{"id":90063,"date":"2022-03-29T11:12:13","date_gmt":"2022-03-29T05:42:13","guid":{"rendered":"https:\/\/bigideasmathanswers.com\/?p=90063"},"modified":"2022-04-07T14:40:24","modified_gmt":"2022-04-07T09:10:24","slug":"envision-math-common-core-grade-3-answer-key-topic-10","status":"publish","type":"post","link":"https:\/\/bigideasmathanswers.com\/envision-math-common-core-grade-3-answer-key-topic-10\/","title":{"rendered":"enVision Math Common Core Grade 3 Answer Key Topic 10 Multiply by Multiples of 10"},"content":{"rendered":"

Practice with the help of enVision Math Common Core Grade 3 Answer Key<\/a> Topic 10 Multiply by Multiples of 10<\/strong> regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 3rd Grade Answers Key Topic 10 Multiply by Multiples of 10<\/h2>\n

\"Envision
\nenVision STEM Project: Animal and Plant Characteristics<\/strong>
\nDo Research<\/strong> Use the Internet or other sources to find information about how the characteristics of some plants and animals help them survive. Think about how characteristics can be different among members of the same species.
\nJournal: Write a Report<\/strong> Include what you found. Also in your report:<\/p>\n

    \n
  • Tell about an insect that uses camouflage.<\/li>\n
  • Describe an example of how a plant’s thorns help it survive.<\/li>\n
  • Make up and solve multiplication problems about the animals or plants you research. Use multiples of 10.<\/li>\n<\/ul>\n

    Review What You Know<\/strong><\/p>\n

    Vocabulary<\/strong><\/p>\n

    Choose the best term from the box. Write it on the blank.<\/p>\n

    \u2022 multiplication
    \n\u2022 factor
    \n\u2022 equation
    \n\u2022 Zero Property of Multiplication<\/p>\n

    Question 1.
    \nA number sentence where the value on the left and right of the equal sign (=) is the same is called a(n) ___
    \nAnswer:
    \nA number sentence where the value on the left and right of the equal sign (=) is the same is called a(n) = Equation .<\/p>\n

    Question 2.
    \nThe ___ states that any number multiplied by zero has a product of zero.
    \nAnswer:
    \nThe Zero Property of Multiplication states that any number multiplied by zero has a product of zero.<\/p>\n

    Question 3.
    \n___ is an operation that gives the total number that results when you join equal groups.
    \nAnswer:
    \nMultiplication is an operation that gives the total number that results when you join equal groups.<\/p>\n

    Multiplication Table<\/strong><\/p>\n

    Find the value that makes the equations true. Use the multiplication table to help.
    \n\"Envision.
    \n21 \u00f7 7 = ___
    \n7\u00d7__= 21
    \nAnswer:
    \n21 \u00f7 7 = 3
    \n7\u00d7 3= 21
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Question-4\"
    \nExplanation :
    \nStep 1: Choose the first number from the numbers listed in the left-most column and the second number from the top-most row.
    \nStep 2: Starting from the 3 move towards the right and starting from the 7 move towards down.\u00a0 The square where the two numbers meet gives the product 21 .<\/p>\n

    Question 5.
    \n45 \u00f7 5 = ___
    \n5 \u00d7 __ = 45
    \nAnswer:
    \n45 \u00f7 5 = 9
    \n5 \u00d7 9 = 45
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Question-5\"
    \nExplanation :
    \nStep 1: Choose the first number from the numbers listed in the left-most column and the second number from the top-most row.
    \nStep 2: Starting from the 9 move towards the right and starting from the 5 move towards down.\u00a0 The square where the two numbers meet gives the product 45 .<\/p>\n

    Question 6.
    \n48 \u00f7 6 = ___
    \n6 \u00d7 __ = 48
    \nAnswer:
    \n48 \u00f7 6 = 8
    \n6 \u00d7 8 = 48
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Question-6\"
    \nExplanation :
    \nStep 1: Choose the first number from the numbers listed in the left-most column and the second number from the top-most row.
    \nStep 2: Starting from the 8 move towards the right and starting from the 7 move towards down.\u00a0 The square where the two numbers meet gives the product 56 .<\/p>\n

    Question 7.
    \n56 \u00f7 8 = ___
    \n8 \u00d7 __= 56
    \nAnswer:
    \n56 \u00f7 8 = 7
    \n8 \u00d7 7 = 56
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Question-7\"
    \nExplanation :
    \nStep 1: Choose the first number from the numbers listed in the left-most column and the second number from the top-most row.
    \nStep 2: Starting from the 3 move towards the right and starting from the 7 move towards down.\u00a0 The square where the two numbers meet gives the product 21 .<\/p>\n

    Multiplication Properties<\/strong><\/p>\n

    Find each product.<\/p>\n

    Question 8.
    \n3 \u00d7 3 \u00d7 2 =___
    \nAnswer:
    \n3 \u00d7 3 \u00d7 2 = 9 \u00d7 2 = 18<\/p>\n

    Question 9.
    \n5 \u00d7 1 \u00d7 3 = ___
    \nAnswer:
    \n5 \u00d7 1 \u00d7 3 = 5 \u00d7 3 = 15<\/p>\n

    Question 10.
    \n4 \u00d7 2 \u00d7 4 = ___
    \nAnswer:
    \n4 \u00d7 2 \u00d7 4 = 8 \u00d7 4 = 24<\/p>\n

