patterns to find

multiples of 10.

What the Student Needs to Know• Identify ones and tens digits.

• Complete multiplication facts.

• Recognize multiples of 10.

Getting Started• Conduct a brief review of the

multiplication facts, emphasizing the more difficult facts. If necessary, post a multiplication facts table for student reference.


• What multiplication fact is “hidden” in 4 × 30? (4 × 3 = 12)

• How does knowing the product of 4 × 3 help you solve 4 × 30? (Possible answer: I can multiply 4 × 3 and then add a zero at the end.)

Try It• Have students tell you the basic

fact that corresponds with each exercise.

Power Practice• Have students state the basic

fact that corresponds with each exercise.

• Select a few of the exercises and have volunteers demonstrate how they solved it.

Name

Multiples of 10

Use basic facts to multiply.

1. 2 × 30 = 60 2. 2 × 70 = 140 3. 3 × 50 = 150 4. 3 × 40 = 120

5. 8 × 10= 80 6. 4 × 50 = 200 7. 5 × 70 = 350 8. 6 × 30 = 180

Multiply.

Find 4 × 20.Use a basic fact.

Think: 4 × 2 = 8

Use multiples of 10.

20 is a multiple of 10 because 2 × 10 = 20

Think: 4 × 2 = 8

Apply the pattern: 4 × 20 = 80

9. 30× 7210

10. 50× 5250

11. 40× 8320

12. 30× 9270

13. 90× 5450

14. 60× 6360

15. 90× 4360

16. 80× 3240

17. 2 × 60 = 120 18. 3 × 70 = 210

19. 5 × 40 = 200 20. 9 × 20 = 180

21. 6 × 80 = 480 22. 4 × 70 = 280

Lesson

5-E

What Can I Do?I want to use basic facts

and patterns to find a multiple of 10.

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155_S_G4_C05_SI_119816.indd 155 7/9/12 2:45 PM




Name

Estimate Products

Round the factor to the underlined digit.

1. 7 × 57 → 7 × 2. 2 × 32 → 2 ×

3. 9 × 94 → 9 × 4. 8 × 25 → 8 ×

5. 5 × 44 → 5 × 6. 3 × 74 → 3 ×

Round the factor to the underlined digit to estimate the product.

7. 3 × 67 → 3 × 8. 9 × 18 → 9 ×

estimate: estimate:

9. 4 × 21 → 4 × 10. 7 × 89 → 7 ×

estimate: estimate:

11. 6 × 78 → 6 × 12. 5 × 35 → 5 ×

estimate: estimate:

Round the greater factor.

Round the greater number so that it has only one digit that is not zero.

62 × 3 → 60 × 3

8 × 27 → 8 × 30

78 × 6 → 80 × 6

Multiply to estimate.

60 × 3 = 180 So, 62 × 3 is about 180.

8 × 30 = 240 So, 8 × 27 is about 240.

80 × 6 = 480 So, 78 × 6 is about 480.

Lesson

5-F

What Can I Do?I want to estimate

the answer to a multiplication problem.

8 × 3 = 24

6 × 3 = 18

8 × 6 = 48

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USING LESSON 5-F


Round to the Nearest Ten • Draw number lines using

two-digit numbers. Remind the student of the rules for rounding: If the ones digit is equal to or greater than 5, round up. If the ones digit is less than 5, round down.

Complete Multiplication Facts • Have the student work in pairs

using flash cards to identify those facts they do not know. Then have students form small groups to create and share fact strategies for the unknown facts.

Complete the Power Practice• If the student is not rounding

correctly, have him or her identify two nearest multiples first. For example, the two tens closest to 21 are 20 and 30.

Lesson Goal• Use rounding to estimate the

product of a one-digit number by a two-digit number.

What the Student Needs to Know• Round to the nearest ten.

• Complete multiplication facts.

Getting Started• Write 50, 60, and 70 on the board.

Remind students that these are called multiples of 10.

• What are the two multiples of 10 nearest to 53? (50 and 60) To 67? (60 and 70)

• Have students find the tens place and identify the digit to its right. (ones place)

• If the digit is 5 or greater, round up. If the digit is less than 5, round down.

