Lesson 3: M

 ultiplication by 2-digit Whole

Numbers
Lesson 3 Multiplication by 2- digit Whole Numbers
Duration: 5 h 20 min
You will learn to…
• multiply whole numbers by 2-digit whole numbers
Let’s Learn Multiplying 2-digit whole numbers by tens • estimate products
• solve word problems

Objective:
• To multiply a 2-digit whole number by tens Multiplying 2-digit whole numbers by tens

Materials: Multiply 32 by 20.

• Place value discs Method 1 10 1 100 10 100 100 10 10
× 10 ×2
10 1 100 10 100 100 10 10

Resource: 10 100 100 100

• CB: pp. 55  –  56

32 × 10 = 320 320 × 2 = 640

32 × 20 = 32 × 10 × 2
= 320 × 2
20 = 10 × 2

= 640
Carry out the demonstration. Start with 3 ten discs and 2
one discs as shown in Method 1 on CB p. 55.
Write: 32 × 20 = Method 2 10 1 10 10 1 1 100 100 10 10

Say: We want to multiply 32 by 20. 10 1

×2
10 10 1 1
× 10
100 100 10 10

Point out to students that when we multiply a 2-digit 10 10 10 100 100

number by tens, we can express the tens as a product of

32 × 2 = 64 64 × 10 = 640
10 and another number. In this example, we express 20
32 × 20 = 32 × 2 × 10
as a product of 10 and 2. = 64 × 10
20 = 2 × 10

Say: There are a few methods that we can use to find = 640

the value of 32 × 20. In this first method, we are first going

to multiply 32 by 10, then multiply the resulting product
by 2. 54 55

Ask: What do we get when we multiply 3 tens by 10?

(3 hundreds) What do we get when we multiply 2 ones
by 10? (2 tens) So, what is the value of 3 tens 2 ones × 10?
(3 hundreds 2 tens)
Replace the 3 ten discs with 3 hundred discs and the
2 ones discs with 2 ten discs.
Ask: What is 3 hundreds 2 tens equal to? (320)
Write: 32 × 10 = 320
Point out to students that now they will have to multiply
320 by 2.
Say: When we multiply 3 hundreds 2 tens by 2, we have
2 columns of 3 hundreds and 2 columns of 2 tens.
Add 3 more hundred discs and 2 more ten discs so that
there are 6 hundreds 4 tens.
Ask: What do we get when we multiply 3 hundreds 2 tens
by 2? (6 hundreds 4 tens) What is 6 hundreds 4 tens equal
to? (640)
Write: 320 × 2 = 640
Carry out the demonstration. Start with 3 ten discs and
2 one discs as shown in Method 2 on CB p. 55 and go
through Method 2 with students.
Say: When we multiply 3 tens 2 ones by 2, we have
2 columns of 3 tens and 2 columns of 2 ones.
Add 3 more ten discs and 2 more one discs so that there
are 6 tens 4 ones.
Ask: What do we get when we multiply 3 tens 2 ones by 2?
(6 tens 4 ones) What is 6 tens 4 ones equal to? (64)
Write: 32 × 2 = 64
Remind students that now they will have to multiply 64
by 10.
Ask: What do we get when we multiply 6 tens by 10?
(6 hundreds) What do we get when we multiply 4 ones by
10? (4 tens) So, what is the value of 6 tens 4 ones × 10?
(6 hundreds 4 tens)

Replace the 6 ten discs with 6 hundred discs and the

Sum up Method 1 for students. Reiterate to them that
in this method, we first express 20 as a product of 10
and 2. 32 is then multiplied by 10, before multiplying the
intermediate product by 2 to get the final value.
Write: 32 × 20 = 32 × 10 × 2
= 320 × 2
= 640
Say: We have learned that 10 × 2 is the same as 2 × 10.
This means that we can also multiply 32 by 2 first, before
multiplying the obtained product by 10 to get the
final value.
4 one discs with 4 ten discs.
Ask: What is 6 hundreds 4 tens equal to? (640)
Write: 64 × 10 = 640
Sum up Method 2 for students. Reiterate that in this
method, 32 is multiplied by 2 first, after expressing 20 as
a product of 10 and 2. The intermediate product is then
multiplied by 10 to get the final value.
Write: 32 × 20 = 32 × 2 × 10
= 64 × 10
= 640

54 Chapter 2: Multiplication and Division of Whole Numbers © 2014 Scholastic Education International (S) Pte Ltd
Have students look at Method 3 on CB p. 56.
Say: The third method that we can use to find the value
of 32 × 20 is to multiply the two numbers using the Method 3

vertical form.
1 Multiply 32 2 Multiply 2 ones 3 Multiply 3 tens
by 0 ones. by 2 tens. by 2 tens.
3 2 3 2 3 2
× 2 0 × 2 0 × 2 0
Write:  3 2 0 4 0 6 4 0
× 2 0

Say: First, multiply 32 by 0 ones.

Remind students that any number multiplied by 0 gives 0.
Ask: What do we get when we multiply 32 by 1. Find the product of 14 and 30.
0 ones? (0) Method 1 Method 3
Say: We write ‘0’ in the ones column. 14 × 30 = 14 × 10 × 3 1
1 4
Write ‘0’ in the vertical form as shown in Step 1. = 140 × 3 × 3 0
= 420 4 2 0
Say: Next, multiply 2 ones from 32 by 2 tens.
Ask: What do we get when we multiply 2 ones by 2 tens? Method 2

(4 tens) 14 × 30 = 14 × 3 × 10

Say: We write ‘4’ in the tens column. = 42 × 10

420
Write ‘4’ in the tens column in the vertical form as shown =

in Step 2.
Multiplying 3-digit whole numbers by tens
Say: Finally, multiply 3 tens from 32 by 2 tens.
Guide students to see that 3 tens multiplied by 2 tens is Multiply 284 by 20.
the same as 3 tens × 20.
Method 1 Method 2
Ask: What is the value of 3 tens × 20? (60 tens) 284 × 20 = 284 × 10 × 2 284 × 20 = 284 × 2 × 10
Say: We regroup 60 tens into 6 hundreds and write ‘6’ in = 2840 × 2 = 568 × 10
= 5680 = 5680
the hundreds column. 56
Write ‘6’ in the vertical form as shown in Step 3.
Say: So, 32 multiplied by 20 equals 640.

Have students look at all the three methods again and Let’s Learn Multiplying 3-digit whole numbers by tens
get them to talk about the method they prefer to use to
multiply such numbers and why. Objective:
• To multiply a 3-digit whole number by tens

Let’s Do Resources:
Task 1 provides practice in multiplying a 2-digit whole • CB: pp. 56  –  57
number by tens using all the three methods shown earlier. • PB: p. 33
In Method 1 and Method 2, students are expected
to express 30 as a product of 10 and 3. In Method 3,
students are required to use the vertical form to find the Go through the example on CB p. 56 with students. Get
product. them to see that the methods used to multiply a 3-digit
number by tens are the same as those used to multiply a
2-digit number by tens.

Point out to students the similarity between both Method 1

and Method 2.
Say: In both of these methods, we first express 20 as a
product of 10 and 2.
Guide students to see that in Method 1, 284 is first
multiplied by 10, then the resulting product is multiplied
by 2.
Say: In Method 2, we multiply 284 by 2 first, then we
multiply the resulting product by 10.

