my homework lesson 4 multiply by 5 answer key pdf

Curriculum  /  Math  /  4th Grade  /  Unit 2: Multi-Digit Multiplication  /  Lesson 4

Multi-Digit Multiplication

Lesson 4 of 18

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Multiply 10, 100, and 1,000 by one- and two-digit numbers.

Common Core Standards

Core standards.

The core standards covered in this lesson

Number and Operations in Base Ten

4.NBT.B.5 — Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Foundational Standards

The foundational standards covered in this lesson

3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

4.NBT.A.1 — Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Operations and Algebraic Thinking

3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Multiply 10, 100, and 1,000 by one-digit numbers.
• Multiply 10, 100, and 1,000 by two-digit numbers.
• Identify patterns in multiplication of 10, 100, and 1,000 by one- and two-digit numbers (MP.8).

Suggestions for teachers to help them teach this lesson

• Throughout this topic and then next one, students rely on many math practices in their work with multiplication. For example, “when students decompose numbers into sums of multiples of base-ten units to multiply them, they are seeing and making use of structure (MP.7). As they illustrate and explain the calculation by using physical or drawn models, they are using appropriate drawn tools strategically (MP.5) and attending to precision (MP.6) as they use base-ten units in the appropriate places” ( PARCC Model Content Frameworks, Mathematics, Grades 3–11 ). Further, “by reasoning repeatedly (MP.8) about the connection between math drawings and written numerical work, students can come to see multiplication and division algorithms as abbreviations or summaries of their reasoning about quantities” (NBT Progression, p. 14).
• It is important to preserve place value when talking about products of multi-digit numbers. For example, when discussing the computation 1,768 × 4, the partial product of the 6 digit and the 4 digit should be referenced as “six tens times four” or “sixty times four” rather than “six times four.” 

Lesson Materials

• Optional : Base ten blocks (3 ones, 3 tens, 3 hundreds, and 3 thousands per student or small group) — Students might not need these depending on their reliance on concrete materials.

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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

a.   Solve. 

• $$3\times1=$$  ________
• $$3\times10=$$  ________
• $$3\times100=$$  ________
• $$3\times1,000=$$  _______

b.   What do you notice about Part (a)? What do you wonder? 

Guiding Questions

Grade 4 Mathematics > Module 3 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds . © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US  license. Accessed Dec. 2, 2016, 5:15 p.m..

a.   4 × 1,000 = _____

b.   _____ = 8 × 100

Grade 3 Mathematics > Module 3 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds . © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US  license. Accessed Dec. 2, 2016, 5:15 p.m..

a.   15 × 10 = _______

b.   ______ = 28 × 100

c.   1,000 × 30 = ______

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• What is the difference between saying “10 more” and “10 times as many”?
• What is another expression that has the same value as 10 x 800 and 1,000 x 8?

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Solve. 

a.   7 × 10 = _______

b.   100 × 7 = _______ 

c.   _______ = 7 × 1,000

d.   10 × 3 = _______

e.   1,000 × 30 = _______

f.   _______ = 10 × 30

g.   100 × 14 = _______

h.   _______ = 10 × 25

i.   54 × 1,000 = _______

Student Response

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

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Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: Multiplicative Comparison

Solve multiplicative comparison problems with a larger unknown. Distinguish multiplicative comparison from additive comparison.

4.OA.A.1 4.OA.A.2

Solve multiplicative comparison problems with a smaller unknown.

Solve multiplicative comparison problems with an unknown multiplier. Interpret a multiplication equation as a comparison. 

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Topic B: Multiplication of up to Four-Digit Whole Numbers by One-Digit Whole Numbers

Multiply multiples of 10, 100, and 1,000 by one-digit numbers. Estimate multi-digit products by rounding numbers to their largest place value.

Multiply two-, three-, and four-digit numbers by one-digit numbers using a variety of mental strategies.

Multiply two-digit numbers by one-digit numbers.

Multiply three-digit numbers by one-digit numbers.

Multiply four-digit numbers by one-digit numbers.

Multiply two-, three-, and four-digit numbers by one-digit numbers and assess the reasonableness of the product. 

Topic C: Multiplication of Two-Digit Whole Numbers by Two-Digit Whole Numbers

Multiply two-digit multiples of 10 by two-digit multiples of 10. Estimate multi-digit products by rounding numbers to their largest place value.

Multiply two-digit multiples of 10 by two-digit numbers.

Multiply two-digit numbers by two-digit numbers using a variety of mental strategies.

Multiply two-digit by two-digit numbers using four partial products.

Multiply two-digit by two-digit numbers using two partial products and assess the reasonableness of the product.

Topic D: Multi-Step Word Problems

Abstract the formulas for the area and perimeter of a rectangle and apply those formulas in real-world and mathematical problems involving multiplication, addition, and subtraction.