What Can I Do?Read the question and the response. Then have students study the three examples.

• How have the three problems been changed? (The greater number has been rounded.)

• Have students read the sentences on the right to learn how to esti-mate.

Try It• Have students identify the

underlined digit in the first exercise. Ask: How will you round the number 57? (Look at the digit to the right of the underlined digit. It is greater than 5, so 57 rounds up 60.)



Name

Estimate Products

Round the factor to the underlined digit.

1. 7 × 57 → 7 × 60 2. 2 × 32 → 2 × 30

3. 9 × 94 → 9 × 90 4. 8 × 25 → 8 × 30

5. 5 × 44 → 5 × 40 6. 3 × 74 → 3 × 70

Round the factor to the underlined digit to estimate the product.

7. 3 × 67 → 3 × 70 8. 9 × 18 → 9 × 20

estimate: 210 estimate: 180

9. 4 × 21 → 4 × 20 10. 7 × 89 → 7 × 90


11. 6 × 78 → 6 × 80 12. 5 × 35 → 5 × 40


Round the greater factor.

Round the greater number so that it has only one digit that is not zero.

62 × 3 → 60 × 3

8 × 27 → 8 × 30

78 × 6 → 80 × 6

Multiply to estimate.

60 × 3 = 180 So, 62 × 3 is about 180.

8 × 30 = 240 So, 8 × 27 is about 240.

80 × 6 = 480 So, 78 × 6 is about 480.

Lesson

5-F

What Can I Do?I want to estimate

the answer to a multiplication problem.

8 × 3 = 24

6 × 3 = 18

8 × 6 = 48

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157_S_G4_C05_SI_119816.indd 157 7/9/12 2:53 PM




Name

Multiplication Facts

Use an array.

Draw a picture or use counters.

6 × 7

6, the first factor, tells the number of rows.

7, the second factor, tells the number in each row.

Count to find the product. 6 × 7= 42


6 × 7

6, the first factor, tells how many times to add.

7, the second factor, tellswhich number to add.

Use an array. Find each product.

1. 5× 3

2. 4× 6

3. 9× 3

4. 7× 5

5. 7× 1

6. 3× 6

7. 8× 2

8. 6× 9

9. 3 × 3 = 10. 9 × 2 =

11. 4 × 8 = 12. 1 × 6 =

6 × 7= 7 + 7 + 7 + 7 + 7 + 7 = 42

Lesson

5-G

What Can I Do?I want to find the product

of two numbers.

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Name

Use repeated addition. Find each product.

13. 7× 2

14. 8× 8

15. 3× 7

16. 5× 9

17. 6 × 3 = 18. 2 × 1 =

19. 5 × 6 = 20. 7 × 9 =

Find each product.

21. 8× 1

22. 4× 0

23. 3× 5

24. 7× 7

25. 9× 1

26. 8× 5

27. 1× 4

28. 5× 2

29. 3× 9

30. 7× 4

31. 0× 8

32. 6× 8

33. 5× 5

34. 7× 9

35. 4× 4

36. 5× 1

37. 0 × 6 = 38. 5 × 5 =

39. 1 × 4 = 40. 7 × 8 =

41. 4 × 7 = 42. 8 × 9 =

43. 5 × 0 = 44. 6 × 7 =

Lesson

5-G

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USING LESSON 5-G


Lesson Goal• Find products of basic

multiplication facts.

What the Student Needs to Know• Add a 1- digit number to a 1- or

2- digit number.

• Skip-count by numbers 2 through 9.

• Recognize multiplication as repeated addition.

Getting StartedHave students skip count with you.Say:

• I want to count by 5s. Count with me. 5, 10, 15, 20, 25, 30. What number comes next? (35) How did you find that number? (I added 5 to the last number.)

• To get to 35 starting from 0, how many times did you add 5? (7 times)

Demonstrate and array of 7 rows of 5 counters each. Say:

• How many counters are in each row? (5) How many rows of coun-ters? (7) How many counters in all? (35) Can you write this as a multiplication fact? (7 × 5 = 35)

Repeat the activity with other basic multiplication facts, such as 8 × 3 and 2 × 9.