© 2014 Scholastic Education International (S) Pte Ltd Lesson 3: Multiplication by 2-digit Whole Numbers 55
Have students look at Method 3 on CB p. 57.
Say: The third method that we can use to find the value
of 284 × 20 is to multiply the two numbers using the Method 3

vertical form. 1 Multiply 284 2 Multiply 3 Multiply 4 Multiply

Write:  2 8 4 by 0 ones. 4 ones by 8 tens by 2 hundreds
2 tens. 2 tens. by 2 tens.
× 2 0 1 1
2 8 4 2 8 4 2 8 4 2 8 4
× 2 0 × 2 0 × 2 0 × 2 0
Say: First, multiply 284 by 0 ones.
0 8 0 6 8 0 5 6 8 0
Ask: What do we get when we multiply 284 by 0 ones? (0)
Say: We write ‘0’ in the ones column.
Write ‘0’ in the vertical form as shown in Step 1.
1. Multiply.
Say: Next, multiply 4 ones from 284 by 2 tens. 2 tens is 20.
a) Method 1 or 2 Method 3
Ask: What do we get when we multiply 4 ones by 20? (80 10 8
Method 1 392 × 80 = 392 × × 7 1
ones) = 3920 × 8
3 9 2
× 8 0
Say: We regroup 80 ones into 8 tens and write ‘8’ in the = 31 360 Method 2
3 1 3 6 0
392 × 80 = 392 × 8 × 10
tens column. = 3136 × 10
Write ‘8’ in the vertical form as shown in Step 2. = 31 360
b) Method 1 or 2 Method 3
Say: Next, multiply 8 tens from 284 by 2 tens. Method 1 40 × 309 = 309 × 40 3
3 0 9
Reiterate that 8 tens multiplied by 2 tens is the same as = 309 × 10 × 4
× 4 0
8 tens × 20. = 3090 × 4
1 2 3 6 0
Ask: What is the value of 8 tens × 20? (160 tens) = 12 360

Say: 160 tens can be regrouped into 1 thousand PB

Chapter 2: Exercise 8

6 hundreds. We write ‘6’ in the hundreds column and ‘1’ Method 2

above the digit 2 in the hundreds column.
Write the digits in the vertical form as shown in Step 3.
Say: Finally, multiply 2 hundreds from 284 by 2 tens.
Guide students to see that562 hundreds multiplied by
2 tens is the same as 2 hundreds × 20.
Ask: What is the value of 2 hundreds × 20? (40 hundreds)
What should we regroup 40 hundreds into? (4 thousands)
Say: We have to add the 1 thousand that was
regrouped earlier.
Ask: How many thousands do we have now? (5)
Say: We write ‘5’ in the thousands column.
Write ‘5’ in the vertical form as shown in Step 4.
Ask: So, what is the product when 284 is multiplied by 20?
(5680)
40 × 309 = 309 × 40
= 309 × 4 × 10
= 1236 × 10
= 12 360
57
Let’s Do
Task 1 provides practice in multiplying a 3-digit whole
number by tens using two out of the three methods shown
earlier. In the first part of Tasks 1(a) and 1(b), students can
choose to use Method 1 or Method 2. Using either of these
methods requires students to first express the tens as a
product of 10 and another number. In the second part of
both tasks, students are required to use Method 3 or the
vertical form to find the product.
Task 1(a) shows a situation where the multiplication
sentence shows a 3-digit number multiplied by a 2-digit
number.
Task 1(b) shows a situation where the multiplication
sentence shows a 2-digit number multiplied by a 3-digit
number. Students are expected to see that 40 × 309 is the
same as 309 × 40.

Go to Practice Book Chapter 2 Exercise 8 (TG p. 70).

56 Chapter 2: Multiplication and Division of Whole Numbers © 2014 Scholastic Education International (S) Pte Ltd
 Let’s Learn M
 ultiplying 2-digit whole numbers by 2-digit
whole numbers
Multiplying 2-digit whole numbers
Objective: by 2-digit whole numbers
• To multiply a 2-digit whole number by a 2-digit
Multiply 34 by 15.
whole number
1 Multiply 34 2 Multiply 34 3 Add.
by 5. by 10.
Resources: 2 2 2
3 4 3 4 3 4
• CB: p. 58 × 1 5 × 1 5 × 1 5
• PB: p. 34 1 7 0 1 7 0 ← 34 × 5
1 7 0
3 4 0 3 4 0 ← 34 × 10
5 1 0 ← 34 × 15
Write: 34 × 15 =
Say: We want to multiply 34 by 15.

1. Multiply.
2 1
a) 6 4 b) 5 4
Write:  3 4 × 2 7 × 3 1
× 1 5 4 4 8 ← 64 × 7 5 4 ← 54 × 1
1 2 8 0 ← 64 × 20 1 6 2 0 ← 54 × 30
Say: First, multiply 34 by 5.
1 7 2 8 ← 64 × 27 1 6 7 4 ← 54 × 31
Ask: What do we get when we multiply 4 ones from 34
1 6
by 5? (20 ones) c) 9 3 d) 8 7
× 2 4 × 1 9
Say: We cannot write ‘20’ in the ones column. So, we
3 7 2 ← 93 × 4 7 8 3 ← 87 × 9
have to regroup the 20 ones into tens and ones. 1 8 6 0 ← 93 × 20 8 7 0 ← 87 × 10
Ask: How many tens and ones are there in 20 ones? 2 2 3 2 ← 93 × 24 1 6 5 3 ← 87 × 19
(2 tens 0 ones) PB
Chapter 2: Exercise 9

Say: We write ‘0’ in the ones column and ‘2’ above the
digit 3 in the tens column in the vertical form.
Write the digits in the vertical form as shown in Step 1.
58

Say: Next, multiply 3 tens from 34 by 5.

Ask: What do we get when we multiply 3 tens by 5?
(15 tens)
Remind students that they have to add the tens that
were regrouped earlier.
Say: Add 15 tens and 2 tens.
Ask: What do we get when we add 15 tens and 2 tens?
(17 tens)
Say: We have to regroup 17 tens into hundreds and tens.
There are 1 hundred and 7 tens in 17 tens. So, we write
‘7’ in the tens column and ‘1’ in the hundreds column in
the vertical form.
Write the digits in the vertical form as shown in Step 1.
Ask: So, what do we get when we multiply 34 by 5? (170)
Say: Now, multiply 34 by 10.
Ask: What is the product of 34 and 10? (340)
Say: We write ‘340’ below ‘170’.
Write ‘340’ in the vertical form as shown in Step 2.
Highlight to students that they have to align the digits.
From this example, lead students to see that when
multiplying a whole number by a 2-digit number, they are
actually multiplying the whole number by both the ones
and tens of the 2-digit number separately. Therefore,
they can break the 2-digit number into its tens and ones
first, and multiply the whole number by the tens and ones
separately. They can then find the sum of the two products
to get the final product of the multiplication.
Let’s Do
Task 1 provides practice in multiplying a 2-digit whole
number by a 2-digit whole number. Students are guided to
multiply the 2-digit whole number by the ones followed by
the tens.
Go to Practice Book Chapter 2 Exercise 9 (TG p. 70).