    Question 11.
    \n2 \u00d7 2 \u00d7 4 = ___
    \nAnswer:
    \n2 \u00d7 2 \u00d7 4 =4 \u00d7 4 = 16<\/p>\n

    Question 12.
    \n4 \u00d7 0 \u00d7 2 = ___
    \nAnswer:
    \n4 \u00d7 0 \u00d7 2 = 0 \u00d7 2 =0<\/p>\n

    Question 13.
    \n2 \u00d7 5 \u00d7 3 = ___
    \nAnswer:
    \n2 \u00d7 5 \u00d7 3 = 10 \u00d7 3 =30<\/p>\n

    Multiplication on the Number Line<\/strong><\/p>\n

    Question 14.
    \nWhich equation does the number line show?
    \n\"Envision
    \nA. 1 \u00d7 10 = 10
    \nB. 3 \u00d7 10 \u00d7 1 = 30
    \nC. 4 \u00d7 5 = 20
    \nD. 5 \u00d7 10 = 50
    \nAnswer :
    \nOption D. 5 \u00d7 10 = 50
    \nExplanation:
    \nEach jump represents + 10 .
    \nNumber of jumps made = 5
    \nso, 5 \u00d7 10 = 50 .
    \nfrom 0 to 50 the equation is represented .<\/p>\n

    Pick a Project<\/strong><\/p>\n

    PROJECT 10A<\/strong>
    \nWhat do you need to do to plan a trip?
    \nProject: Research the Distance Between Two Cities
    \n\"Envision<\/p>\n

    PROJECT 10B<\/strong>
    \nHow do stores make sure they have enough of an item to sell?
    \nProject: Create Your Own Store
    \n\"Envision<\/p>\n

    PROJECT 10C<\/strong>
    \nHow do trees help our environment?
    \nProject: Design a Park and Sing a Song
    \n\"Envision<\/p>\n

    PROJECT 10D<\/strong>
    \nHow many items can you fit in a box?
    \nProject: Make a Product Game
    \n\"Envision<\/p>\n

    Lesson 10.1 Use Patterns to Multiply<\/h3>\n

    Activity<\/strong><\/p>\n

    Solve & Share<\/strong><\/p>\n

    Companies package their goods in a variety of ways. One company packages a case of water as 2 rows of 10 bottles. How many bottles are in each of the cases shown in the table below? Explain your thinking.
    \n\"Envision
    \nYou can use appropriate tools. Place-value blocks or a number line can help you apply the math you know.
    \n\"Envision<\/p>\n

    Look Back!<\/strong> How can place-value patterns help you when multiplying by 20?
    \nAnswer :
    \nNumber of bottles in 1 case = 2 rows of 10 bottles = 2 \u00d7 10 = 20 bottles .
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Solve-&-Share\"
    \nExplanation :
    \nNumber of bottles in 1 case =\u00a0 1 jump of 20 is 20. 1 \u00d7 20 = 20
    \nNumber of bottles in 2 case =\u00a0 2 jumps of 20 are 40. 2 \u00d7 20 = 40
    \nNumber of bottles in 3 case =\u00a0 3 jumps of 20 are 60. 3 \u00d7 20 = 60
    \nNumber of bottles in 4 case =\u00a0 4 jumps of 20 are 80. 4 \u00d7 20 = 80<\/p>\n

    Visual Learning Bridge<\/strong><\/p>\n

    Glossary<\/strong><\/p>\n

    Essential Question<\/strong>
    \nHow Can You Use Patterns to Multiply?<\/p>\n

    A.<\/strong>
    \nA half-century is a period of 50 years. Find the number of years in 5 half-centuries.<\/p>\n

    \"Envision
    \nYou can use place-value blocks or an open number line to multiply.<\/p>\n

    \"Envision<\/p>\n

    B.<\/strong>
    \nOne Way<\/strong>
    \nFind 5 \u00d7 50. Use place-value blocks.
    \n\"Envision
    \n1 \u00d7 50 is 1 group of 5 tens = 5 tens or 50
    \n2 \u00d7 50 is 2 groups of 5 tens = 10 tens or 100
    \n3 \u00d7 50 is 3 groups of 5 tens = 15 tens or 150
    \n4 \u00d7 50 is 4 groups of 5 tens = 20 tens or 200
    \n5 \u00d7 50 is 5 groups of 5 tens = 25 tens or 250
    \nYou can skip count to find the number of years in 5 half-centuries.
    \n\"Envision
    \nThere are 250 years in 5 half-centuries.<\/p>\n

    C.<\/strong>
    \nAnother Way<\/strong>
    \nFind 5 \u00d7 50. Use an open number line.
    \n\"Envision
    \n1 jump of 50 is 50. 1 \u00d7 50 = 50
    \n2 jumps of 50 are 100. 2 \u00d7 50 = 100
    \n3 jumps of 50 are 150. 3 \u00d7 50 = 150
    \n4 jumps of 50 are 200. 4 \u00d7 50 = 200
    \n5 jumps of 50 are 250. 5 \u00d7 50 = 250
    \nThere are place-value patterns when multiplying by multiples of 10.
    \n\"Envision
    \nThere are 250 years in 5 half-centuries.<\/p>\n

