1 / 124

Splash Screen

Chapter 14 Multiply by One-Digit Numbers Click the mouse or press the space bar to continue. Splash Screen. Multiply by One-Digit Numbers. 14. Lesson 14-1 Multiply Multiples of 10, 100, and 1,000 Lesson 14-2 Problem-Solving Strategy: Use Logical Reasoning Lesson 14-3 Estimate Products

eagan-becker
Télécharger la présentation

Splash Screen

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 14 Multiply by One-Digit Numbers Click the mouse or press the space bar to continue. Splash Screen

  2. Multiply by One-Digit Numbers 14 Lesson 14-1Multiply Multiples of 10, 100, and 1,000 Lesson 14-2Problem-Solving Strategy: Use Logical Reasoning Lesson 14-3Estimate Products Lesson 14-4Multiply by a One-Digit Number Lesson 14-5Problem-Solving Investigation: Choose the Best Strategy Lesson 14-6Multiply Two-Digit Numbers Lesson 14-7Multiply Greater Numbers Lesson 14-8Multiply Money Chapter Menu

  3. Multiply Multiples of 10, 100, and 1,000 14-1 Five-Minute Check (over Chapter 13) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Lesson 1 Menu

  4. Multiply Multiples of 10, 100, and 1,000 14-1 • I will learn to multiply multiples of 10, 100, and 1,000. • multiples Lesson 1 MI/Vocab

  5. Multiply Multiples of 10, 100, and 1,000 14-1 Standard 3NS2.4Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 ×3 = ___ ). Standard 3MR2.2Apply strategies and results from simpler problems to more complex problems. Lesson 1 Standard 1

  6. Multiply Multiples of 10, 100, and 1,000 14-1 Alejandra bought 6 boxes of beads to make jewelry. Each box has 100 beads. How many beads does Alejandra have? Find 6 × 100. Use basic facts and patterns of zeros. 6 × 1 = 6 6 × 1 one = 6 ones 6 × 10 = 60 6 × 1 ten = 60 tens 6 × 100 = 600 6 × 1 hundred = 6 hundreds Answer: So, Alejandra has 600 beads. Lesson 1 Ex1

  7. Multiply Multiples of 10, 100, and 1,000 14-1 Ronald buys 5 packs of stickers with 100 stickers in each pack. How many stickers did Ronald buy all together? • 50 • 5,000 • 500 • 5 Lesson 1 CYP1

  8. Multiply Multiples of 10, 100, and 1,000 14-1 Mr. Lin bought 7 bags of gravel for his driveway. There are 2,000 pieces in each bag. How many pieces of gravel does Mr. Lin have? You need to find 7 × 2,000. Lesson 1 Ex2

  9. Multiply Multiples of 10, 100, and 1,000 14-1 7 × 2 = 14 7 × 2 ones = 14 ones 7 × 20 = 140 7 × 2 tens = 14 tens 7 × 200 = 1,400 7 × 2 hundreds = 14 hundreds 7 × 2,000 = 14,000 7 × 2 thousands = 14 thousands Answer: So, 7 × 2,000 = 14,000. Mr. Lin has 14,000 pieces of gravel. Lesson 1 Ex2

  10. Multiply Multiples of 10, 100, and 1,000 14-1 A crane operator was stacking 2,000 pound cement blocks on top of each other 10 blocks high in a column. What is the total weight of a column? • 2,000 pounds • 20,000 pounds • 200,000 pounds • 200 pounds Lesson 1 CYP2

  11. Multiply Multiples of 10, 100, and 1,000 14-1 6,000 people fly each day at a busy airport. How many people fly from the airport in 5 days? You need to find 5 × 6,000. Lesson 1 Ex3

  12. Multiply Multiples of 10, 100, and 1,000 14-1 5 × 6 = 30 5 × 60 = 300 5 × 600 = 3,000 5 × 6,000= 30,000 Answer: So, 5 × 6,000 = 30,000. About 30,000 people will fly from the airport in 5 days. Lesson 1 Ex3