Say: Lastly, add the two products. We add 170 and 340.
Ask: What do we get when we add 170 and 340? (510)
Say: We write ‘510’ below ‘340’.
Write ‘510’ as the final answer in the vertical form as
shown in Step 3.
Say: So, 34 multiplied by 15 is 510.
Write: 34 × 15 = 510

© 2014 Scholastic Education International (S) Pte Ltd Lesson 3: Multiplication by 2-digit Whole Numbers 57
Let’s Learn M
 ultiplying 3-digit whole numbers by 2-digit
whole numbers
Multiplying 3-digit whole numbers
Objective: by 2-digit whole numbers
• To multiply a 3-digit whole number by a 2-digit
Multiply 19 by 278.
whole number
1 Multiply 278 2 Multiply 278 3 Add.
by 9. by 10.
Resources: 7 7 7 7 7 7
2 7 8 2 7 8 2 7 8
• CB: p. 59 × 1 9 × 1 9 × 1 9
• PB: p. 35 2 5 0 2 2 5 0 2 2 5 0 2 ← 278 × 9
2 7 8 0 2 7 8 0 ← 278 × 10
5 2 8 2 ← 278 × 19
Write: 19 × 278 = _____
Say: We want to multiply 19 by 278.

1. Multiply.
Write:  2 7 8 a)
4
4 9 0 b) 6
1
1 2
× 1 9 × 5 1 × 2 5
4 9 0 3 0 6 0
Say: First, multiply 278 by 9. 2 4 5 0 0 1 2 2 4 0
Ask: What do we get when we multiply 8 ones from 278 2 4 9 9 0 1 5 3 0 0

by 9? (72 ones) Can we write ‘72’ in the ones column? 4

6
1
2
5
7
3
5
c) 3 8 3 d) 7 8 6
(No) So, what should we do? (Regroup 72 ones) How × 5 8 × 6 9
many tens and ones are there in 72 ones? (7 tens 2 ones) 3 0 6 4 7 0 7 4
Say: We write ‘2’ in the ones column and ‘7’ above the 1 9 1 5 0 4 7 1 6 0

digit 7 in the tens column in the vertical form. 2 2 2 1 4 5 4 2 3 4

Write the digits in the vertical form as shown in Step 1. PB

Chapter 2: Exercise 10

Say: Next, multiply 7 tens from 278 by 9.

Ask: What do we get when 58 we multiply 7 tens by 9? 59

(63 tens)
Say: Remember we have to add the 7 tens we
regrouped. Add 63 tens and 7 tens.
Ask: How many tens do we have now? (70 tens) What
should we do next? (Regroup 70 tens) How many
hundreds and tens are there in 70 tens? (7 hundreds
0 tens)
Say: We write ‘0’ in the tens column and ‘7’ above the
digit 2 in the hundreds column in the vertical form.
Write the digits in the vertical form as shown in Step 1.
Say: Lastly, add the two products. We add 2502 and 2780.
Ask: What do we get when we add 2502 and 2780? (5282)
Say: We write ‘5282’ below ‘2780’.
Write ‘5282’ as the final answer in the vertical form as
shown in Step 3.
Say: So, 19 multiplied by 278 is 5282.
Write: 19 × 278 = 5282

Say: Then, multiply 2 hundreds from 278 by 9. Let’s Do

Ask: What do we get when we multiply 2 hundreds by
Task 1 provides practice in multiplying a 3-digit whole
9 ones? (18 hundreds) What should we do next? (Add
number by a 2-digit whole number.
7 hundreds) What do we get when we add 18 hundreds
and 7 hundreds? (25 hundreds) Then what do we do?
Go to Practice Book Chapter 2 Exercise 10 (TG p. 71).
(Regroup 25 hundreds into 2 thousands 5 hundreds)
Say: We write ‘5’ in the hundreds column and ‘2’ in the
thousands column in the vertical form.
Write the digits in the vertical form as shown in Step 1.
Ask: So, what do we get when we multiply 278 by 9?
(2502)

Say: Now, multiply 278 by 10.

Ask: What do we get when we multiply 278 by 10? (2780)
Say: We write ‘2780’ below ‘2502’.
Write ‘2780’ in the vertical form as shown in Step 2.
Remind students that they have to align the digits.

58 Chapter 2: Multiplication and Division of Whole Numbers © 2014 Scholastic Education International (S) Pte Ltd
 Let’s Learn Estimating products
Objective:
• To estimate and check the reasonableness of an
answer in multiplication
Resources:
• CB: pp. 60  –  61
• PB: pp. 36  –  37
(a)
Have students look at (a) on CB p. 60.
Ask: What are we supposed to find? (The estimated
value of 32 × 68)
Say: We can find the estimated product by first rounding
each of the numbers to the nearest ten. Then we multiply
the numbers that we have rounded.
Have students look at the number line on the left.
Ask: Where is 32 on the number line? (Less than halfway
between 30 and 40) Which ten is 32 nearer to, 30 or 40?
(30) What do we get when 32 is rounded to the nearest
ten? (30)
Write: 32 ≈ 30
Get students to look at the number line on the right.
Ask: Where is 68 on the number line? (More than halfway
between 60 and 70) Which ten is 68 nearer to, 60 or 70?
(70) What do we get when we round 68 to the nearest
ten? (70)
Write: 68 ≈ 70
Write: 32 × 68 ≈ 30 × 70
Say: We can now find the product of the numbers to get
the estimated value.
Ask: What is the product of 30 and 70? (2100)
Write: = 2100
Guide students to see that they can apply their
knowledge of multiplying numbers by tens here.
Say: 3 × 7 = 21
Highlight to students that they can use this multiplication
sentence in a fast and easy way to get the product of 30
and 70.
Ask: How many zeros are there in 30? (1) How many zeros
are there in 70? (1)
Have students see that since there are two zeros
altogether in the numbers that are being multiplied, they
can append two zeros to 21 to get the product.
Say: So, 30 × 70 = 2100. The estimated value of 32 × 68 is
2100.
© 2014 Scholastic Education International (S) Pte Ltd
Multiply 538 by 31.
Yen Sam
Who is correct? Explain why. Sam is correct.
Estimating products
a) Estimate the value of 32 × 68.
Round 32 and 68 to the nearest tens.
32 68
30 40 60 70
32 is nearer to 30 than to 40. 68 is nearer to 70 than to 60.
32 ≈ 30 68 ≈ 70
32 × 68 ≈ 30 × 70
= 2100
3 × 7 = 21
30 × 70 = 2100
60
Have students get into groups to discuss the question
presented. Ask a student from each group to present
their answers before proceeding with the questions
below.
Ask: What are the children supposed to find? (The
product of 538 and 31) How should we multiply 538 by
31? (Multiply 538 by the ones and tens of 31, then add
the products) How many tens and ones are there in 31?
(3 tens 1 one) What is the first step? (Multiply 538 by
1 one) What do we get when we multiply 538 by
1 one? (538) What is the next step? (Multiply 538 by
3 tens) What is the product of 538 and 3 tens? (16 140)
How should the two products be written in the vertical
form? (16 140 should be written below 538 with the digits
of the products aligned starting from the ones place)
After getting the products, what do we do? (Add the
products together) What is the sum of the products?
(16 678) So, what is the value of 538 × 31? (16 678)
Conclude that Sam is correct and Yen is wrong. Lead
students to see that Yen has mistakenly multiplied 538
by 3 ones, instead of by 3 tens. Point out to students that
the 3 in 31 is in the tens place. Therefore, it has a value
of 30 and not 3.
Lesson 3: Multiplication by 2-digit Whole Numbers 59
(b)
Have students look at (b) on CB p. 61.
b) Estimate the value of 48 × 315.
Ask: What are we supposed to find? (The estimated Round 48 to the nearest ten.
value of 48 × 315) Round 315 to the nearest hundred.