    Convince Me!<\/strong> Use Structure Suppose the multiple of 10 in the table above was 40 years instead of 50. Explain how you can use place-value patterns to find each product.
    \nAnswer :
    \nFind 5 \u00d7 50. Use place-value blocks.
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Convince-Me\"
    \n1 \u00d7 40 is 1 group of 4 tens = 4 tens or 40
    \n2 \u00d7 40 is 2 groups of 4 tens = 80 tens or 80
    \n3 \u00d7 40 is 3 groups of 4 tens = 12 tens or 120
    \n4 \u00d7 40 is 4 groups of 4 tens = 16 tens or 160
    \n5 \u00d7 40 is 5 groups of 4 tens = 20 tens or 200
    \nThere are 200 years in 5 half-centuries.<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Do You Understand?<\/strong><\/p>\n

    Question 1.
    \nExplain how to use place-value patterns to multiply 9 \u00d7 50.
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Guided-Practice-Question-1\"
    \n1 jump of 50 is 50. 1 \u00d7 50 = 50
    \n2 jumps of 50 are 100. 2 \u00d7 50 = 100
    \n3 jumps of 50 are 150. 3 \u00d7 50 = 150
    \n4 jumps of 50 are 200. 4 \u00d7 50 = 200
    \n5 jumps of 50 are 250. 5 \u00d7 50 = 250
    \n6 jumps of 50 are 250. 6 \u00d7 50 = 300
    \n7 jumps of 50 are 350. 7 \u00d7 50 = 350
    \n8 jumps of 50 are 400. 8 \u00d7 50 = 400
    \n9 jumps of 50 are 450. 9 \u00d7 50 = 450
    \nThere are place-value patterns when multiplying by multiples of 10.<\/p>\n

    Question 2.
    \nHow are the products in Box B on the previous page like skip counting by 5?
    \nAnswer:<\/p>\n

    Do You Know How?<\/strong><\/p>\n

    Question 3.
    \nDraw or use place-value blocks to show 3 \u00d7 60. Then find the product.
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Guided-Practice-Question-3\"
    \n1 \u00d7 60 is 1 group of 6 tens = 6 tens or 60
    \n2 \u00d7 60 is 2 groups of 6 tens = 12 tens or 120
    \n3 \u00d7 60 is 3 groups of 6 tens = 18 tens or 180
    \nThis are place value blocks of 3 \u00d7 60 = 180 .<\/p>\n

    Question 4.
    \nUse the open number line to multiply 4 \u00d7 60.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Guided-Practice-Question-4\"
    \n1 jump of 60 is 60. 1 \u00d7 60 = 60
    \n2 jumps of 60 are 120. 2 \u00d7 60 = 120
    \n3 jumps of 60 are 180. 3 \u00d7 60 = 180
    \n4 jumps of 60 are 240. 4 \u00d7 60 = 240<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Leveled Practice In 5-10, use an open number line or draw place-value blocks to find each product.<\/p>\n

    Question 5.
    \n3 \u00d7 70
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Independent-Practice-Question-5\"
    \n1 jump of 70 is 70. 1 \u00d7 70 = 70
    \n2 jumps of 70 are 140. 2 \u00d7 70 = 140
    \n3 jumps of 70 are 210. 3 \u00d7 70 = 210
    \n4 jumps of 70 are 280. 4 \u00d7 70 = 280<\/p>\n

    Question 6.
    \n8 \u00d7 20
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Independent-Practice-Question-6\"
    \n1 \u00d7 20 is 1 group of 2 tens = 2 tens or 20
    \n2 \u00d7 20 is 2 groups of 2 tens = 4 tens or 40
    \n3 \u00d7 20 is 3 groups of 2 tens = 6 tens or 60
    \n4 \u00d7 20 is 4 groups of 2 tens = 8 tens or 80
    \n5 \u00d7 20 is 5 groups of 2 tens =\u00a0 10 tens or 100
    \n6 \u00d7 20 is 6 groups of 2 tens = 12 tens or 120
    \n7 \u00d7 20 is 7 groups of 2 tens = 14 tens or 140
    \n8 \u00d7 20 is 8 groups of 2 tens =\u00a0 16 tens or 160
    \nThis are place value blocks of 8 \u00d7 20 = 160 .<\/p>\n

    Question 7.
    \n9 \u00d7 30
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Independent-Practice-Question-7\"
    \n1 jump of 30 is 30. 1 \u00d7 30 = 30
    \n2 jumps of 30 are 90. 2 \u00d7 30 = 90
    \n3 jumps of 30 are 120. 3 \u00d7 30 = 120
    \n4 jumps of 30 are 120. 4 \u00d7 30 = 120
    \n5 jumps of 30 are 150. 5 \u00d7 30 = 150
    \n6 jumps of 30 are 180. 6 \u00d7 30 = 180
    \n7 jumps of 30 are 210. 7 \u00d7 30 = 210
    \n8 jumps of 30 are 240. 8 \u00d7 30 = 240
    \n9 jumps of 30 are 270. 9 \u00d7 30 = 270
    \nThere are place-value patterns when multiplying by multiples of 10.<\/p>\n

    Question 8.
    \n5 \u00d7 60
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Independent-Practice-Question-9\"
    \n1 jump of 60 is 60. 1 \u00d7 60 = 60
    \n2 jumps of 60 are 120. 2 \u00d7 60 = 120
    \n3 jumps of 60 are 180. 3 \u00d7 60 = 180
    \n4 jumps of 60 are 240. 4 \u00d7 60 = 240
    \n5 jumps of 60 are 300. 5 \u00d7 60 = 300<\/p>\n

