Key Concept: Identifying multiples of ten is a strategy that can be used find the product for problems when one factor is a 2-digit number.

Topic Overview | Standards Alignment | #### Common Core

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.#### Georgia

MGSE3.NBT.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. IEP Goals

This topic focuses on understanding the special role of 10 in the base-ten number system. Students use this understanding to multiply single digit numbers by multiples of ten. Students are taught to use their understanding of basic facts and place value as lessons move from models with equations using the unit form to equations with numbers only.

1. Given a multiplication equations that contain 1 factor that is a multiple of the and place value disks, the student will complete an equation using the unit for with at least 90% accuracy upon completion of the marking term.

2. Given an equation with a basic multiplication fact, the student accurately solve for the product and apply this understanding to solve for the product when one factor is changed to the tens unit form for 5 out of 6 examples in 3 consecutive sessions.

3. Given a multiplication equation in which one factor is a multiple of 10, the student will apply knowledge of basic facts and place value to solve for the product without the use of models with 90% accuracy for 5 out of 7 trials.

2. Given an equation with a basic multiplication fact, the student accurately solve for the product and apply this understanding to solve for the product when one factor is changed to the tens unit form for 5 out of 6 examples in 3 consecutive sessions.

3. Given a multiplication equation in which one factor is a multiple of 10, the student will apply knowledge of basic facts and place value to solve for the product without the use of models with 90% accuracy for 5 out of 7 trials.

Unit Launcher

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3.6-1-1 Multiplying Single-Digit Numbers by Multiples of Ten: Unit Names |

View Guided Lesson Make models using place value disks and find the products for groups of ones and tens. Write equations using the unit form. (12-18 min)

3.6-1-2 Multiplying Single-Digit Numbers by Multiples of Ten: Equations |

View Guided Lesson Make models using place value disks and find the products for groups of ones and tens. Write equations using the unit form. (12-18 min)

3.6-1-3 Using the Distributive Property with Multiples of Ten: Numbers Only |

View Guided Lesson Complete equations using the distributive property to find the product of two factors when one factor is a multiple of 10. (12-18 min)

Real World Investigation Part 1

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Key Concept: Rounding is a strategy in which we replace one number with another that is close to it and easier to mentally calculate.

Topic Overview | Standards Alignment | #### Common Core

3.NBT.A.1 Use place value understanding to round whole numbers to nearest 10 or 100.#### Georgia

MGSE3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. IEP Goals

This topic focuses on understanding the basic principles of rounding whole numbers to the closest multiple or ten or hundred. Students represent two and three digit numbers and rounding using base ten blocks and number lines. They use their knowledge of place value to identify the value of each digit in a number, identify the digit that affects how the number is rounded, and round the number to the closest multiple.

1. Given a model of a two digit number, the student will identify the place of each digit, write the number for the model and round the number to the closest multiple of 10 for 5 out of 6 examples by the completion of the IEP. 2. Given a number line with labels for each ten and base ten blocks, the student will model the number and round it to the nearest multiple of 10 with 80% accuracy for 5 out of 6 trials. 3. Given a number line with the unit form for two and three digit numbers, the student will accurately identify the digit that affects how the number is rounded and round the number to the closest multiple with 90% accuracy for 5 consecutive trials.

3.6-2-1 Rounding to Multiples of Ten: Place Value |

Lesson Plan

View Guided Lesson Make models for two digit numbers using base ten blocks, label each place and round the number to the nearest ten. (12-18 min)

3.6-2-2 Rounding to Multiples of Ten: Number Line |

Lesson Plan

View Guided Lesson Place two digit numbers onto a number line and learn to round them to the nearest multiple of ten. (12-18 min)

3.6-2-3 Rounding to Multiples of Hundreds: Place Value |

Lesson Plan

View Guided Lesson Make models for three digit numbers using base ten blocks, label each place and round the number to the nearest multiple of a hundred. (12-18 min)

3.6-2-4 Rounding to Multiples of Hundreds: Number Line |

Lesson Plan

View Guided Lesson Place three digit numbers onto a number line and learn to round them to the nearest multiple of a hundred. (12-18 min)

Real World Investigation Part 2

View Colleen's Calorie Count: Create Some Data

Real World Investigation Part 3

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This big idea extends understanding and skills with operations by having them apply their understanding of place value. They gain a deeper understanding of the significance of the numeral 10 in the base-ten number system. They apply this understanding to estimating sums and differences as well as multiplying single and double-digit numbers by multiples of 10.

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.

MGSE3.NBT.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.