4.MD.A.3 4.OA.A.3

Solve two-step word problems involving multiplication, addition, and subtraction.

4.OA.A.2 4.OA.A.3

Solve multi-step word problems involving multiplication, addition, and subtraction.

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Math Expressions Grade 5 Unit 4 Lesson 4 Answer Key Multiply Two-Digit Numbers

Solve the questions in Math Expressions Grade 5 Homework and Remembering Answer Key Unit 4 Lesson 4 Answer Key Multiply Two-Digit Numbers to attempt the exam with higher confidence. https://mathexpressionsanswerkey.com/math-expressions-grade-5-unit-4-lesson-4-answer-key/

Math Expressions Common Core Grade 5 Unit 4 Lesson 4 Answer Key Multiply Two-Digit Numbers

Math Expressions Grade 5 Unit 4 Lesson 4 Homework

Solve. Use any method.

The table shows how many newspapers are delivered each week by three paper carriers. Use the table to answer the questions. Use 1 year = 52 weeks.

Question 5. How many papers does Jameel deliver in a year? Answer: Jameel delivered 93 papers each week. 1 week = 93 papers 52 weeks = ? papers 93 x 52 = 4,836 papers Jameel deliver 4,836 papers in a year. Explanation: The above table represents the newspapers delivered each week by three paper carriers. Here 1 year is equal to 52 weeks. Multiply 52 weeks with 93 papers then the product is 4,836 papers. Jameel deliver 4,836 papers in a year.

Question 6. How many papers does Clare deliver in a year? Answer: Clare delivered 97 papers each week. 1 week = 97 papers 52 weeks = ? papers 97 x 52 = 5,044 papers Clare deliver 5,044 papers in a year. Explanation: The above table represents the newspapers delivered each week by three paper carriers. Here 1 year is equal to 52 weeks. Multiply 52 weeks with 97 papers then the product is 5,044 papers. Clare deliver 5,044 papers in a year.

Question 7. How could you find how many papers Mason delivers in a year without doing any multiplication? What is the answer? Answer: 5,044 + 52 = 5,096 papers Mason deliver 5,096 papers in a year. Explanation: The above table represents the newspapers delivered each week by three paper carriers. Here 1 year is equal to 52 weeks. Mason delivered 98 papers each week. Clare delivered 97 papers each week. So add 52 with 5,044 papers then the sum is 5,096. Mason deliver 5,096 papers in a year.

Question 8. Ray needs to know the area of his floor so he can buy the right amount of carpet. The floor is 21 feet by 17 feet. What is the area of the floor? Answer: The floor is 21 feet by 17 feet. Area of the floor = 21 feet x 17 feet = 357 square feet The area of the floor is 357 square feet. Explanation: Ray needs to know the area of his floor so he can buy the right amount of carpet. The floor is 21 feet by 17 feet. Multiply 21 feet with 17 feet the product is 357 square feet. The area of the floor is 357 square feet.

Question 9. Maria is buying flowers. Each tray of flowers costs $24. If she buys 15 trays, what will the total cost be? Answer: 1 tray of flowers = $24 15 trays of flowers = ? $ 15 X $24 = $360 The total cost of flowers is #360. Explanation: Maria is buying flowers. Each tray of flowers costs $24. She buys 15 trays. Multiply 15 tray of flowers with $24 the product is $360. The total cost of flowers is #360.

Math Expressions Grade 5 Unit 4 Lesson 4 Remember

Copy each exercise. Then subtract.

Question 1. 9,000 – 865 = ___ Answer: 9,000 – 865 = 8,135 Explanation: Perform Subtraction operation on these numbers 9,000 and 865. Subtract 865 from 9,000 the difference is 8,135.

Question 2. 105.66 – 98.53 = ____ Answer: 105.66 – 98.53 = 7.13 Explanation: Perform Subtraction operation on these decimal numbers 105.66 and 98.53. Subtract 98.53 from 105.66 the difference is 7.13.

Question 3. 45,688 – 5.65 = ____ Answer: 45,688 – 5.65 = 45,682.35 Explanation: Perform Subtraction operation on the number 45,688 and the decimal number 5.65. Subtract 5.65 from 45,688 the difference is 45,682.35.

Multiply. You do not need to simplify.

Question 4. \(\frac{5}{7} \cdot \frac{1}{3}\) = ____ Answer: (5/7) . (1/3) = (5/21) Explanation: Perform multiplication operation on the above two fractions (5/7) and (1/3). Multiply (5/7) with (1/3) the product is (5/21).

Question 5. \(\frac{3}{5} \cdot \frac{1}{5}\) = ____ Answer: (3/5) . (1/5) = (3/25) Explanation: Perform multiplication operation on the above two fractions (3/5) and (1/5). Multiply (3/5) with (1/5) the product is (3/25).