    Question 9.
    \n6 \u00d7 60
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Independent-Practice-Question-9\"
    \n1 jump of 60 is 60. 1 \u00d7 60 = 60
    \n2 jumps of 60 are 120. 2 \u00d7 60 = 120
    \n3 jumps of 60 are 180. 3 \u00d7 60 = 180
    \n4 jumps of 60 are 240. 4 \u00d7 60 = 240
    \n5 jumps of 60 are 300. 5 \u00d7 60 = 300
    \n6 jumps of 60 are 360. 6 \u00d7 60 = 360<\/p>\n

    Question 10.
    \n2 \u00d7 30
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Independent-Practice-Question-10\"
    \n1 jump of 30 is 30. 1 \u00d7 30 = 30
    \n2 jumps of 30 are 90. 2 \u00d7 30 = 60
    \nThere are place-value patterns when multiplying by multiples of 10.<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Question 11.
    \nThe Aztecs had a solar calendar. How many days are in 7 of the longer months in all? Show how to use place value to solve.
    \n\"Envision
    \nAnswer:<\/p>\n

    Question 12.
    \nHigher Order Thinking<\/strong> On one open number line, show 4 \u00d7 30. On the other open number line, show 3 \u00d7 40. How are the problems alike? How are they different?
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Problem-Solving-Question-12\"
    \n1 jump of 30 is 30. 1 \u00d7 30 = 30
    \n2 jumps of 30 are 90. 2 \u00d7 30 = 60
    \n3 jump of 30 is 30. 3 \u00d7 30 = 90
    \n4 jumps of 30 are 120. 4 \u00d7 30 = 120 .<\/p>\n

    1 jump of 40 is 40. 1 \u00d7 40 = 40
    \n2 jumps of 40 are 80. 2 \u00d7 40 = 80
    \n3 jumps of 40 are 120. 3 \u00d7 40 = 120
    \njump of both number lines are different but the product is same .<\/p>\n

    Question 13.
    \nReasoning<\/strong> Martina has $504. She spends $199 on new computer software. Use mental math to find how much money Martina has left.
    \nAnswer:
    \nTotal Money with Martina = $504 .
    \nCost of New computer software = $199 .
    \nMoney left with Martina = $504 – $199 = 500 + 4 – (200 – 1) = 300 + 5 = 305$ .<\/p>\n

    Question 14.
    \nUse place-value blocks to find 1 \u00d7 40, 2 \u00d7 40,3 \u00d7 40, and 4 \u00d7 40. What is the same in each of the products you listed?
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Problem-Solving-Question-14\"
    \n1 \u00d7 40 is 1 group of 4 tens = 4 tens or 40
    \n2 \u00d7 40 is 2 groups of 4 tens = 80 tens or 80
    \n3 \u00d7 40 is 3 groups of 4 tens = 12 tens or 120
    \n4 \u00d7 40 is 4 groups of 4 tens = 16 tens or 160
    \nAll products end with 0 and all are even numbers .<\/p>\n

    Question 15.
    \nA package of crepe paper streamers has 2 rolls. Yen bought 3 packages. How many inches of crepe paper did Yen get?
    \n\"Envision
    \nAnswer:
    \nNumber of rolls in each package = 2
    \nNumber of packages = 3
    \nNumber of inches of crepe paper in 3 = 3 \u00d7 2 = 6 rolls .<\/p>\n

    Assessment Practice<\/strong><\/p>\n

    Question 16.
    \nSelect all the expressions that have a product of 300.
    \n\"Envision 3 \u00d7 10
    \n\"Envision 5 \u00d7 60
    \n\"Envision 5 \u00d7 600
    \n\"Envision 6 \u00d7 50
    \n\"Envision 6 \u00d7 500
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Problem-Solving-Question-16\"
    \nExplanation :
    \n3 \u00d7 10 = 30
    \n5 \u00d7 60 = 300
    \n5 \u00d7 600 = 3000
    \n6 \u00d7 50 = 300
    \n6 \u00d7 500 = 3000<\/p>\n

    Question 17.
    \nSelect all the expressions that have a product of 240.
    \n\"Envision 3 \u00d7 80
    \n\"Envision 4 \u00d7 60
    \n\"Envision 6 \u00d7 40
    \n\"Envision 8 \u00d7 30
    \n\"Envision 9 \u00d7 30
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.1-Use-Patterns-to-Multiply-Problem-Solving-Question-17\"
    \nExplanation :
    \n3 \u00d7 80 = 240
    \n4 \u00d7 60 = 240
    \n6 \u00d7 40 = 240
    \n8 \u00d7 30 = 240
    \n9 \u00d7 30 = 270<\/p>\n

    Lesson 10.2 Use Mental Math to Multiply<\/h3>\n

    Activity<\/strong><\/p>\n

    Solve & Share<\/strong><\/p>\n

    Find the products of 4 \u00d7 50, 3 \u00d7 40, and 9 \u00d7 20. Describe the patterns you find.<\/p>\n

    You can look for relationships. Think about how place-value patterns can help you solve the problems.
    \n\"Envision<\/p>\n

    Look Back!<\/strong> How can you use place value to describe the patterns in the products?
    \nAnswer :
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.2-Use-Mental-Math-to-Multiply-Solve-&-Share\"<\/p>\n