  13. Multiply Multiples of 10, 100, and 1,000 14-1 On a given day, 4,000 people ride a particular rollercoaster at a popular amusement park. How many people will have rode this particular rollercoaster after 7 days? • 280 • 280,000 • 2,800 • 28,000 Lesson 1 CYP3

  14. End of Lesson 1

  15. Problem-Solving Strategy: Use Logical Reasoning 14-2 Five-Minute Check (over Lesson 14-1) Main Idea California Standards Example 1: Problem-Solving Strategy Lesson 2 Menu

  16. Problem-Solving Strategy: Use Logical Reasoning 14-2 • I will solve problems by using logical reasoning. Lesson 2 MI/Vocab

  17. Problem-Solving Strategy: Use Logical Reasoning 14-2 Standard 3MR2.3Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. Standard 3NS2.1Find the sum or difference of two whole numbers between 0 and 10,000. Lesson 2 Standard 1

  18. Problem-Solving Strategy: Use Logical Reasoning 14-2 Three friends all have on different shirts. Hallie’s shirt is white. Jimar’s shirt is not green. Lina’s shirt is not red. What is the color of each of their shirts? Lesson 2 Ex1

  19. Problem-Solving Strategy: Use Logical Reasoning 14-2 Understand What facts do you know? • Hallie has on a white shirt. • Jimar’s shirt is not green. • Lina’s shirt is not red. What do you need to find? • The color of each person’s shirt. Lesson 2 Ex1

  20. Problem-Solving Strategy: Use Logical Reasoning 14-2 Plan Make a table to show what you know. Then use logical reasoning to find the color of each person’s shirt. Lesson 2 Ex1

  21. Problem-Solving Strategy: Use Logical Reasoning 14-2 Solve Hallie is wearing white. So, write yes by her name under white. Place an X in all the rest of the white column and the other colors for Hallie. Lesson 2 Ex1

  22. Problem-Solving Strategy: Use Logical Reasoning 14-2 Solve Lina’s shirt is not red and can not be white, so it is green. The color that is left is red. Jimar’s shirt must be red. Answer: So, Hallie is wearing white, Lina is wearing green, and Jimar is wearing red. Lesson 2 Ex1

  23. Problem-Solving Strategy: Use Logical Reasoning 14-2 Check Look back at the problem. The answer makes sense for the facts given. So, the answer is correct. Lesson 2 Ex1

  24. End of Lesson 2

  25. Estimate Products 14-3 Five-Minute Check (over Lesson 14-2) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Lesson 3 Menu

  26. Estimate Products 14-3 • I will estimate products. • estimate • round Lesson 3 MI/Vocab

  27. Estimate Products 14-3 Standard 3NS2.4Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 ×3 = ___ ). Standard 3MR2.1Use estimation to verify the reasonableness of calculated results. Lesson 3 Standard 1

  28. Estimate Products 14-3 Each of 23 clubs can send 5 members to the county competition. About how many members will go to the county competition? Estimate 5 × 23 by rounding to the nearest ten. Lesson 3 Ex1

  29. Estimate Products 14-3 Step 1Round the factor that is greater than 10 to the nearest ten. 5 × 23 23 is closer to 20 than 30. So, 23 rounds to 20. 5 × 20 Lesson 3 Ex1

  30. Estimate Products 14-3 Step 2Multiply mentally. 5 × 20 = 100 Answer: So, about 100 club members can go to the county competition. Lesson 3 Ex1

  31. Estimate Products 14-3 All 33 members of a local community group will be donating $10 a piece for a worthy cause. About how much money will the group be donating? • about $300 • about $30 • about $3,000 • about $33 Lesson 3 CYP1

