# Lesson 5

Decimal Points in Products

### Lesson Narrative

In earlier grades, students have multiplied base-ten numbers up to hundredths (either by multiplying two decimals to tenths or by multiplying a whole number and a decimal to hundredths). Here, students use what they know about fractions and place value to calculate products of decimals beyond the hundredths. They express each decimal as a product of a whole number and a fraction, and then they use the commutative and associative properties to compute the product. For example, they see that \((0.6) \boldcdot (0.5)\) can be viewed as \(6 \boldcdot (0.1) \boldcdot 5 \boldcdot (0.1)\) and thus as \(\left(6 \boldcdot \frac{1}{10}\right) \boldcdot \left(5 \boldsymbol \boldcdot \frac {1}{10}\right)\). Multiplying the whole numbers and the fractions gives them \(30 \boldsymbol \boldcdot \frac{1}{100}\) and then 0.3.

Through repeated reasoning, students see how the number of decimal places in the factors can help them place the decimal point in the product (MP8).

### Learning Goals

Teacher Facing

- Generalize (orally and in writing) that the number of decimal places in a product is related to the number of decimal places in the factors.
- Justify (orally) the product of two decimals, which each have only one non-zero digit, by multiplying equivalent fractions that have a power of ten in the denominator.

### Student Facing

Let’s look at products that are decimals.

### Learning Targets

### Student Facing

- I can use place value and fractions to reason about multiplication of decimals.

### Print Formatted Materials

Teachers with a valid work email address can click here to register or sign in for free access to Cool Down, Teacher Guide, and PowerPoint materials.

Student Task Statements | docx | |

Cumulative Practice Problem Set | docx | |

Cool Down | Log In | |

Teacher Guide | Log In | |

Teacher Presentation Materials | docx |