    Visual Learning Bridge<\/strong><\/p>\n

    Essential Question<\/strong>
    \nHow Can Place Value Help You Use Mental Math to Multiply by a Multiple of 10?<\/p>\n

    A.<\/strong>
    \nA regular box of crayons has 30 crayons. A jumbo box holds 60 crayons. There are 5 boxes of regular crayons on one shelf and 5 boxes of jumbo crayons on another shelf. How many crayons are on each shelf?
    \n\"Envision
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n\"Envision<\/p>\n

    B.<\/strong>
    \nFind 5 \u00d7 30.
    \n\"Envision
    \nThink about tens. Multiply 5 by the number of tens.
    \n5 \u00d7 30 = 5 \u00d7 3 tens
    \n5 \u00d7 30 = 15 tens
    \n5 \u00d7 30 = 150
    \nThere are 150 crayons on one shelf.<\/p>\n

    C.<\/strong>
    \nFind 5 \u00d7 60.
    \n\"Envision
    \nSometimes the basic multiplication fact makes the product look different.
    \n5 \u00d7 60 = 5 \u00d7 6 tens
    \n5 \u00d7 60 = 30 tens
    \n5 \u00d7 60 = 300
    \nThere are 300 crayons on the other shelf.<\/p>\n

    Convince Me!<\/strong> Make Sense and Persevere Suppose there are 50 crayons in each of the 5 boxes. Use mental math to find 5 \u00d7 50. How many crayons are in 5 boxes?
    \nAnswer :
    \nNumber of crayons in each box = 50
    \nNumber of boxes = 5
    \nNumber of crayons in 5 boxes = 5 \u00d7 50
    \n5 \u00d7 50 = 5 \u00d7 5 tens
    \n5 \u00d7 50 = 25 tens
    \n5 \u00d7 50 = 250 crayons.
    \nTherefore, Number of crayons in 5 boxes = 250 crayons .<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Do You Understand?<\/strong><\/p>\n

    Question 1.
    \nHow can you find the product of 9 \u00d7 80? explain.
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.2-Use-Mental-Math-to-Multiply-Guided-Practice-Question-1\"<\/p>\n

    Question 2.
    \nJon says, “4 \u00d7 6 is 4 groups of 6 ones. 4 times 6 equals 24.”
    \nComplete the sentences to describe 4 \u00d7 60 in a similar way.
    \n4 \u00d7 60 is 4 groups of 6 ___
    \n4 times 60 equals ___
    \nAnswer:
    \n4 \u00d7 60 is 4 groups of 6 = 4 \u00d7 6 = 24 .
    \n4 times 60 equals = 4 \u00d7 60 = 240 .<\/p>\n

    Do You Know How?<\/strong><\/p>\n

    In 3-8, complete each equation.<\/p>\n

    Question 3.
    \n6 \u00d7 6 = ___
    \n6 \u00d7 60 = ___
    \nAnswer:
    \n6 \u00d7 6 = 36
    \n6 \u00d7 60 =36 tens\u00a0 = 360 .<\/p>\n

    Question 4.
    \n3 \u00d7 2 = ___
    \n3 \u00d7 20 = ___
    \nAnswer:
    \n3 \u00d7 2 = 6
    \n3 \u00d7 20 = 60 = 6 tens<\/p>\n

    Question 5.
    \n5 \u00d7 4 = ___
    \n5 \u00d7 40 = ___
    \nAnswer:
    \n5 \u00d7 4 = 20
    \n5 \u00d7 40 = 20 tens = 200 .<\/p>\n

    Question 6.
    \n8 \u00d7 2 = ___
    \n80 \u00d7 2 = ___
    \nAnswer:
    \n8 \u00d7 2 = 16
    \n80 \u00d7 2 = 16 tens = 160 .<\/p>\n

    Question 7.
    \n4 \u00d7 9 = ___
    \n40 \u00d7 9 = ___
    \nAnswer:
    \n4 \u00d7 9 = 36
    \n40 \u00d7 9 = 36 tens = 360 .<\/p>\n

    Question 8.
    \n7 \u00d7 8 = ___
    \n70 \u00d7 8 = ___
    \nAnswer:
    \n7 \u00d7 8 = 56
    \n70 \u00d7 8 =56 tens = 560 .<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Leveled Practice In 9-19, complete each equation.<\/p>\n

    Question 9.
    \n6 \u00d7 70 = (6 \u00d7 __ ) tens
    \n6 \u00d7 70 = __ tens
    \n6 \u00d7 70 = __
    \nAnswer:
    \n6 \u00d7 70 = (6 \u00d7 7 ) tens
    \n6 \u00d7 70 = 42 tens
    \n6 \u00d7 70 = 420<\/p>\n

    Question 10.
    \n9 \u00d7 50 = (9 \u00d7 __) tens
    \n9 \u00d7 50 = __ tens
    \n9 \u00d7 50 = ___
    \nAnswer:
    \n9 \u00d7 50 = (9 \u00d7 5 ) tens
    \n9 \u00d7 50 = 45 tens
    \n9 \u00d7 50 = 450<\/p>\n

    Question 11.
    \n2 \u00d7 6 = ___
    \n2 \u00d7 60 = __
    \nAnswer:
    \n2 \u00d7 6 = 12
    \n2 \u00d7 60 = 12 tens
    \n2 \u00d7 60 = 120<\/p>\n