Question 6. \(\frac{1}{5} \cdot \frac{2}{7}\) = ____ Answer: (1/5) . (2/7) = (2/35) Explanation: Perform multiplication operation on the above two fractions (1/5) and (2/7). Multiply (1/5) with (2/7) the product is (2/35).

Question 7. \(\frac{2}{3} \cdot 5\) = ____ Answer: (2/3) . (5) = (10/3) Explanation: Perform multiplication operation on the above fraction (2/3) and number 5. Multiply (2/3) with (5) the product is (10/3).

Question 8. \(\frac{3}{4} \cdot \frac{3}{4}\) = ____ Answer: (3/4) . (3/4) = (9/16) Explanation: Perform multiplication operation on the above two fractions (3/4) and (3/4). Multiply (3/4) with (3/4) the product is (9/16).

Question 9. \(\frac{1}{2} \cdot \frac{5}{9}\) = ____ Answer: (1/2) . (5/9) = (5/18)  Explanation: Perform multiplication operation on the above two fractions (1/2) and (5/9). Multiply (1/2) with (5/9) the product is (5/18).

Solve the first problem with Place-Value Sections. Solve the other problems using any method you like.

Question 14.  Stretch Your Thinking How is multiplying a 1-digit number and a 2-digit number the same as, and different from, multiplying two 2-digit numbers? Answer:

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McGraw Hill My Math Grade 5 Chapter 10 Lesson 7 Answer Key Multiply Mixed Numbers

All the solutions provided in McGraw Hill Math Grade 5 Answer Key PDF Chapter 10 Lesson 7 Multiply Mixed Numbers  will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 5 Answer Key Chapter 10 Lesson 7 Multiply Mixed Numbers

Math in My World

Example 1 A blueberry muffin recipe calls for \(\frac{1}{2}\) cup of blueberries. A blueberry pie recipe calls for 3\(\frac{1}{2}\) times more blueberries. How many cups of blueberries are needed to make the pie? 1. The model shows \(\frac{1}{2}\) × 3\(\frac{1}{2}\). Shade the squares that represent the product. How many squares did you shade? _____

Key Concept Multiply Mixed Numbers

To multiply mixed numbers, write the mixed numbers as improper fractions. Then multiply as with fractions.

Helpful Hint To write a mixed number as an improper fraction, multiply the denominator by the whole number and add the numerator. Keep the original denominator. 1\(\frac{1}{2}\) → 2 × 1 + 1 = \(\frac{3}{2}\)

Guided Practice

Independent Practice

Multiply. Write in simplest form.

Question 2. 1\(\frac{1}{3}\) × \(\frac{2}{3}\) = ____ Answer: The above-given equation: 1 1/3 x 2/3 1 1/3 is a mixed fraction. So convert it into an improper fraction. Mixed fraction to improper fraction: Step 1: Multiply the denominator with the whole number, i.e. Multiply 3 with 1 in the given problem (1 1/3) 3 x 1 = 3 Step 2: Add the numerator of the Fraction to the result in step 1. i.e Add 3 + 1 = 4 Step 3: Keep the Denominator the same i.e. 3. Step 4: The Improper fraction obtained is: 4/3 Now we get an improper fraction. And multiply the fractions. 4/3 x 2/3 = 4 x 2/ 3 x 3 = 8/9 In order to simplify a fraction there must be: 1. A number that will divide evenly into both the numerator and denominator so it can be reduced. No such number exists for 8 and 9.   (or) 2. The numerator must be greater than the denominator, (an improper fraction), so it can be converted to a mixed number. 8 is not greater than 9. Therefore, this fraction is in its simplest form.

Question 4. 3\(\frac{3}{5}\) × \(\frac{1}{4}\) = ____ Answer: The above-given equation: 3 3/5 and 1/4 3 3/5 is a mixed fraction. So convert it into an improper fraction. Mixed fraction to improper fraction: Step 1: Multiply the denominator with the whole number, i.e. Multiply 5 with 3 in the given problem (3 3/5) 5 x 3 = 15 Step 2: Add the numerator of the Fraction to the result in step 1. i.e Add 15 + 3 = 18 Step 3: Keep the Denominator the same i.e. 5. Step 4: The Improper fraction obtained is: 18/5 Now we get an improper fraction. And multiply the fractions. 18/5 x 1/4 = 18 x 1/ 5 x 4 = 18/20 reduce our fraction by dividing both numerator and denominator by it. GCF = 2, and getting our simplified answer: 18 ÷ 2/ 20 ÷ 2 = 9/10 Therefore, 3\(\frac{3}{5}\) × \(\frac{1}{4}\) = 9/10

Algebra Write a multiplication equation represented by each model. Shade the product on the model.