What Can I Do?Read the question and the response. Then have students look over the first example.

• How many rows of counters are in the array? (6) How many counters are in each row? (7)

• Skip count to find the number of counters in all. 7, 14, . . . (21, 28, 35, 42) What is the product of 6 × 7? (42)

Add a 1-Digit Number to a 1- or 2-Digit Number• Have the students use flash

cards or mental math to practice addition facts on a daily basis, until he or she knows the sums of basic facts by rote.

• Once the student has demonstrated a mastery of basic facts, have him or her practice adding a 1-digit number to a 2-digit number every day for 5–10 minutes.

Skip Count by Numbers 2 through 9• Have the student use a

number line or counters to practice skip counting by numbers 2–9. After enough practice, the student should be able to use counting on to find the next number in each sequence.

Name

Multiplication Facts

Use an array.

Draw a picture or use counters.

6 × 7

6, the first factor, tells the number of rows.

7, the second factor, tells the number in each row.

Count to find the product. 6 × 7= 42


6 × 7

6, the first factor, tells how many times to add.

7, the second factor, tellswhich number to add.

Use an array. Find each product.

1. 5× 3

15

2. 4× 6

24

3. 9× 3

27

4. 7× 5

35

5. 7× 1

7

6. 3× 6

18

7. 8× 2

16

8. 6× 9

54

9. 3 × 3 = 9 10. 9 × 2 = 18

11. 4 × 8 = 32 12. 1 × 6 = 6

6 × 7= 7 + 7 + 7 + 7 + 7 + 7 = 42

Lesson

5-G

What Can I Do?I want to find the product

of two numbers.

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159_160_S_G4_C05_SI_119816.indd 159 7/9/12 2:59 PM


Lesson 5-G




Recognize Multiplication as Repeated Addition • Have the student practice

multiplying using arrays. First, have the student model 4 groups of 6 counters each, without putting them in rows. Students can repeatedly add 6 four times to find the total. Next, have the student arrange the counters in an even array of 4 rows of 6 counters each and find the total using skip counting and counting by 1s. Finally, have him or her write an addition sentence and a multiplication sentence for the array.

Complete the Power Practice• Discuss each incorrect answer

with the student. Have the student make an array of each exercise using counters. Be sure the student correctly identifies the factor that shows the number of rows and the number of counters in each row.

Have the student look over the second example.

• What number do you add? (the second factor; 7) How many times do you add that number? (the number shown by the first factor; 6) Add the numbers together two at a time. What sums do you get? (7 + 7 = 14; 14 +7 =21; 21 + 7 = 28; 28 + 7 = 35; 35 + 7 = 42)

• How is this pattern like counting? (It is the same as skip counting.) What is the product of 6 × 7? (42)

Try ItProvide counters for students. Ask

• Look at the first exercise. How many rows of counters will you make? (5) How many counters in each row? (3) What is the product of 5 × 3? (15)

Have the student complete Exercises 2–12. Then ask:

• Look at Exercise 13. What number will you repeatedly add? (2) How many times will you add that number? (7 times) What is the product of 7 × 2? (14)

• Continue to check students’ understanding of the multiplication process and how it relates to building arrays, repeated addition, and skip-counting.

• Students who have difficulty relating the vertical form of multiplication to the horizontal can be asked to read the exercises aloud.



• Ask volunteers to describe how they solved selected exercises. Discuss which method might work better when the factors are greater numbers and which is better when the factors are lesser numbers. Stress that both methods are equally valid.

Name

Use repeated addition. Find each product.

13. 7× 2

14

14. 8× 8

64

15. 3× 7

21

16. 5× 9

45

17. 6 × 3 = 18 18. 2 × 1 = 2

19. 5 × 6 = 30 20. 7 × 9 = 63

Find each product.