    Question 12.
    \n5 \u00d7 8 = ___
    \n5 \u00d7 80 = __
    \nAnswer:
    \n5 \u00d7 8 = 40
    \n5 \u00d7 80 = 40 tens
    \n5 \u00d7 80 = 400<\/p>\n

    Question 13.
    \n9 \u00d7 4 = ___
    \n9 \u00d7 40 = ___
    \nAnswer:
    \n9 \u00d7 4 = 36
    \n9 \u00d7 40 = 36 tens
    \n9 \u00d7 40 = 360<\/p>\n

    Question 14.
    \n2 \u00d7 30 = ___
    \nAnswer:
    \n2 \u00d7 3 = 6
    \n2 \u00d7 30 = 6 tens
    \n2 \u00d7 30 = 60<\/p>\n

    Question 15.
    \n60 \u00d7 9 = ___
    \nAnswer:
    \n6 \u00d7 9 = 54
    \n60 \u00d7 9 = 54 tens
    \n60 \u00d7 9 = 540<\/p>\n

    Question 16.
    \n___ = 8 \u00d7 20
    \nAnswer:
    \n8 \u00d7 2 = 16
    \n8 \u00d7 20 = 16 tens
    \n8 \u00d7 20 = 160<\/p>\n

    Question 17.
    \n80 \u00d7 5 = ___
    \nAnswer:
    \n8 \u00d7 5 = 40
    \n80 \u00d7 5 = 40 tens
    \n80 \u00d7 5 = 400<\/p>\n

    Question 18.
    \n___ = 90 \u00d7 2
    \nAnswer:
    \n9 \u00d7 2 = 18
    \n90 \u00d7 2 = 18 tens
    \n90 \u00d7 2 = 180<\/p>\n

    Question 19.
    \n30 \u00d7 4 = ___
    \nAnswer:
    \n3 \u00d7 4 = 12
    \n30 \u00d7 4 = 12 tens
    \n30 \u00d7 4 = 120 .<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Question 20.
    \nThe horse conch can reach a length of 24 inches. Use multiplication to write 2 different equations that represent the conch’s length.
    \n\"Envision
    \nAnswer:
    \nLength of the horse conch = 24 inches .
    \nThe two different equations that represent length of horse conch =
    \n24 =\u00a0 6\u00a0\u00d7 4
    \n24 = 3 \u00d7 8<\/p>\n

    Question 21.
    \nModel with Math<\/strong> Juanita buys 7 sheets of postage stamps at the post office. Each sheet has 20 stamps. How many stamps does she buy in all? Explain how you solved the problem. Tell why you chose that method.
    \nAnswer:
    \nNumber of sheets of postage stamps = 7
    \nNumber of postage stamps for each sheet = 20 .
    \nNumber of postage stamps for 7 sheets = 7 \u00d7 20
    \n7 \u00d7 2 = 14
    \n7 \u00d7 20 = 4 tens
    \n7 \u00d7 20 = 140 .
    \nTherefore, Number of postage stamps for 7 sheets = 140 stamps .
    \nThis method is chosen because where 7 \u00d7 2 = 14 is the simply calculation steps are used to calculate the products .<\/p>\n

    Question 22.
    \nAlgebra<\/strong> What value makes the equation below true?
    \n9 \u00d7 ? = 630
    \nAnswer:
    \n9 \u00d7 ? = 630
    \n9 \u00d7 ? = 63 Tens
    \n9 \u00d7 7 = 63
    \n9 \u00d7 70 = 630<\/p>\n

    Question 23.
    \nJanet bought 137 green beads. Now she has 349 beads. How many beads did Janet have before?
    \nAnswer:
    \nNumber of green beads = 137 .
    \nNumber of beads now = 349 .
    \nNumber of beads Janet have before = 349 – 137 = 212 beads .
    \nTherefore, Number of beads Janet have before = 212 beads<\/p>\n

    Question 24.
    \nHigher Order Thinking<\/strong> Ali and his family are going to the amusement park. If there are 2 adults and 5 children, how much will the tickets cost?
    \n\"Envision
    \nAnswer:
    \nTicket cost for adult = $30 .
    \nNumber of Adults = 2
    \nTickets cost for adults = 2 \u00d7 $30 = $60 .
    \nTicket cost for child = $20 .
    \nNumber of children = 5
    \nTickets cost for children’s = 5 \u00d7 $20 = $100 .
    \nTotal Tickets cost = $60 + $ 100 = $160 .<\/p>\n

    Assessment Practice<\/strong><\/p>\n

    Question 25.
    \nMr. Ridley owns a clothing store. The table at the right shows the number of racks and the number of pieces of clothing on each rack. Match each equation with its product to find the number of pieces of each type of clothing that are on the racks.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.2-Use-Mental-Math-to-Multiply-Problem-Solving-Question-25\"
    \n2 \u00d7 60 = 120 .
    \n3 \u00d7 40 = 120 .
    \n4 \u00d7 20 = 80 .
    \n2 \u00d7 40 = 80 .<\/p>\n

    Lesson 10.3 Use Properties to Multiply<\/h3>\n

    Activity<\/strong><\/p>\n

    Solve & Share<\/strong><\/p>\n

    Three students found 5 \u00d7 30 in different ways. Which student is correct? Explain.<\/p>\n