Guide students to see that in this example, they have to 48 315

round 48 to the nearest ten and round 315 to the nearest

40 50 300 400
hundred.
48 is nearer to 50 than to 40. 315 is nearer to 300 than to 400.
Say: Look at the number line on the left. 48 ≈ 50 315 ≈ 300
Ask: Where is 48 on the number line? (More than halfway
48 × 315 ≈ 50 × 300
between 40 and 50) Which ten is 48 nearer to, 40 or 50? = 15 000
5 × 3 = 15
50 × 300 = 15 000
(50) What do we get when we round 48 to the nearest
ten? (50)
Write: 48 ≈ 50
Have students look at the number line on the right. 1. Estimate and then multiply.

Ask: Where is 315 on the number line? (Less than halfway a) 49 × 18 Estimates vary.
4 9
7

Estimate: 49 × 18 ≈ 50 × 20 × 1 8
between 300 and 400) Which hundred is 315 nearer
= 1000 3 9 2
to, 300 or 400? (300) So, what do we get when 315 is 4 9 0
8 8 2
rounded to the nearest hundred? (300)
Write: 315 ≈ 300 b) 412 × 23
4 1 2
Estimate: 412 × 23 ≈ 400 × 20 × 2 3
Say: Now, we multiply 50 and 300 to find the estimated
= 8000 1 2 3 6
value of 48 × 315. 8 2 4 0
9 4 7 6
Write: 48 × 315 ≈ 50 × 300 2 1
c) 32 × 685 1 1
Have students relate 50 × 300 to 5 × 3. 6 8 5
Estimate: 32 × 685 ≈ 30 × 700 × 3 2
Ask: What is 5 × 3? (15) How many zeros are there in 50? 1 3 7 0
= 21 000
(1) How many zeros are there in 300? (2) 2 0 5 5 0
2 1 9 2 0
Guide students to see that since there are three zeros PB
Chapter 2: Exercise 11

altogether in the numbers that are being multiplied, they

can append three zeros to6015 to get the product.
Say: Since 5 × 3 = 15, 50 × 300 = 15 000.
Point out to students that they can only use this
technique when the numbers being multiplied are tens,
hundreds or thousands.
Ask: So, what is the estimated value of 48 × 315? (15 000)
Write: = 15 000
61
In Tasks 1(b) and 1(c), students may round the given 2-digit
number to the nearest ten and the given 3-digit number
to the nearest hundred before multiplying them to get the
estimated product.

Go to Practice Book Chapter 2 Exercise 11 (TG pp. 71  –  72).

Let’s Do
Task 1 provides practice in estimating and checking the
reasonableness of an answer in multiplication.
Task 1(a) requires students to round the given 2-digit
numbers to the nearest ten to find the estimated
product.

60 Chapter 2: Multiplication and Division of Whole Numbers © 2014 Scholastic Education International (S) Pte Ltd
 Solving word problems Practice 3
1. Multiply.
There are 48 classes in a school. There are 32 students in a) 23 × 30 690 b) 68 × 70 4760
each class. How many students are there altogether?
c) 36 × 50 1800 d) 90 × 45 4050
32 × 48 = 1536 e) 281 × 50 14 050 f) 560 × 60 33 600
There are 1536 students altogether.
2. Estimate and then multiply. Estimates vary.
a) 48 × 11 500, 528 b) 61 × 29 1800, 1769
32 × 48 ≈ 30 × 50
= 1500 c) 88 × 67 6300, 5896 d) 101 × 13 1000, 1313
1536 is about 1500. e) 289 × 53 15 000, 15 317 f) 786 × 78 64 000, 61 308
My answer is reasonable.
Solve the word problems. Show your work clearly.
See Additional Answers.
3. John delivers 165 copies of newspaper every day.
How many copies of newspaper will he deliver in
30 days?

1. Chef Roland has 29 bags of flour. Each bag of flour has 4. Tom bought 15 sheets of stamps. If there were 25 stamps
a mass of 505 grams. Find the total mass of the bags of flour. on each sheet, how many stamps did he buy?

505 × 29 = 14 645 5. Mr. Johnson bought 27 shelves for the school library.
Each shelf cost $125. How much did the shelves
The total mass of the bags of flour is 14 645 grams. cost altogether?

6. Mrs. Benes ordered 25 cheese sandwiches and 12 times

Check your answer. as many tuna sandwiches for a party. How many
Is it reasonable?
tuna sandwiches did she order?

7. There are 576 green balls in a box. There are 23 times as

many red balls as green balls in the box. How many red
balls are there?
PB
Chapter 2: Exercise 12

62 62 63 63

Let’s Learn Solving word problems Students can do the estimation by rounding 505 to the
nearest hundred and 29 to the nearest ten and multiplying
Objective: the rounded numbers together.
• To solve a 1-step word problem on multiplication
Go to Practice Book Chapter 2 Exercise 12 (TG p. 72).
Resources:
• CB: pp. 62  –  63 Practice 3
• PB: p. 38
Task 1 provides practice in multiplying a 2-digit whole
number or a 3-digit whole number by tens.
Have students read the word problem on CB p. 62.
Ask: How many classes are there in the school? (48) Task 2 provides practice in estimating and checking the
How many students are there in each class? (32) reasonableness of an answer in the multiplication of a
How can we find the total number of students in the 2-digit whole number or a 3-digit whole number by a
school? (Multiply 32 by 48) 2-digit whole number.

Task 3 provides practice in solving a 1-step word problem

involving the multiplication of a 3-digit whole number and
Write: 32 × 48 =
tens.
Elicit the answers from students. (1536)
Have a student use estimation to check if the answer is Tasks 4 and 6 provide practice in solving a 1-step word
reasonable. problem involving the multiplication of two 2-digit whole
Say: There are 1536 students altogether. numbers.

Tasks 5 and 7 provide practice in solving a 1-step word

Let’s Do problem involving the multiplication of a 2-digit whole
Task 1 provides practice in solving a 1-step word problem number and a 3-digit whole number.
on multiplication. Students are then required to check if
their answer is reasonable by using estimation. For additional answers, go to TG p. 254.

© 2014 Scholastic Education International (S) Pte Ltd Lesson 3: Multiplication by 2-digit Whole Numbers 61
Lesson 4: P
 roblem Solving
Duration: 2 h Lesson 4 Problem Solving
Let’s Learn Word problems Word problems

Objective: George trained for a marathon by running 36 kilometers

• To solve an up to 3-step word problem involving every week except for the first week when he ran
15 kilometers less.
multiplication and division a) How far did he run in the first week?
b) How far did he run in the first 13 weeks?

Resources:
• CB: pp. 64  –  65 1 Understand
the problem. How far did George run each week?
Did he run the same distance every week?
What do I have to find?
• PB: pp. 39  –  41

2
Plan what to do.
First, find the distance he ran in the
Suggested Procedure first week.
Then, find the distance he ran in the
Write the word problem on CB p. 64 on the board. Some next 12 weeks.
students may misinterpret ‘15 kilometers less’ as to mean
3
Work out the a) 36 – 15 = 21
George ran 15 kilometers in the first week. Highlight and Answer. He ran 21 kilometers in the first week.
correct this misconception prior to assessing the question b) 36 × 12 = 432
further. He ran 432 kilometers in the next 12 weeks.
21 + 432 = 453
1. Understand the problem He ran 453 kilometers in the first 13 weeks.

