Grade 5, Module 1

Core Focus
Students read, write, represent, compare, and order numbers in the millions
Students review multiplication strategies such as using multiplication patterns when
multiplying with multiples of ten; doubling and halving, using the distributive property
with an area model, and mental computation
Numbers in Base-10
Students learn that we often use exponential notation when writing very large
numbers. E.g. we can write 103 = 1,000 (which we read as ten to the third power
equals one thousand).
When working with seven- and eight- digit numbers, students see that they now
have three main groups of three when saying number names: millions, thousands,
and ones.
Reading and Writing Eight- and Nine-Digit Numbers

1.6

Where have you seen eight- or nine-digit numbers recorded?

What place values are said when you say a nine-digit number?
Complete the number name below to show how you read the number on this expander.

hundred
Read this number.

2
million

thousand

hundred

hundred

two hundred forty-six million seven hundred ve thousand ninety

How would you write ten million using exponential notation?

Howlesson,
would youstudents
write one hundred
using exponential
notation?
In this
use million
a numeral
expander
to help read and write
eight- and nine-digit numbers.

Multiplication

a.

1. Read the number name. Then write the matching number on the expander.

Glossary

seventy-three million ve hundred thirty thousand six hundred three

Students explore multiplication patterns to see how problems involving small

numbers can reveal
answers
to problems involving much larger numbers.
b. four
hundred eighty million ve thousand three hundred fty-eight
E.g. if a student knows 3 4 = 12, then they can easily see why 3 40 = 120.
seven hundred three million three thousand forty

Reviewing Multiplication Patterns

3m

3m

How could you calculate the area

of each rectangle?

21 m

18

30 m
B

ORIGO Education.

c.

1.8

Research the population

of your town or city and
compare it with the
population of your state, the
entire USA, other countries
with a large population (e.g.
Brazil, India and China),
or smaller countries (e.g.
Monaco or Luxembourg).
Try using fractional
language (half, quarter)
when describing very large
numbers. E.g. if your child
sees that the trailer for a hit
movie has 12,292,343 views
on a website, they can say it
has a little more than 12 and
a quarter million views.

Write it on this expander.

Step Up

Ideas for Home

Exponential notation is often

used to represent very large
numbers. The diagram below
shows that 103 is equivalent to
10 10 10, so 103 = 1,000.
exponent

C
ORIGO Stepping Stones 5 1.6

What number sentences could you

write to show what you did?

210 m

10 = 1,000

210 m

Complete this place-value chart.

Th

Ones

base

product

21 3 =

ORIGO Education.

210 3 =
210 30 =
What do you notice about the products?
How can you use the product for the rst sentence
to gure out the product for the second sentence?

Except for the zero, the same digits appear

in the products but in different places.

In this
lesson,
analyze
thea relationship
between the products such
1. Calculate
the area. Use
pattern to help you.
Step
Up students
as 21 3, 210 3, and 210 30.
a.

32 m
4m

320 m

320 m

4m
40 m

Grade
Grade 5,
5, Module
Module #1

Students use an area model (rectangle) to understand the distributive property

of multiplication. This provides a good basis for working mentally, and for
developing steps for the written algorithm.
Students see 47 6 and think 47 6 is the same as 40 6 and 7 6.
Thats 240 and 42. So 47 6 equals 282.
Using Partial Products to Multiply (Distributive Property)

1.11

How could you gure out the total number of squares in this array?

Ideas for Home

Look for opportunities to use
mental math when shopping.
For example, say Cans of
green beans are on sale for
89. How much would 10
cans cost? What about 12
cans? Be sure to ask your
child how they know.

6
47
You could break 47 into tens and ones like this.

6
40

What number sentence could you write to describe each part of the array?
What number sentence could you write to describe the total number of squares?
Is there another way you could gure it out?
1. Calculate the partial products to gure out each of these.

Step
Up students
In this
lesson,
Then writeapply
the total.the distributive property of multiplication
to multiply the tens and ones separately.
a.

20

26 3

b.

30

34 4

c.

58 5

Students extend and compare strategies for multiplying mentally that were
4 =

=
6 4.3In=Module 3,4students
introduced in Grade
will use the5standard algorithm
3 = that are di
cult= to do mentally.

=
to multiply larger 26
numbers
64 7

d.

73 6

e.

87 4

f.

Doubling and halving is a strategy to simplify multiplication. Students double one

=
factor and divide the other factor in half. E.g. students see 12 15 and think 6 30.

=
ORIGO Education.

Breaking up one or both

of the factors can= simplify some
multiplication
problems.

=
35 16 is easier to think about as 7 5 4 4. Applying the associative property
of multiplication
28 allows students to multiply the factors in any order. E.g. 5 4 =20,
20 4 = 80, 80 7 = 560.
ORIGO Stepping Stones 5 1.11

Students are encouraged to use mental strategies if the numbers seem manageable.
1.12

Comparing Mental Strategies for Multiplication

Think about some of the dierent situations in which you use multiplication.

Remove the picture cards

from a deck of cards, give
your child three cards and
ask them to multiply the
three numbers. Discuss
which two numbers are
easiest to multiply rst and
why. E.g. with the numbers
3, 5, and 6, your child might
multiply 5 6 rst (30), then
multiply the answer by
3 (30 3 =90).
Ask your child to answer
questions such as, If 6 7
is 42, what is 6 70? Have
them explain their thinking
(e.g. 70 is 10 times more
than 7, so the answer will be
10 times more than 42).
Glossary
In the equation 12 25 = 300,
12 and 25 are the factors, and
300 is the product.

Multiplication is often used to

figure out the cost of purchases.

Imagine you have to buy carpet for this oor area.

Look at how these students gure out the
area that has to be covered.
12 yd
Emily used partial products.

ORIGO Education.

10 25 + 2 25

Cody used a
doubling-and-halving strategy.

25 yd

Daniel used factors.

12 25 is the same as 3 4 25

12 25 is the same as 6 50
Is there another way you could gure it out? Which way do you like best? Why?
Uselesson,
a strategystudents
you like to calculate
thestrategies
area of a rectangle
measuringtwo
15 cmtwo-digit
24 cm. numbers.
In this
discuss
to multiply

Step Up

Read these strategies for mentally calculating 36 50.