    \"Envision<\/p>\n

    Properties can help you critique reasoning.
    \n\"Envision<\/p>\n

    Look Back!<\/strong> What property of multiplication did Earl use in his reasoning?
    \nAnswer :
    \nProperty used is Associative property
    \nAssociative property :
    \nFor all real numbers a, b and c .<\/span><\/span><\/span><\/span>
    \n(<\/span>a<\/span>\u22c5<\/span>b<\/span><\/span>)<\/span><\/span>\u22c5<\/span>c<\/span>=<\/span>a<\/span>\u22c5<\/span>(<\/span>b<\/span>\u22c5<\/span>c<\/span><\/span>)
    \n<\/span><\/span><\/span><\/span><\/span><\/p>\n(<\/mo>a<\/mi>\u22c5<\/mo>b<\/mi><\/mrow>)<\/mo><\/mrow>\u22c5<\/mo>c<\/mi>=<\/mo>a<\/mi>\u22c5<\/mo>(<\/mo>b<\/mi>\u22c5<\/mo>c<\/mi><\/mrow>)\n<\/mo><\/mrow><\/math>\n

    When you multiply any three real numbers, the grouping (or association) of the numbers does not change the result.<\/p>\n

    Visual Learning Bridge<\/strong><\/p>\n

    Essential Question<\/strong>
    \nHow Can You Use Properties to Multiply by Multiples of 10?<\/p>\n

    A.<\/strong>
    \nHow can you find the product of 4 \u00d7 20?
    \n\"Envision
    \nRemember the 10s facts pattern. Think about the product of a number and 10. The product has a zero in the ones place. The other factor is written to the left of the zero.
    \n\"Envision
    \nYou know how to use an open number line to model multiplication.
    \nYou can use properties to explain a rule for finding a product when one factor is a multiple of 10.<\/p>\n

    B.<\/strong>
    \nOne Way<\/strong>
    \nYou can use the Associative Property of Multiplication to group the factors.
    \n\"Envision
    \nThink of 20 as 2 \u00d7 10
    \n4 \u00d7 20 = 4 \u00d7 (2 \u00d7 10)
    \n4 \u00d7 20 = (4 \u00d7 2) \u00d7 10
    \n4 \u00d7 20 = 8 \u00d7 10
    \n4 \u00d7 20 = 80<\/p>\n

    C.<\/strong>
    \nAnother Way<\/strong>
    \nYou can use the Distributive Property to decompose a factor.
    \n4 \u00d7 20 = (2 + 2) \u00d7 20
    \n4 \u00d7 20 = (2 \u00d7 20) + (2 \u00d7 20)
    \n4 \u00d7 20 = 40 + 40
    \n4 \u00d7 20 = 80<\/p>\n

    Convince Me! Be Precise<\/strong> Use properties of multiplication to explain why 3 \u00d7 60 = 18 \u00d7 10.
    \nAnswer :
    \n3 \u00d7 60 =
    \nYou can use the Associative Property of Multiplication to group the factors.
    \nThink of 60 as 6 \u00d7 10
    \n3 \u00d7 60 = 3 \u00d7 (6 \u00d7 10)
    \n3 \u00d7 60 = (3 \u00d7 6) \u00d7 10
    \n3 \u00d7 60 = 18 \u00d7 10
    \n3 \u00d7 60 = 180
    \n3 \u00d7 60 = 18 \u00d7 10 = 180 .<\/p>\n

    Guided Practice<\/strong><\/p>\n

    Do You Understand?<\/strong><\/p>\n

    Question 1.
    \nWhy can you say that 3 \u00d7 20 = (2 \u00d7 20) + 20?
    \nAnswer:
    \nYes, 3 \u00d7 20 = (2 \u00d7 20) + 20 because
    \n3 \u00d7 20 = 20 + 20 + 20 = (2 \u00d7 20 )+ 20 .<\/p>\n

    Question 2.
    \nWhy can you say that 3 \u00d7 20 = (3 \u00d7 2) \u00d7 10?
    \nAnswer:
    \n3 \u00d7 20 =
    \nYou can use the Distributive Property to decompose a factor.
    \n20 = 2 \u00d7 10
    \nso , 3 \u00d7 20 = (3 \u00d7 2) \u00d7 10 = 6 \u00d7 10 = 60 .<\/p>\n

    Do You Know How?<\/strong><\/p>\n

    In 3 and 4, find each product using properties of multiplication.<\/p>\n

    Question 3.
    \n9 \u00d7 60 = 9 \u00d7 (__ \u00d7 10)
    \n9 \u00d7 60 = (9 \u00d7 __) \u00d7 10
    \n9 \u00d7 60 = ___ \u00d7 10 = ___
    \nAnswer:
    \nYou can use the Associative Property of Multiplication to group the factors.
    \n9 \u00d7 60 = 9 \u00d7 ( 6 \u00d7 10)
    \n9 \u00d7 60 = (9 \u00d7 6) \u00d7 10
    \n9 \u00d7 60 = 54 \u00d7 10 = 540<\/p>\n

    Question 4.
    \n4 \u00d7 90 = (___ + 2) \u00d7 90
    \n4 \u00d7 90 = (__ \u00d7 90) + ( ___ \u00d7 90)
    \n4 \u00d7 90 = ___ + __ = ___
    \nAnswer:
    \nYou can use the Distributive Property to decompose a factor.
    \n4 \u00d7 90 = (2 + 2) \u00d7 90
    \n4 \u00d7 90 = (2 \u00d7 90) + ( 2 \u00d7 90)
    \n4 \u00d7 90 = 180 + 180 = 360 .<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Leveled Practice<\/strong> In 5-12, show how to find each product using properties of multiplication.<\/p>\n