Ask: How far did George run each week?

4
Check
Did you answer 36 × 13 ≈ 40 × 10
(36 kilometers) Did he run the same distance every the question? = 400
Is your answer 453 is about 400.
week? (No) In which week did he not run the same reasonable? My answer is reasonable.

distance as the other weeks? (The first week) How

far did he run in that week? (15 kilometers less than 1. Understand
2. Plan

the distance that he ran in other weeks) What do we 3. Answer

4. Check
have to find? (The distance that George ran in the
64
first week) What else is the question asking for? (The
total distance that he ran in the first 13 weeks
of training)
Ask: What do we do now? (Add 21 kilometers and
2. Plan what to do
432 kilometers to find the total distance that George
Ask: What should we do to find how far George
ran in the first 13 weeks)
ran in the first week? (Subtract 15 kilometers from
Write: 21 + 432 =
36 kilometers, the usual distance that he ran every
Elicit the answer from students. (453)
week) Then what should we do? (Find the distance
Write: He ran 453 kilometers in the first 13 weeks.
that he ran in the next 12 weeks by multiplying 36
kilometers by 12. Then add the two distances to find 4. Check
the total distance that he ran in the first 13 weeks of Ask: How do we check that our answer is reasonable?
training.) (Answer varies. E.g. Assume that George ran 36
kilometers each week during the 13 weeks and
3. Work out the Answer
estimate the value of 36 × 13.)
Write: 36 – 15 =
Say: We can do the estimation by rounding both
Elicit the answer from students. (21)
numbers to the nearest ten.
Write: He ran 21 kilometers in the first week.
Ask: What is 36 rounded to the nearest ten? (40) What
Say: Now, we find the total distance that George ran
is 13 rounded to the nearest ten? (10) What do we get
in the next 12 weeks.
when we multiply 40 by 10? (400)
Write: 36 × 12 =
Get students to see that since 453 is about 400, the
Get students to use the vertical form to get the
answer is reasonable.
answer. Elicit the answer from students. (432)
Write: He ran 432 kilometers in the next 12 weeks.

62 Chapter 2: Multiplication and Division of Whole Numbers © 2014 Scholastic Education International (S) Pte Ltd
 Let’s Do
Task 1 provides practice in solving a 3-step word problem
involving multiplication. 1. The admission fee to a zoo was $21 for each person. In a day,
the zoo had 124 visitors in the afternoon and 78 fewer
visitors in the evening. How much admission fee did the
Go through the 4-step problem-solving process with zoo collect that day?
3 1. Understand
students. Have students tick the respective boxes as they 3 2. Plan
How many people visited the zoo
3 3. Answer
complete each step. in the afternoon?
3 4. Check
How many people visited the zoo
in the evening?
What was the total number of
For additional answers, go to TG p. 254. visitors that day?

See Additional Answers. PB

Chapter 2: Exercise 13

Go to Practice Book Chapter 2 Exercise 13

(TG pp. 73  –  74).
Practice 4 See Additional Answers.

Solve the word problems. Show your work clearly.

Practice 4
Task 1 provides practice in solving a 2-step word problem
involving multiplication. Students are expected to know
that there are 12 months in a year.
Task 2 provides practice in solving a 3-step word problem
involving division.
Task 3 provides practice in solving a 3-step word problem
involving multiplication and division.
1. Chef Angie bakes 11 pies each day. If she bakes for
20 days each month, how many pies will she bake
in a year?
2. There are 3140 children at a camp. 11 of the children
are put into one group. The remaining children are put
into groups of 7. How many groups are there altogether?
3. The cost of a computer is 3 times the cost of a printer.
A television set is 10 times as expensive as the printer.
If the computer costs $1437,
a) what is the cost of the television set?
b) what is the total cost of the computer and the
television set?

Task 3(a) requires students to find the cost of the printer 4. Mr. Harding gave 3390 grams of clay to 15 boys and
9 girls. Each boy was given 130 grams of clay. If the
first before they can find the cost of the television set. remaining clay was divided equally among the girls,
Task 3(b) shows a situation where students are required how many grams of clay did each girl receive?

to add two 4-digit numbers to find the total cost of the

computer and the television 64
set. Alternatively, they can 65
also find the total cost of the computer and the television
set by taking the cost of the printer and multiplying it
by 13.

Task 4 provides practice in solving a 3-step word problem

involving multiplication and division.

For additional answers, go to TG pp. 254  –  255.

© 2014 Scholastic Education International (S) Pte Ltd Lesson 4: Problem Solving 63
 Let’s Learn Mind stretcher
Objective:
• To solve a non-routine problem on multiplication and
division using the strategy of drawing bar models
The strategy of drawing bar models allows students to
compare the situations at the beginning and at the end.
Students can then use them to develop a solution to the
problem.
Resources:
• CB: pp. 66  –  67 • PB: pp. 42  –  47
Suggested Procedure
Have students read the word problem on CB p. 66.
1. Understand the problem
Ask: Who had more stickers at first? (Alice) Who had
more stickers in the end? (Ben) Did Alice’s number of
stickers change? (Yes) Did Ben’s number of stickers
change? (No) How many stickers did Alice give
away? (16 packets of stickers, with each packet
containing 16 stickers) What do we have to find?
(The number of stickers Alice had at first)
2. Plan what to do
Say: We can draw a bar model to help us solve the
word problem.
3. Work out the Answer
Draw the bar model as shown in the ‘At first’
section on CB p. 66. Explain to students that since
initially Alice had 3 times as many stickers as Ben,
the number of stickers that Alice had at first is
represented by 3 units and the number of stickers
Ben had at first is represented by 1 unit. Draw a
brace over the 3 units representing Alice’s stickers
and label it ‘?’.
Say: Let us draw a bar model to show the number of
stickers each of them have in the end. Ben’s number
of stickers did not change throughout. Therefore, the
bars representing Ben’s number of stickers in both bar
models should have the same length.
Draw a bar for Ben below the first bar model.
Ask: In the end, how many stickers did Ben have as
compared to Alice? (3 times as many stickers
as Alice)
Divide the bar representing Ben’s number of stickers
into 3 equal parts and shade them, then draw one
part to show Alice’s stickers and shade it. Guide
students to see that 3 units in the second bar model
is equal to 1 unit in the first bar model. So, Alice’s
original amount is equal to 9 units in the second bar
model. Draw 8 more units in dotted lines as shown in
the second bar model on CB p. 66.
64 Chapter 2: Multiplication and Division of Whole Numbers
Fill in each blank with a digit. Then solve the word problem.
Show your work clearly.
Sally baked apple pies for a charity fair.
She packed the pies into boxes of . How many boxes of
apple pies did she have? Answer varies. Sample:
Sally baked 1234 apple pies for a charity fair.
She packed the pies into boxes of 2.
Mind stretcher 1234 ÷ 2 = 617
She had 617 boxes of apple pies.
Alice had 3 times as many stickers as Ben at first. She put
her stickers into packets of 16 and gave away 16 such
packets. In the end, Ben had 3 times as many stickers
as Alice. How many stickers did Alice have at first?
1 Understand
the problem. Who had more stickers at first?
Who had more stickers in the end?
How many stickers were given away?
Did Ben’s number of stickers change?
2
Plan what to do.
I can draw bar models to help me
solve the problem.
3
?
Work out the
Answer.
At first Alice
Ben
16 × 16
In the end Alice
Ben
66
Say: These shaded units represent the number of stickers
that Alice and Ben had in the end.
Ask: What do the 8 unshaded units in Alice’s bar
represent? (The number of stickers that Alice gave
away) How many stickers did Alice give away? (16 × 16)
Draw a brace over the remaining unshaded 8 units and
label it ‘16 × 16’.
Have students get into groups. Ask a student from each
group to present the questions they came up with,
as well as the answers.
Students should fill in two numerical values in this
question:
1) a 4-digit number in the first sentence to represent
the number of apple pies that Sally baked
2) a 1-digit number in the second sentence to
represent the number of apple pies in each box
• The numerical value for the number of apple
pies in each box should be a factor of the
numerical value for the number of apple pies
that were baked.
© 2014 Scholastic Education International (S) Pte Ltd
 Write: 16 × 16 =
Get students to use the vertical form to get the
16 × 16 = 256
answer. Elicit the answer from students. (256) Alice gave away 256 stickers.
Write: 16 × 16 = 256
8 units → 256
Alice gave away 256 stickers. 1 unit → 256 ÷ 8 = 32
9 units → 9 × 32 = 288
Point out that 8 units represent 256 stickers.
Alice had 288 stickers at first.
Write: 8 units → 256 stickers
Ask: Since 8 units represent 256 stickers, what do we
4
Check 3 units → 3 × 32 = 96
Did you answer Ben had 96 stickers.
do to find the value of each unit? (Divide 256 by 8) the question?
Is your answer Alice had 3 times as many stickers as Ben at first.
Write: 1 unit → 256 ÷ 8 = correct? 3 × 96 = 288
She had 288 stickers at first.
Get students to use the vertical form to get the
My answer is correct.
answer. Elicit the answer from students. (32)
Write: 256 ÷ 8 = 32
Ask: How many units represent Alice’s number of
stickers at first? (9) So, what do we do to find Alice’s
number of stickers? (Multiply 9 by 32) 1. Understand
Write: 9 units → 9 × 32 = 2. Plan
3. Answer
Elicit the answer from students. (288) 4. Check

