Lesson 8
Multiplication Fluency
Warmup: Number Talk: The Distributive Property (10 minutes)
Narrative
Launch
 Display one expression.
 “Give me a signal when you have an answer and can explain how you got it.”
 1 minute: quiet think time
Activity
 Record answers and strategy.
 Keep expressions and work displayed.
 Repeat with each expression.
Student Facing
Find the value of each expression mentally.
 \(6\times15\)
 \(6\times17\)
 \(6\times2\frac13\)
 \(6\times2\frac23\)
Student Response
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Activity Synthesis
 “How were your strategies for the first 2 problems the same as your strategies for the last 2 problems?” (I decomposed the 15 into 10 and 5 and I also decomposed 2 and \(\frac13\) in the third problem. I also used what I knew about problem 1 to help with problem 2 and used problem 3 to help with problem 4.)
Activity 1: Fluency Practice Choice Time (20 minutes)
Narrative
 Greatest Product
 Number Puzzles Stage 2
Required Materials
Materials to Gather
Required Preparation
 Gather materials from:
 Greatest Product
 Number Puzzles Stage 2
Launch
 “Today we are going to choose from games we have already learned.”
 Display the choices in the student book.
 “Think about what you would like to do first.”
 30 seconds: quiet think time
Activity
 Invite students to work at the game of their choice.
 10 minutes: partner work time
 “Choose what you would like to do next.”
 10 minutes: partner work time
Student Facing
Choose a game.
 Greatest Product
 Number Puzzles: Multiplication and Division
Student Response
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Activity Synthesis
 See lesson synthesis.
Activity 2: Targeted Products (15 minutes)
Narrative
The purpose of this activity is for students to make products of a 2digit number and a 3digit number using 5 given digits with a goal of getting as close as they can to a given target number. This builds on their work from the previous activity and lesson where they tried to make the largest possible product. It is not important that students select the best possible products and the activity synthesis focuses on the strategies that they use. Fundamental to these strategies will be understanding place value and making estimates of products of a 2digit number and a 3digit number (MP7).
Advances: Reading, Representing
Supports accessibility for: Organization, Conceptual Processing, Language
Launch
 Groups of 2.
 “You are going to choose a 3digit and a 2digit number to get as close as possible to a target product.”
Activity
 5 minutes: independent work time
 3 minutes: partner discussion time
 Monitor for students who change their product after finding the value and comparing to the target number.
Student Facing

Using the digits 3, 5, 6, 8, and 9 make a product whose value is close to 50,000.

Using the digits 3, 5, 6, 8, and 9 make a product whose value is close to 20,000.
Student Response
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Activity Synthesis
 Invite selected students to share how they changed their reasoning about where to put each digit.
 “When your target number was 50,000 what did you choose for the hundreds place?” (I chose a 9 because I thought I could use the 5 or 6 in the tens of the other number and get pretty close to 50,000.)
 “When your target number was 20,000 what did you choose for the hundreds place?”(I used the 6 because I thought with the 3 in the tens of the other number that would give me 18,000 which is pretty close.)
Lesson Synthesis
Lesson Synthesis
“Today, we played some games that helped us practice multidigit multiplication. How did the games help you think about multiplying multidigit numbers?”
Students can also share their reflections from the Cooldown.
Cooldown: Multiplication Reflection (5 minutes)
CoolDown
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