Problem Solving

Question 15. Laney bought 1\(\frac{2}{3}\) pounds of grapes. She also bought bananas that were 2\(\frac{1}{4}\)– times the weight of the grapes. How much did the bananas weigh? Answer: The above-given: The number of pounds of grapes Laney bought = 1 2/3 The bananas she bought that were the weight of the grapes = 2 1/4 The weight of bananas = W W = 1 2/3 x 2 1/4 Now convert the mixed fractions into improper fractions. W = 5/3 x 9/4 W = 5 x 9/ 3 x 4 W = 45/12 reduce our fraction by dividing both numerator and denominator by it. GCF = 3, 45 ÷ 3/ 12 ÷ 3 = 15/4 In mixed fractions, we can write as 3 3/4 Therefore, the weight of bananas is 3 3/4 pounds.

HOT Problems

Question 17. Mathematical Practice 2 Use Number Sense Write and solve a real-world problem that involves finding the product of a fraction and a mixed number. Answer: Jasp spent 2/3 of the 2 1/2 working hours mowing. How much time did he spend on mowing? Let the time he spends on mowing be ‘T’ T = 2/3 x 2 1/2 2 1/2 is a mixed fraction. Convert it into improper fractions. 2 1/2 = 2 x 2/2 + 1/2 = 4/2 + 1/2 = 5/2 T = 2/3 x 5/2 T= 2 x 5/ 3 x 2 T = 10/6 reduce our fraction by dividing both numerator and denominator by it. GCF = 2, T = 10 ÷ 2/ 6 ÷ 2 T = 5/3 In mixed fractions, we can write as 5/3 = 1 2/3 Therefore, he spent 1 2/3 hours mowing.

Question 18. ? Building on the Essential Question How is multiplying mixed numbers different from multiplying fractions? Answer: When multiplying a regular fraction there is no whole number in front of it so all you would do is multiply the fractions. But a mixed number does have a whole number in front of it so you would multiply the fraction part the exact same way it’s just after the end you would have to add the whole numbers in front of each fraction together. (or) In order to multiply mixed numbers, I need to change the mixed number to the improper fractions first. Then I can multiply as I do with fractions.

McGraw Hill My Math Grade 5 Chapter 10 Lesson 7 My Homework Answer Key

Multiply. Write in the simplest form.

Question 5. Karyn purchased a square picture frame. Each side measures 1\(\frac{1}{4}\) feet. What is the area of the picture frame in square feet? Answer: The area of square = a x a The above-given side: 1 1/4 Now convert the mixed fraction into a fraction 1 1/4 = 5/4 The area of the picture frame = A A = 5/4 x 5/4 X = 25/16 Therefore, the area of the picture frame is 25/16 square feet.

Question 6. It takes Marty 1\(\frac{1}{4}\) hours to get ready for school. If \(\frac{1}{5}\) of that time is used to shower, what fraction of an hour does it take him to shower? Answer: The above-given: The number of hours to get ready for school = 1 1/4 = 5/4 The time used for shower = 1/5 The fraction of an hour it take him to shower = S S = 5/4 x 1/5 S = 5/20 S = 1/4 Therefore, 1/4 of an hour he takes for the shower.

Question 7. Mathematical PRACTICE 2 Use Algebra Kallisto built a rectangular sign that measured 2\(\frac{3}{4}\) feet in length by 1\(\frac{1}{2}\) feet in width. To find the area, multiply the length and width. What is the area of the sign in square feet? Write an equation to solve. Answer: The length of the rectangular sign = 2 3/4 = 11/4 The width of the rectangular sign = 1 1/2 = 3/2 The area of the sign = A The area of the rectangle = length x width A = 11/4 x 3/2 A = 33/8 Therefore, the area of the rectangle is 33/8 square feet.

Test Practice

Question 8. Antoinette bought 2\(\frac{2}{3}\) pounds of grapes. If she bought bananas that weighed 1\(\frac{1}{4}\) times as much as the grapes, how much did the bananas weigh? A. 2\(\frac{1}{6}\) pounds B. 3\(\frac{1}{3}\) pounds C. 3\(\frac{1}{4}\) pounds D. 3\(\frac{1}{2}\) pounds Answer: Option B is correct. The above-given: The number of pounds of grapes he bought = 2 2/3 = 8/3 The weight of bananas as much as grapes = 1 1/4 = 5/4 The weight of bananas = W W = 8/3 x 5/4 W = 40/12 reduce our fraction by dividing both numerator and denominator by it. GCF = 4, W = 10/3 Converting to a mixed number using long division with remainders for 10 ÷ 3 10 ÷ 3 = 3  R 1 The mixed fraction is 3 1/3.

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