module 2 lesson 5
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Module 2 Lesson 5. Connect visual models and the distributive property to partial products of the standard algorithm without renaming. Common Core Standards. - PowerPoint PPT PresentationTRANSCRIPT
Module 2 Lesson 5Connect visual models and the distributive property to partial products of the standard
algorithm without renaming.
• 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.
Common CoreStandards
Learning Targets
•I can connect visual models and the distributive property to partial products of the standard algorithm without renaming.
Sprint A
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
Problem 1
21 x 5
Can you solve mentally using the unit form strategy?
Learn
Problem 1
21 x 5
Represent your think with a tape diagram.
Learn
Problem 1
Since 5 is the unit, how can we show the area of each unit?
Learn
Problem 1
Imagine that all 21 boxes are stacked vertically.
…
67
448
44
}
20 fives
1 five 21 x 5
Learn
Problem 1
We can simplify this drawing.
21 x 5
Learn
Problem 1
Compare the area diagram with the tape diagram
21 x 5
5 5 5 … 5 6 74 44 84 4 421 fives
Learn
Problem 1
Compare the area diagram with the tape diagram
21 x 5
5 5 5 … 5 6 74 44 84 4 421 fives
Learn
Problem 1
Can we turn this area model so that we count 5 groups of 21?
5 x 21
Learn
Problem 2
Relate the area model with the algorithm
23 × 31
23
690
1
30
23
Learn
Problem 3
Relate the area model with the algorithm
343 × 21
1
20
343
Learn
Problem 4
Relate the area model with the algorithm
231 × 32
2
30
231
Practice
Review