21. 8× 1

8

22. 4× 0

0

23. 3× 5

15

24. 7× 7

49

25. 9× 1

9

26. 8× 5

40

27. 1× 4

4

28. 5× 2

10

29. 3× 9

27

30. 7× 4

28

31. 0× 8

0

32. 6× 8

48

33. 5× 5

25

34. 7× 9

63

35. 4× 4

16

36. 5× 1

5

37. 0 × 6 = 0 38. 5 × 5 = 25

39. 1 × 4 = 4 40. 7 × 8 = 56

41. 4 × 7 = 28 42. 8 × 9 = 72

43. 5 × 0 = 0 44. 6 × 7 = 42

Lesson

5-G

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159_160_S_G4_C05_SI_119816.indd 160 7/9/12 3:00 PM




Name

Round to the Nearest Ten

Use a number line.

The number 18 is between 10 and 20. It iscloser to 20. So, 18 rounds up to 20.

The number 32 is between 30 and 40. It is closer to 30. So, 32 rounds down to 30.

Use the ones digit.

Round 64 down to 60. Round 65 up to 70.

Use the number line. Round to the nearest ten.

1. 51 51 55535250 54 57 5956 6058

2. 17 11 15131210 14 17 1916 2018

3. 34 31 35333230 34 37 3936 4038

31 35333230 34 37 3936 4038

If the ones digit is less than 5, round down. If it is 5 or greater, round up.

11 15131210 14 17 1916 2018

Lesson

5-H

What Can I Do?I want to round a number

to the nearest ten.

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Name

Look at the ones digit. Roundeach number to the nearest ten.

4. 81 5. 24 6. 38

7. 62 8. 33 9. 74

10. 45 11. 13 12. 9

13. 78 14. 65 15. 44

16. 26 17. 77 18. 88

Lesson

5-H

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USING LESSON 5-H


Lesson Goal• Round numbers to the nearest ten.

What the Student Needs to Know• Count by 10s.

• Read a number line.

• Identify the ones digit.

Getting Started• Have students count by 10s to 100.

• Display a hundred chart and have students locate the 10s. (10, 20, 30, . . . 100)


• What does it mean when you say “18 rounds up to 20”? (20 is the nearest ten to 18, and it is greater, so you have to round up.)

• What does it mean when you say “32 rounds down to 30”? (30 is the nearest ten to 32, and it is less, so you have to round down.)

• Would you round 55 up or down? Why? (Up; you round up when the ones digit is 5 or greater.)

Count by 10s• Give the student 10 play dimes

and have the student count by tens to 1 dollar.

• Have the student use base-ten blocks to show the tens from 10 to 100. Then have the student count the blocks by tens.

Read a Number Line• Draw a 0–10 number line on

the board. Have the student locate a number you say, the number that is 1 less, and the number that is 1 greater.

Name

Round to the Nearest Ten

Use a number line.

The number 18 is between 10 and 20. It iscloser to 20. So, 18 rounds up to 20.

The number 32 is between 30 and 40. It is closer to 30. So, 32 rounds down to 30.

Use the ones digit.

Round 64 down to 60. Round 65 up to 70.

Use the number line. Round to the nearest ten.

1. 51 50 51 55535250 54 57 5956 6058

2. 17 20 11 15131210 14 17 1916 2018

3. 34 30 31 35333230 34 37 3936 4038

31 35333230 34 37 3936 4038

If the ones digit is less than 5, round down. If it is 5 or greater, round up.

11 15131210 14 17 1916 2018

Lesson

5-H

What Can I Do?I want to round a number

to the nearest ten.

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163_164_S_G4_C05_SI_119816.indd 163 7/9/12 3:07 PM


Lesson 5-H




Identify the Ones Digit• Have the student practice

identifying the ones digit by writing the numbers in Exercises 4–18 in place-value charts.

Complete the Power Practice• Review the rules for rounding:

round down if the ones digit is 0–4; round up if the ones digit is 5–9.

• Have the student circle the ones digit before rounding the number.

Try ItSuggest that students use these steps:

• Find the number on the number line.

• Find the tens on either side of that number.

• Decide which ten is closer to the number.

• Write that ten.



• If students have trouble, they might draw a number line to help them.

Learn with Partners & Parents Have students use the ages of people in their families to practice rounding to the nearest ten.

• Give each student a hundred chart to take home.

• Have students circle numbers on the hundred chart that represent family members‘ ages.

