Multiplication Techniques for Fifth Grade
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ScribdTranslationsMultiplication Techniques for Fifth Grade
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ScribdTranslationsI.E.G.P.
"GOOD HOPE"
MODULE 05 OF Mathematics III bimester
Nombres y Apellidos: ……………………………………………Grado: QUINTO
Theme:MULTIPLICATION Prof. Susan Fernández Sánchez.
1. With two digits in the multiplier
624 x
48
4992 624 x 8 = 4992 Products
partials
2496 624 multiplied by 4 equals 2496
The partial products are added together.
29952
2. With three digits in the multiplier
2453 x
354
9812 2543 multiplied by 4 equals 9812
12265 2543 x 5 = 12265
7359 2543 x 3 = 7359
The products are added up.
868362 partial exams
Remember...
To multiply by two digits, the partial products are shifted one or two places.
to the left.
Then the partial products are added.
Exercises
1. Arrange vertically and find the products
a) 793 x 8 b) 9 084 x 7 c) 4,546 x 9
d) 1 827 x 32 e) 5 942 x 54 f) 8 670 x 35
2. Replace each letter with its value and find the product
a = 479 b = 97 c = 432 d = 52
a x b = b) c x d = c) a x d =
I.E.G.P. 'Good Hope'
3. Arrange vertically and find the product
362 . 22 (436) (26) c) 236 (31)
QUALIFIED PRACTICE NOTE
Let's practice a little more
1. Solve and find the product, quickly and accurately
a. 4 705 x 6 = b. 9 480 x 2 = c. 3 269 x 5 =
c. 6 407 x 41 = d. 7 321 x 40 = f. 2 162 x 27 =
HOMEWORK:
2. Replace each letter with its numerical value:
a = 498 b = 48 c=9 d = 83
Find:
a. a x b x c = c. b x c x d =
b. d x a = d. b x a x c =
I.E.G.P. "Good Hope"
MODULE 06 OF mathematics III bimonthly
Nombres y Apellidos: ……………………………………………Grado: QUINTO
Theme:MULTIPLICATION Prof. Susan Fernández Sánchez.
Multiplication by the unit followed by zeros and by
multiples of ten
Mental calculation of products by 10, 100, 1,000, 10,000, and 100,000
At a fair stall, they decided to organize the types of fruit they sold in boxes of 10 units.
1. Complete the following table
I.E.G.P. 'Good Hope'
2. Observe the table and respond.
a) What relationship exists between the numbers in the 2 column? And in the 7 column?
b) What relationship exists between the numbers in the row of 10? And what about the other rows?
c) Escribe una estrategia para multiplicar por 10, 100, 1 000, 10 000 y 100 000.
1. Multiplication by the unit followed by zeros: To multiply a natural number by the
unit followed by zeros, the number zero is added to the right as the unit continues. Example:
a) 583 x 10 = 5830 b) 1000 x 48 = 4800
c) 100 x 84 = 8400 d) 736 x 100 = 73600
2. Multiplication when the factors end in zeros: Multiply without taking into account the
zeros. Then write to the right of the product as many zeros as the two factors have.
Example:
a. 36 x 400 = 12400
b. 600 x 9 = 5400
c. 4800 2
300 x 2
1,440,000 4
ACTIVITIES
1. Briefly find the product of the following multiplications
a. 478 x 10 Invalid input
b. 1906 x 700 ======================
c. 100 x 8493 = _ _ _ _ _ _ _ _ _ _ _ _ _ _
d. 898 x 500 ====================
e. 594 x 90 =______________
f. 1000 x 76 _____________
2. Complete the missing factor
a 97 x _ _ _ _ _ _ _ _ _ _b. _ 60
_ x__ ___ _=_ _9700
________=
4800
c. _ _ _ _ _ _ _ _ _ _ _ _ _ _ d.x 67 ____________________
= 67000 x8=
72000
I.E.G.P. 'Good Hope'
3. Replace each letter with its value and find the product
If: a = 100; b = 60; c = 900; d=0 y e=1
Find
a. 479 x a x d = _________= ______
b. 652 x c x d x e = _________= ____
c. a x b x 6 x e = _________= _____
d. b x c x d x e = _________= _____
I practice a little more
1. Solve the multiplications in abbreviated form
a. 768 x 600 ================= b. 1000 x 984 __________
_____
c. 7 x 28000 d. 900 x 42 =_________
_____
e. 9462 x 900 = _ _ _ _ _ _ _ _ _ _ _ _ _ _ f. 11111 x 20 Invalid input.
______
2. Remember the terms of multiplication and complete:
If both factors are 70, the product is 4900.
b) If one factor is 90 and the product is 630, the other factor is: _ _ _ _ _ _ _ _ _ _ _ _ _ _
c) If the product is 560 and one of the factors is 7, the other factor is: _ _ _ _ _ _ _ _ _ _ _
I.E.G.P. 'GOOD HOPE'
MODULE 07
NOMBRE:…………………………………………………………………………………………………….