Write: 9 units → 9 × 32 = 288 PB

Review 1

Alice had 288 stickers at first.

4. Check
Ask: How do you check that your answer is correct?
(Answer varies. E.g. Find the number of stickers
that Ben had at first, and see if this number when
multiplied by 3 will give 288, the number of stickers
that Alice had at first) How many units represent
Ben’s number of stickers 66 ? (3) 67
Write: 3 × 32 = 96
Say: Ben had 96 stickers at first. Alice had 3 times as
many as Ben at first. So, we multiply 3 by 96 to find
the amount Alice had at first. • A whole number can be multiplied by tens in a
Write: 3 × 96 = few ways.
Elicit the answer from students. (288) Example:
Ask: Is our answer correct? (Yes) Method 1: 43 × 20 = 43 × 2 × 10
= 86 × 10
Go to Practice Book Review 1 (TG pp. 75  –  77). = 860
Method 2: 43 × 20 = 43 × 10 × 2
= 430 × 2
= 860
Reiterate the following points: Method 3:  4 3
• The factors in a multiplication expression can × 2 0
be grouped in a few ways without affecting the 8 6 0
product. • A whole number can be multiplied by a 2-digit
• A whole number can be multiplied or divided by number by first multiplying by the ones of the
10 by inserting or removing a zero respectively 2-digit number, followed by the tens, and then
from the end of the whole number. adding the two products together.
• Estimating products and quotients helps to check
the reasonableness of answers.

Activity:
Get students into groups and have each group create
a 3-step word problem involving multiplication and/or
division. Ask a student from each group to present the
word problem to the class and get the rest of the class
to solve the problem.

© 2014 Scholastic Education International (S) Pte Ltd Lesson 4: Problem Solving 65
 Multiplication and Division Exercise 2 Multiplication by 1-digit
Numbers and by 10
of Whole Numbers
1. Multiply.
Exercise 1 Multiplication by 1-digit a) 2 1 3 1 b) 1 2 4 3
Numbers and by 10 × 3 × 2

1. Multiply. 6 3 9 3 2 4 8 6

a) 5 × 4 × 6 = 20 × 6
= 120

1
c) 5 2 0 0 d) 4 1 0 6
× 3 × 3
b) 7 × 5 × 6 = 7 × 30
1 5 6 0 0 1 2 3 1 8
= 210

c) 9 × 4 × 2 = 9 × 8 1 2 1 4
= 72 e) 2 2 4 6 f) 3 2 0 9
× 4 × 5
8 9 8 4 1 6 0 4 5

d) 6 × 7 × 8 = 42 × 8
= 336

4 6 4 2 4 4
g) 2 5 8 6 h) 4 3 5 6
× 7 × 8
e) 5 × 3 × 8 = 3 × 5 × 8 1 8 1 0 2 3 4 8 4 8
= 3 × 40
= 120

2 Multiplication and Division of Whole Numbers 25 26 2 Multiplication and Division of Whole Numbers

Practice Book Exercise 1

Task Objectives Skills

1 To apply the commutative and associative Students are expected to multiply three 1-  digit numbers by
properties of multiplication in computation using the associative or commutative properties to help them
in their multiplication.

Practice Book Exercise 2

Task Objectives Skills

1 To multiply a 4-digit whole number by a Tasks 1(a)–1(b) require students to multiply a 4 -  digit whole
1-digit whole number number by a 1-  digit whole number without regrouping.
Tasks 1(c)–1(h) require students to multiply a 4 -  digit whole
number by a 1-  digit whole number with regrouping.

66 Chapter 2: Multiplication and Division of Whole Numbers © 2014 Scholastic Education International (S) Pte Ltd
 Exercise 3 Multiplication by 1-digit Exercise 4 Multiplication by 1-digit
Numbers and by 10 Numbers and by 10
1. Multiply. Solve the word problems. Show your work clearly.
a) 60 × 10 = 600 b) 600 × 10 = 6000 1. David bought 2 computers at $3569 each.
How much did he spend altogether?
c) 6000 × 10 = 60 000 d) 6660 × 10 = 66 600
$3569
e) 4265 × 10 = 42 650 f) 3108 × 10 = 31 080

g) 2049 × 10 = 20 490 h) 7400 × 10 = 74 000 ?

1 unit → $3569
2. Estimate and then multiply.
3 3 1 2 units → 2 × $3569 = $7138
a) 1993 × 4 ≈ 2000 ×4 1 9 9 3
× 4 He spent $7138 altogether.
= 8000
7 9 7 2
Estimates vary.
2 4
b) 4036 × 7 ≈ 4000 ×7 4 0 3 6
× 7
= 28 000 2 8 2 5 2 2. A bottle contains red beads and white beads.
The number of red beads is 3 times the number of
7 6 5 white beads. If there are 1875 white beads, how
c) 5987 × 8 ≈ 6000 × 8 5 9 8 7 many red beads are there in the bottle?
× 8
= 48 000 4 7 8 9 6
1875

white beads
4 4
d) 8045 × 9 ≈ 8000 × 9 8 0 4 5
red beads
× 9
= 72 000 7 2 4 0 5 ?