• Tell students to round each family member‘s age to the near-est ten and write a sentence for each person; for example, To the nearest ten, Grandpa Dennis is 70. To the nearest ten, I am 10.

Name

Look at the ones digit. Roundeach number to the nearest ten.

4. 81 80 5. 24 20 6. 38 40

7. 62 60 8. 33 30 9. 74 70

10. 45 50 11. 13 10 12. 9 10

13. 78 80 14. 65 70 15. 44 40

16. 26 30 17. 77 80 18. 88 90

Lesson

5-H

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163_164_S_G4_C05_SI_119816.indd 164 7/9/12 3:08 PM




Name

Circle the number that is greater.

1. 91 or 204 2. 63 or 36 3. 710 or 107 4. 454 or 544

Circle the number that is less.

5. 24 or 214 6. 11 or 17 7. 856 or 865 8. 505 or 55

Compare. Use > or <.

9. 96 86 10. 415 405 11. 64 42 12. 611 496

13. 113 130 14. 667 646 15. 961 916 16. 312 231

17. 132 232 18. 73 37 19. 491 419 20. 18 183

21. 24 42 22. 329 332 23. 202 222 24. 323 328

Compare the digits.

If one number has more digits, it is greater.

468 > 42

> means is greater than.

< means is less than.

Start at the left.

4 6 9 4 8 2

Compare the hundreds digit. Then compare tens digits.

6 < 8, so 469 < 482.

Compare Numbers with Two- and Three-Digits

same

Lesson

5-I

What Can I Do?I want to compare two

whole numbers.

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USING LESSON 5-I


Compare One-Digit Numbers• Write 8 and 2 on the board.

Ask the student which number is greater. Write the sentence “Eight is greater than two.” Have the student change this to math symbols: 8 > 2. Repeat, using the sentence “Two is less than eight.”

Use the > and < Symbols• Write the > and < symbols

on the board and review their meanings.

• Provide number cards and cards with the > and < symbols. Have students work in small groups to make and read comparison sentences.

Identify Ones, Tens, and Hundreds Digits• Provide worksheets with blank

place-value charts.

• Have the student use a set of 0–9 digit cards. He or she should choose cards and write digits in a chart. When the charts are complete, have the student read the numbers and tell the place names of the digits.

Complete the Power Practice• Provide base-ten blocks. Have

the students work in pairs to show the numbers.

Lesson Goal• Compare two- and three-digit

whole numbers.

What the Student Needs to Know• Compare one-digit numbers.

• Use the > and < symbols.

• Identify ones, tens, and hundreds digits.

Getting Started• Write 40 on the board. Say: Name a

number less than 40. What number sentence can you write to show your number is less than 40? (If students choose 20, for example, they write 20 < 40.)

• Now write a number sentence that shows 40 is greater than your number. (For example, 40 > 20.)


• What numbers are being compared in the first example? (468 and 42) Which number is greater and how do you know? (468, because it has the hundreds digit)

• In the second example, do you use the hundreds digits? (Yes, the hundreds digits are the same. So, compare the tens digits.)

Try It• Have students read the

directions for the two sets of exercises.

• Then have students find those exercises in which the two numbers have a different number of digits. Ask: Why are these exercises easier than the others? (The number with more digits is always greater.)

Power Practice• Remind students that the smaller,

pointed part of the > or < symbol always points to the number that is less.

Name

Circle the number that is greater.

1. 91 or 204 2. 63 or 36 3. 710 or 107 4. 454 or 544

Circle the number that is less.

5. 24 or 214 6. 11 or 17 7. 856 or 865 8. 505 or 55

Compare. Use > or <.

9. 96 > 86 10. 415 > 405 11. 64 > 42 12. 611 > 496

13. 113 < 130 14. 667 > 646 15. 961 > 916 16. 312 > 231

17. 132 < 232 18. 73 > 37 19. 491 > 419 20. 18 < 183

21. 24 < 42 22. 329 < 332 23. 202 < 222 24. 323 < 328

Compare the digits.

If one number has more digits, it is greater.

468 > 42

> means is greater than.

< means is less than.

Start at the left.

