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Students read, write, represent, compare, and order numbers in the millions
Students review multiplication strategies such as using multiplication patterns when
multiplying with multiples of ten; doubling and halving, using the distributive property
with an area model, and mental computation
Numbers in Base-10
Students learn that we often use exponential notation when writing very large
numbers. E.g. we can write 103 = 1,000 (which we read as ten to the third power
equals one thousand).
When working with seven- and eight- digit numbers, students see that they now
have three main groups of three when saying number names: millions, thousands,
and ones.
Reading and Writing Eight- and Nine-Digit Numbers
1.6
hundred
Read this number.
2
million
thousand
hundred
hundred
Multiplication
a.
1. Read the number name. Then write the matching number on the expander.
Glossary
3m
21 m
18
30 m
B
ORIGO Education.
c.
1.8
Step Up
C
ORIGO Stepping Stones 5 1.6
210 m
10 = 1,000
210 m
Ones
base
product
21 3 =
ORIGO Education.
210 3 =
210 30 =
What do you notice about the products?
How can you use the product for the rst sentence
to gure out the product for the second sentence?
In this
lesson,
analyze
thea relationship
between the products such
1. Calculate
the area. Use
pattern to help you.
Step
Up students
as 21 3, 210 3, and 210 30.
a.
32 m
4m
320 m
320 m
4m
40 m
Grade
Grade 5,
5, Module
Module #1
1.11
How could you gure out the total number of squares in this array?
6
47
You could break 47 into tens and ones like this.
6
40
What number sentence could you write to describe each part of the array?
What number sentence could you write to describe the total number of squares?
Is there another way you could gure it out?
1. Calculate the partial products to gure out each of these.
Step
Up students
In this
lesson,
Then writeapply
the total.the distributive property of multiplication
to multiply the tens and ones separately.
a.
20
26 3
b.
30
34 4
c.
58 5
Students extend and compare strategies for multiplying mentally that were
4 =
=
6 4.3In=Module 3,4students
introduced in Grade
will use the5standard algorithm
3 = that are di
cult= to do mentally.
=
to multiply larger 26
numbers
64 7
d.
73 6
e.
87 4
f.
=
factor and divide the other factor in half. E.g. students see 12 15 and think 6 30.
=
ORIGO Education.
=
35 16 is easier to think about as 7 5 4 4. Applying the associative property
of multiplication
28 allows students to multiply the factors in any order. E.g. 5 4 =20,
20 4 = 80, 80 7 = 560.
ORIGO Stepping Stones 5 1.11
Students are encouraged to use mental strategies if the numbers seem manageable.
1.12
Think about some of the dierent situations in which you use multiplication.
ORIGO Education.
10 25 + 2 25
Cody used a
doubling-and-halving strategy.
25 yd
12 25 is the same as 6 50
Is there another way you could gure it out? Which way do you like best? Why?
Uselesson,
a strategystudents
you like to calculate
thestrategies
area of a rectangle
measuringtwo
15 cmtwo-digit
24 cm. numbers.
In this
discuss
to multiply
Step Up