1 unit → 1875
2 4 1
e) 6473 × 6 ≈ 6500 × 6 6 4 7 3 3 units → 3 × 1875 = 5625
× 6
= 39 000 There are 5625 red beads in the bottle.
3 8 8 3 8

2 Multiplication and Division of Whole Numbers 27 28 2 Multiplication and Division of Whole Numbers

Practice Book Exercise 3

Task Objectives Skills

1 To multiply a whole number up to 4 digits Students are expected to multiply a whole number by 10.
by 10 Students should see that they can also do this by adding one 0
at the end of the original given number.

2 To estimate and check the reasonableness Students are expected to estimate the answers in multiplication
of an answer in multiplication by rounding the greater number to the nearest hundred.
Students are then required to find the actual value of the
products using the vertical form.

Practice Book Exercise 4

Task Objectives Skills

1 To solve a 1- step word problem on Students are expected to multiply a 4  -  digit number by a 1-  digit
multiplication number to solve this 1-step word problem. They can draw a
part-whole bar model to help them.

2 To solve a 1- step word problem on Students are expected to multiply a 4-digit number by a 1-digit
multiplication number to solve this 1- step word problem. They can draw a
comparison bar model to help them.

© 2014 Scholastic Education International (S) Pte Ltd Practice Book: Exercises 67
 2. Multiply or divide.
Exercise 5 Division by 1-digit Numbers
1 3
and by 10 4 0 3 2 2 3 7 0
1
3 2 0 8
7 1 2 4
7 2 4 8
× 3 × 5 × 9 × 6
1. Divide.
1 2 0 9 6 1 1 8 5 0 2 8 8 7 2 4 3 4 8 8
a) 1 2 4 3 b) 1 3 2 1
2 2 4 8 6 4 5 2 8 4
2 4
1 3 0 2 3 0 6 9 2 4 2 3 6 0
4 1 2
4 5 2 0 8 3 9 2 0 7 8 1 9 3 6 7 2 5 2 0
4 1 2
4 9 1 6 2 1
8 8
1 2 2 3 3 4 2
8 8
1 2 0 3 2 4 2
6 4
0 2 0 1 6 0
6 4
0 1 8 1 6 0
0 0
8 2 7 0 0
8 2 7
c) 1 3 6 1 d) 6 1 8
0 0
5 6 8 0 5 7 4 3 2 8
5 4 2
1 8 1 2
Color the spaces which contain the above answers.
1 5 7
You will help Ruth find her way home.
3 0 5 8
3 0 5 6
5 2 8642 252 242 1302 43 488

7440
5
0 242 12 096 1185

28 872

3217
e) f) 15 488 3069 252 2952
1 1 8 2 8 8 9

360
6 7 0 95 9 8 0 0 4 1302 2781 1296

11 850
6

3002

2420
7 2
1 0 8 0

12 096

43 488

11 850

13 061
3069
6 7 2
4 9 8 4 369 20 832
4 8 8 1
1 5 3
1 2
3

2 Multiplication and Division of Whole Numbers 29 30 2 Multiplication and Division of Whole Numbers

Practice Book Exercise 5

Task Objectives Skills

1 To divide a 4-digit whole number by a Tasks 1(a)–1(c) require students to divide a 4-digit number by a
1-digit whole number 1-digit number to get a quotient with no remainder.
Tasks 1(d)–1(f) require students to divide a 4 -  digit number by a
1-digit number to get a quotient and a remainder.

2 To multiply or divide a 4-digit whole Students are expected to multiply or divide a 4-digit number
number by a 1-digit whole number by a 1-digit number. They then have to color the spaces which
contain the answers in the second part of the question to help
Ruth find her way home.

68 Chapter 2: Multiplication and Division of Whole Numbers © 2014 Scholastic Education International (S) Pte Ltd
 Exercise 6 Division by 1-digit Numbers Exercise 7 Division by 1-digit Numbers
and by 10 and by 10
1. Divide. Solve the word problems. Show your work clearly.
a) 80 ÷ 10 = 8 b) 800 ÷ 10 = 80 1. A baker made 4 times as many apple tarts as apples pies.
If he made 4864 apple tarts, how many apple pies did
c) 8000 ÷ 10 = 800 d) 8880 ÷ 10 = 888 he make?
4864
e) 5430 ÷ 10 = 543 f) 7080 ÷ 10 = 708
apple tarts

g) 8100 ÷ 10 = 810 h) 6300 ÷ 10 = 630

apple pies

?
2. Estimate and then divide.
4 9 5
a) 2475 ÷ 5 ≈ 2500 ÷5 4 units → 4864
5 2 4 7 5
2 0 1 unit → 4864 ÷ 4 = 1216
= 500
4 7
He made 1216 apple pies.
4 5
2 5
2 5
0 2. A shopkeeper packed 3284 bars of soap into
6 boxes equally.
6 0 2 a) How many bars of soap were there in each box?
b) 4214 ÷ 7 ≈ 4200 ÷ 7
7 4 2 1 4 b) How many bars of soap were left over?
600 4 2
=
1 a) ?
0
1 4
1 4 3284
0
6 units → 3284
6300 9 7 2 0
c) 6480 ÷ 9 ≈ ÷ 1 unit → 3284 ÷ 6 = 547 R2
9 6 4 8 0
= 700 6 3 There were 547 bars of soap in each box.
1 8
1 8 b) 2 bars of soap were left over.
0
0
0
2 Multiplication and Division of Whole Numbers 31 32 2 Multiplication and Division of Whole Numbers

Practice Book Exercise 6

Task Objectives Skills

1 To divide a whole number up to 4 digits Students are expected to divide a whole number by 10.
by 10 Students should see that they can also do this by removing one
0 from the end of the dividend.

2 To estimate and check the reasonableness Students are expected to estimate the answers in division by
of an answer in division rounding the greater number. They can do this by finding
a hundred that is a multiple of the divisor and close to the
greater number. Students are then required to find the actual
value of the quotients using the vertical form.

Practice Book Exercise 7

Task Objectives Skills

1 To solve a 1-step word problem on division Students are expected to divide a 4-digit number by a 1-digit
number to solve this 1-step word problem. They can draw a
comparison bar model to help them.

2 To solve a 1-step word problem on division Students are expected to divide a 4-digit number by a 1-digit
number to solve this 1-step word problem. They can draw a
part-whole bar model to help them.