Problems about multiplication–addition and subtraction
Ability: To solve problems related to multiplication, addition, and subtraction.
everyday situations.
To solve problems, you already know that...
You must read the problem as many times as necessary.
Think and organize your ideas to decide what you should do first and what to do next.
Example:
A man bought two dozen notebooks at 7 soles each, half a dozen books at 18.
soles cada uno y medio ciento de lapiceros a 2 soles cada uno. ¿Cuánto gasto en total?
A merchant bought 76 watches for 56 soles each; 54 bracelets for 65.
nuevos soles cada uno y 25 sortijas a 48 soles cada uno. Vendió todo en 9700 soles.
Won or lost; How much?
FIXATION ACTIVITIES
1. For an activity to be held at an Educational Center, 12 raffle tickets have been distributed to
Each student; if there are 39 students in that Educational Center. How many tickets have been distributed?
2. To carry out a project, 48 workers and 32 apprentices were employed. Each worker was paid 30 new ones.
28 soles were given to each apprentice. How much was paid in total?
3. The heart of a normal person beats approximately 70 times per minute. How many times
late in a day?
4. If I pay 58 soles for half a dozen polos. How much will I pay for 6 dozens and how much will it be?
change of 700 soles?
Reviewing what has been learned
Develop the problems
Carlos earns 1600 soles monthly and spends 750 on groceries and 245 on rent for his housing.
340 soles in various expenses. How much could he save in a year and a half?
2. In an educational center, 60 teachers work. If each teacher earns an average of 950 soles.
monthly. What is the total amount that will be paid to them in 3 months?
What number do you get if you multiply each natural number greater than 3 but less than 7 by
the number 236, and then you add all the results?
Common questions
Powered by AIA strategy involves initially performing multiplications with numbers lacking trailing zeros for ease (e.g., 3 x 5), followed by systematically adding zeros based on the power of ten. This method utilizes concept familiarization with shifting places leftwards due to tenfold increases, fostering numerical intuition rather than rote memory of tables .
Replacing letters with numerical values helps to simplify variables and abstract numbers into more concrete expressions that can be more easily calculated. It facilitates understanding by allowing students to focus on multiplication mechanics without being distracted by symbol confusion. For example, replacing variables such as 'a', 'b', 'c' with numbers lets students handle real-world quantities directly .
Calculate the cost of each item separately by multiplying its unit price by the quantity, sum the results for each item type to determine total expenses. For instance, for notebooks at 7 soles each, books at 18, and pens at 2 soles, multiply each price by its quantity (24 notebooks, 6 books, 50 pens) and add the totals for final cost .
To solve real-life problems involving these operations, you should first read the problem multiple times to ensure understanding. Next, organize your thoughts to identify the order of operations needed. For instance, identifying costs of items and their totals, performing multiplications to find costs, and then adding or subtracting as needed for final figures .
The solution involves calculating the total heartbeats per day by multiplying the beats per minute by the minutes in an hour and then by the hours in a day. Thus, 70 beats per minute multiplied by 60 minutes per hour equals 4200 beats per hour. Multiplying this by 24 hours gives 100800 beats per day .
The strategy involves ignoring the trailing zeros initially, performing the multiplication with the core numbers, and then appending the sum of all the zeros to the result. For example, for 36 x 400, calculate 36 x 4 to get 144, and then add three zeros to obtain 144000 .
The numbers in a multiplication table organized by powers of ten have a relationship such that each subsequent column or row is simply a multiplication of the initial number by increasing powers of ten. For instance, multiplying by 10 will shift digits one place to the left, by 100 shifts two places, and so on, regularly appending zeros to the increasing results .
When the multiplier includes zeros, the calculation simplifies by temporarily ignoring these zeros. Multiply the non-zero digits, determine the product, and then append the zeros. This contrasts with multipliers without zeros where each digit directly affects each partial product positional alignment leading to a total. This shift underscores the efficiency of aligned digits and sums .
Arranging multiplications vertically helps to clearly align numbers by place values, making it easier to determine partial products and sum them accurately. This visual clarity reduces errors and supports accurate addition of each partial product. It ensures proper alignment for carrying over during additions, critical in multi-digit multiplications .
The teaching method involves breaking down the multiplication into smaller steps by separating the multiplier into single digits and then multiplying each separately by the multiplicand. The products are then realigned based on their position (ones, tens, hundreds, etc.), and finally, all the partial products are summed together. For instance, to multiply 2453 by 354, one calculates 2453 x 4, 2453 x 5, and 2453 x 3 separately, aligning each product according to place value, and then totals the partial results .