  32. Estimate Products 14-3 There are 128 students in the play. They can each invite 6 people to the play. About how many people can be invited to the play? Estimate 6 × 128 by rounding to the nearest hundred. 6 × 128 6 × 100 = 600 Lesson 3 Ex2

  33. Estimate Products 14-3 128 is closer to 100 than 200. Answer: So, about 600 people can be invited to the play. Lesson 3 Ex2

  34. Estimate Products 14-3 A group of 212 kids were waiting in line to receive 5 free music CDs. About how many music CDs will be needed to satisfy all the waiting kids? • about 100 • about 1,000 • about 10,000 • about 500 Lesson 3 CYP2

  35. Estimate Products 14-3 The senior class is going to Washington D.C. for their class trip. A bus holds 43 students. Will 5 buses be enough for 192 students? Estimate 5 × 43. 5 × 43 Round 43 to 40. 5× 40 = 200 Multiply mentally. Answer: So, the buses can hold about 200 students. 200 > 192. So, 5 buses will be enough to transport 192 students. Lesson 3 Ex3

  36. Estimate Products 14-3 A school wants to take their 298 honor roll students to an art museum. Each charter bus can hold 50 people. Will 6 buses be enough to take all the students? • Yes, six buses will be enough. • Yes, but less than six buses are needed. • No, more than six buses are needed. Lesson 3 CYP3

  37. End of Lesson 3

  38. Multiply by a One-Digit Number 14-4 Five-Minute Check (over Lesson 14-3) Main Idea and Vocabulary California Standards Example 1 Example 2 Lesson 4 Menu

  39. Multiply by a One-Digit Number 14-4 • I will multiply two-digit numbers by a one-digit number with no regrouping. • partial products Lesson 4 MI/Vocab

  40. Multiply by a One-Digit Number 14-4 Standard 3NS2.4Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers (3,671 ×3 = ___ ). Lesson 4 Standard 1

  41. Multiply by a One-Digit Number 14-4 Ajay and his sister each have 43 baseball cards. How many cards do they have altogether? The array on the next slide shows 2 × 43. Break the grid into parts. Then use what you know about multiplication to find the total number of squares. Lesson 4 Ex1

  42. Multiply by a One-Digit Number 14-4 The orange shaded part represents 2 × 40. The blue shaded part represents 2 × 3. Lesson 4 Ex1

  43. Multiply by a One-Digit Number 14-4 Find the product of each part, or the partial products. Then add the partial products. 2 × 40 = 80 2 × 3 = 6 80 + 6 = 86 So, 2 × 43 = 86. Answer: So, Ajay and his sister have 86 baseball cards in all. Lesson 4 Ex1

  44. Multiply by a One-Digit Number 14-4 After the season, David and his friend each had 26 stolen bases. How many stolen bases did David and his friend have together? • 50 • 60 • 52 • 62 Lesson 4 CYP1

  45. Multiply by a One-Digit Number 14-4 Estimate4 × 212 4 × 200 = 800 A storeroom has 4 shelves with 212 boxes on each shelf. How many boxes are there altogether? Think of 212 as 200 + 10 + 2. Lesson 4 Ex2

  46. Multiply by a One-Digit Number 14-4 4 × 212 8 40 + 800 848 Answer: So, there are 848 boxes altogether. Lesson 4 Ex2

  47. Multiply by a One-Digit Number 14-4 The auditorium can hold 232 people. A particular event is scheduled for 3 different times in one day to be held in the auditorium. How many people will be able to attend the event all together? • 700 • 669 • 796 • 696 Lesson 4 CYP2

  48. End of Lesson 4

  49. Problem-Solving Investigation: Choose the Best Strategy 14-5 Five-Minute Check (over Lesson 14-4) Main Idea California Standards Example 1: Problem-Solving Investigation Lesson 5 Menu

  50. Problem-Solving Investigation: Choose the Best Strategy 14-5 • I will choose the best strategy to solve a problem. Lesson 5 MI/Vocab

More Related