4 6 9 4 8 2

Compare the hundreds digit. Then compare tens digits.

6 < 8, so 469 < 482.

Compare Numbers with Two- and Three-Digits

same

Lesson

5-I

What Can I Do?I want to compare two

whole numbers.

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167_S_G4_C05_SI_119816.indd 167 09/07/12 7:23 PM




Name

Multiplication with Regrouping

Use basic facts and regrouping.

48 × 7

Multiply the ones digit in the first factor by the second factor. Regroup if needed.

48 7 × 8 = 56 × 7 6

Then, multiply the tens digit in the first factor by the second. Add any regrouped tens.

48 7 × 4 = 28 × 7 28 + 5 = 33 336

5

5

Use basic facts and regrouping. Find each product.

Find each product.

4. 93× 7

5. 22× 4

6. 25× 6

7. 56× 8

8. 73 × 5 = 9. 94 × 4 = 10. 83 × 9 =

1. 32× 3

2. 61× 5

3. 48× 4

Think:3 × 2 ones3 × 3 tens


Think:4 × 8 ones4 × 4 tens16 tens + 3 tens

Lesson

5-J

What Can I Do?I want to multiply by

a 1-digit number.

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Vendor: Laserwords Grade:4

USING LESSON 5-J


Recall Basic Multiplication Facts• Have the student use arrays or

repeated addition to find the products of multiplication facts. The student should practice finding the products of these facts for about 10 minutes each day.

Recognize 10 Ones as 1 Ten for Regrouping• Have the student work with

base-ten blocks. Have him or her model addition that will result in regrouping, for instance 7 + 8.

• Help the student see that the sum 15 can be regrouped as 1 ten and 5 ones. Point out that there are the same number of units in 10 ones as in 1 ten.

Complete the Power Practice• Discuss each incorrect or

incomplete answer with the student. Have the student name the product of each fact within the exercise.

• Have the student write each partial product, then add to find the final product.

Lesson Goal• Multiply a 2-digit number by a

1-digit number.

What the Student Needs to Know• Recall basic multiplication facts.

• Recognize 10 ones as 1 ten for regrouping.

Getting StartedHelp students review multiplying multiples of 10. Ask:

• I want to multiply 5 × 1. What is that product? (5) What is the product of 5 × 10? (50)

• What is 2 × 4? (8) What is 2 × 40? (80)

What Can I Do?Have students read the question and the response. Then read and discuss the example. Ask:

• What is the first step in finding the product of 48 × 7? (Multiply the 7 times the 8 in the ones place of the second factor.) What is that product? (56)

• What is the next step? (Multiply the 7 times the 4 in the tens place of the first factor.) What is that product? (28) What else do you have to do? (You have to add the 5 regrouped tens.) What is that sum? (28 + 5 = 33) What is the next step? (Regroup the 30 tens as 3 hundreds.) Where do you write that in the answer? (Write the 3 tens under the tens, and the 3 hundreds to the left of the tens.)

• What is 7 × 48? (336)

Try ItHave students read the directions and look at the first exercise. Ask:

• When do you have to regroup to find the product? (You have to regroup when the product of the 1-digit factor and the ones or tens digit of the other factor is greater than 9.)



Name

Multiplication with Regrouping

Use basic facts and regrouping.

48 × 7

Multiply the ones digit in the first factor by the second factor. Regroup if needed.

48 7 × 8 = 56 × 7 6

Then, multiply the tens digit in the first factor by the second. Add any regrouped tens.

48 7 × 4 = 28 × 7 28 + 5 = 33 336

5

5

Use basic facts and regrouping. Find each product.

Find each product.

4. 93× 7651

5. 22× 4

88

6. 25× 6150

7. 56× 8448

8. 73 × 5 = 365 9. 94 × 4 = 376 10. 83 × 9 = 747

1. 32× 3

96

2. 61× 5305

3. 48× 4192



Think:4 × 8 ones4 × 4 tens16 tens + 3 tens

Lesson

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Documents

EACH CHAPTER INCLUDES · EACH CHAPTER INCLUDES: • Prescriptive targeted strategic intervention charts. • Student activity pages aligned to the Common Core State Standards