© 2014 Scholastic Education International (S) Pte Ltd Practice Book: Exercises 69
 Exercise 8 Multiplication by 2-digit Exercise 9 Multiplication by 2-digit
Whole Numbers Whole Numbers
1. Multiply. 1. Multiply.
1 1
2 6 2 6 5 4 5 4 ACROSS
2 1
× 2 × 2 0 × 2 × 2 0 B D 6 F 2 G 1
2 1 1 7 3 7 8 2
5 2 5 2 0 1 0 8 1 0 8 0
× 1 3 × 3 9 × 2 4 × 8 0
6 3 1 5 3 1 4 8 6 5 6 0
2 2
2 1 0 5 1 0 7 4 0
6 8 6 8 4 0 4 0
× 3 × 3 0 × 5 × 5 0 2 7 3 6 6 3 8 8 8
2 0 4 2 0 4 0 2 0 0 2 0 0 0

1 2 1 2 5 5 DOWN
4 3 6 4 3 6 6 7 0 6 7 0 1
2 1 5 3
× 4 × 4 0 × 8 × 8 0 A B C E
2 8 5 3 5 9 4 9
1 7 4 4 1 7 4 4 0 5 3 6 0 5 3 6 0 0 × 3 1 × 4 5 × 6 0 × 1 4
2 8 2 6 5 3 5 4 0 1 9 6
8 4 0 2 1 2 0 4 9 0
8 6 8 2 3 8 5 6 8 6
2. Fill in the blanks.
a) A car can travel 8 kilometers on 1 liter of gasoline.

It can travel 80 kilometers on 10 liters of gasoline.

Use the above answers to complete the cross-number puzzle.
b) 1 tennis racket costs $34.
A B C
20 tennis rackets cost $ 680 . 8 2 7 3

c) Sam bakes 586 buns every day. D E

6 6 3 5
He bakes 17 580 buns in 30 days. F
8 8 8 4
G
6 5 6 0

2 Multiplication and Division of Whole Numbers 33 34 2 Multiplication and Division of Whole Numbers

Practice Book Exercise 8

Task Objectives Skills

1 To multiply a 2-digit or 3-digit whole Students are expected to multiply a 2-digit or a 3-digit whole
number by tens number by a 1-digit number and its corresponding tens.

2 To multiply a 2-digit or 3-digit whole Students are expected to fill in the blanks with the products of a
number by tens 2-digit or a 3-digit whole number and tens.

Practice Book Exercise 9

Task Objectives Skills

1 To multiply a 2-digit whole number by a Students are expected to multiply a 2-digit whole number by
2-digit whole number a 2-digit whole number using the vertical form. They are then
required to complete the cross-number puzzle using the answers
that they obtained.

70 Chapter 2: Multiplication and Division of Whole Numbers © 2014 Scholastic Education International (S) Pte Ltd
 Exercise 10 Multiplication by 2-digit Exercise 11 Multiplication by 2-digit
Whole Numbers Whole Numbers
1. Multiply. 1. Multiply.
1
2 4 8 2 7 a) 4 × 3 = 12
a) 1 1 8 b) 2 4 9 c) 3 2 9
× 2 3 × 9 1 × 1 8 120 120
40 × 3 = 4 × 30 =
3 5 4 2 4 9 2 6 3 2
40 × 30 = 1200 4 0
2 3 6 0 2 2 4 1 0 3 2 9 0
× 3 0
2 7 1 4 2 2 6 5 9 5 9 2 2
1 2 0 0

1
4 4 2 4
d) 1 6 7 e) 1 3 8 f) 2 4 9 400 × 3 = 1200 4 × 300 = 1200
× 1 7 × 1 1 × 2 5
400 × 30 = 12 000 40 × 300 = 12 000
1 1 6 9 1 3 8 1 2 4 5
1 6 7 0 1 3 8 0 4 9 8 0 4 0 0 3 0 0
× 3 0 × 4 0
2 8 3 9 1 5 1 8 6 2 2 5
1 2 0 0 0 1 2 0 0 0
4 3 1
2 1 1 1 3 4
g) 8 9 5 h) 6 7 6 i) 3 4 6 b) 6×5= 30
× 3 1 × 6 2 × 2 8
60 × 5 = 300 6 × 50 = 300
8 9 5 1 3 5 2 2 7 6 8
2 6 8 5 0 4 0 5 6 0 6 9 2 0 60 × 50 = 3000 6 0
2 7 7 4 5 4 1 9 1 2 9 6 8 8 × 5 0
3 0 0 0
3 1 2 3
1 1 8 1 2
j) 4 0 6 k) 1 1 9 l) 1 3 5 3000 3000
600 × 5 = 6 × 500 =
× 5 3 × 2 9 × 6 5
1 2 1 8 1 0 7 1 6 7 5 600 × 50 = 30 000 60 × 500 = 30 000
2 0 3 0 0 2 3 8 0 8 1 0 0 6 0 0 5 0 0
2 1 5 1 8 3 4 5 1 8 7 7 5 × 5 0 × 6 0
3 0 0 0 0 3 0 0 0 0

2 Multiplication and Division of Whole Numbers 35 36 2 Multiplication and Division of Whole Numbers

Practice Book Exercise 10

Task Objectives Skills

1 To multiply a 3-digit whole number by a Students are expected to multiply a 3-digit whole number by a
2-digit whole number 2-digit whole number using the vertical form.

Practice Book Exercise 11

Task Objectives Skills

1 To multiply a whole number by tens Students are expected to multiply a whole number by tens and
see the pattern in the products.

© 2014 Scholastic Education International (S) Pte Ltd Practice Book: Exercises 71
 2. Estimate and then multiply. Estimates vary.
1
Exercise 12 Multiplication by 2-digit
a) 52 × 39 ≈ 50 × 40 5 2 Whole Numbers
× 3 9
= 2000 Solve the word problems. Show your work clearly.
4 6 8
1 5 6 0 1. Mrs. Das bought 12 chairs for her office. Each chair
2 0 2 8 cost $28. How much did Mrs. Das spend altogether?
22
b) 78 × 33 ≈ 80 × 30 7 8
× 3 3
= 2400 $28 × 12 = $336
2 3 4
Mrs. Das spent $336 altogether.
2 3 4 0
2 5 7 4
7
30 90 6
c) 29 × 87 ≈ × 2 9
× 8 7
= 2700
2 0 3
2 3 2 0
2 5 2 3
2
1 5
d) 218 × 37 ≈ 200 × 40 2 1 8
× 3 7 2. The mass of an elephant is 19 times the mass of a lion.
= 8000 If the mass of the lion is 187 kilograms, find the mass
1 5 2 6
of the elephant.
6 5 4 0
8 0 6 6
42 1
e) 372 × 64 ≈ 400 × 60 3 7 2 187 × 19 = 3553
× 6 4 The mass of the elephant is 3553 kilograms.
= 24 000 1 4 8 8
2 2 3 2 0
2 3 8 0 8
33 56
f) 648 × 78 ≈ 600 × 80 6 4 8
× 7 8
= 48 000
5 1 8 4
4 5 3 6 0
5 0 5 4 4

2 Multiplication and Division of Whole Numbers 37 38 2 Multiplication and Division of Whole Numbers

Practice Book Exercise 11 (continued)

Task Objectives Skills

2 To estimate and check the reasonableness
of an answer in the multiplication of a
2-digit or a 3-digit whole number by a
2-digit whole number
Students are required to round the 2-digit number to the nearest
ten and the 3-digit number to the nearest hundred to find the
estimated value of the product. They are then expected to use
the estimate to check the reasonableness of the actual value
of the products.

Practice Book Exercise 12

Task Objectives Skills

1 To solve a 1-step word problem on Students are expected to multiply a 2-digit whole number by a
multiplication 2-digit whole number to solve this 1-step word problem.

2 To solve a 1-step word problem on Students are expected to multiply a 3-digit whole number by a
multiplication 2-digit whole number to solve this 1-step word problem.

72 Chapter 2: Multiplication and Division of Whole Numbers © 2014 Scholastic Education International (S) Pte Ltd