    Question 5.
    \n7 \u00d7 60 = 7 \u00d7 (___ \u00d7 10)
    \n7 \u00d7 60 = (7 \u00d7 __ ) \u00d7 10
    \n7 \u00d7 60 = __ \u00d7 10 = ___
    \nAnswer:
    \nYou can use the Associative Property of Multiplication to group the factors
    \n7 \u00d7 60 = 7 \u00d7 ( 6 \u00d7 10)
    \n7 \u00d7 60 = (7 \u00d7 6 ) \u00d7 10
    \n7 \u00d7 60 = 42 \u00d7 10 = 420<\/p>\n

    Question 6.
    \n5 \u00d7 40 = __ \u00d7 (__ \u00d7 10)
    \n5 \u00d7 40 = (__ \u00d7 __) \u00d7 10
    \n5 \u00d7 40 = ___ \u00d7 ___ = __
    \nAnswer:
    \nYou can use the Associative Property of Multiplication to group the factors
    \n5 \u00d7 40 = 5 \u00d7 ( 4 \u00d7 10)
    \n5 \u00d7 40 = (5 \u00d7 4) \u00d7 10
    \n5 \u00d7 40 = 20 \u00d7 10 = 200<\/p>\n

    Question 7.
    \n8 \u00d7 30
    \nAnswer:
    \n8 \u00d7 30 = 8 \u00d7 ( 3 \u00d7 10)
    \n8 \u00d7 30 = (8 \u00d7 3) \u00d7 10
    \n8 \u00d7 30 = 24 \u00d7 10 = 240<\/p>\n

    Question 8.
    \n4 \u00d7 70
    \nAnswer:
    \nYou can use the Distributive Property to decompose a factor.
    \n4 \u00d7 70 = (2 + 2) \u00d7 70
    \n4 \u00d7 70 = (2 \u00d7 70) + ( 2 \u00d7 70)
    \n4 \u00d7 70 = 140 + 140 = 280 .<\/p>\n

    Question 9.
    \n5 \u00d7 90
    \nAnswer:
    \nYou can use the Associative Property of Multiplication to group the factors
    \n5 \u00d7 90 = 5 \u00d7 ( 9 \u00d7 10)
    \n5 \u00d7 90 = (5 \u00d7 9) \u00d7 10
    \n5 \u00d7 90 = 45 \u00d7 10 = 450<\/p>\n

    Question 10.
    \n8 \u00d7 80
    \nAnswer:
    \nYou can use the Distributive Property to decompose a factor.
    \n8 \u00d7 80 = (4 + 4) \u00d7 80
    \n8 \u00d7 80 = (4 \u00d7 80) + ( 4 \u00d7 80)
    \n8 \u00d7 80 = 320 + 320 = 640 .<\/p>\n

    Question 11.
    \n6 \u00d7 40
    \nAnswer:
    \nYou can use the Associative Property of Multiplication to group the factors
    \n6 \u00d7 40 = 6 \u00d7 ( 4 \u00d7 10)
    \n6 \u00d7 40 = (6 \u00d7 4) \u00d7 10
    \n6 \u00d7 40 = 24 \u00d7 10 = 240 .<\/p>\n

    Question 12.
    \n9 \u00d7 80
    \nAnswer:
    \nYou can use the Associative Property of Multiplication to group the factors
    \n9 \u00d7 80 = 9 \u00d7 ( 8 \u00d7 10)
    \n9 \u00d7 80 = (9 \u00d7 8) \u00d7 10
    \n9 \u00d7 80 = 72 \u00d7 10 = 720 .<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Question 13.
    \nLook at the picture graph at the right. How many pounds of newspaper did Grade 3 collect?
    \n\"Envision
    \nAnswer:
    \nEach rectangle represents 30 pounds .
    \nNumber of pounds of newspaper in Grade 3 = 4 rectangles = 4 \u00d7 30 = 120 pounds .<\/p>\n

    Question 14.
    \nHow many pounds of newspaper did Grade 3 and Grade 4 collect together? Explain your plan for solving.
    \nAnswer:
    \nEach rectangle represents 30 pounds .
    \nNumber of pounds of newspaper in Grade 3 = 4 rectangles = 4 \u00d7 30 = 120 pounds .
    \nNumber of pounds of newspaper in Grade 4 = 3 rectangles = 3 \u00d7 30 = 90 pounds .
    \nTotal pounds of newspaper did Grade 3 and Grade 4 collect together = 120 + 90 = 210 pounds .<\/p>\n

    Question 15.
    \nHigher Order Thinking<\/strong> Grade 5 collected 150 pounds of newspaper. How many more symbols would be in the row for Grade 5 than for Grade 2?
    \nAnswer:
    \nNumber of pounds of newspapers Grade 5 collected = 150 pounds .
    \nEach rectangle represents 30 pounds .
    \nNumber of rectangles symbol in grade 5 = 150 pounds \u00f7 30 = 5 rectangles .
    \nNumber of rectangles in grade 2 = 2 rectangles.
    \nNumber of more symbols would be in the row for Grade 5 than for Grade 2 = 5 – 2 = 3 more symbols .<\/p>\n

    Question 16.
    \nGeneralize<\/strong> Without finding the products, how can you tell whether 4 \u00d7 60 or 7 \u00d7 40 is greater?
    \nAnswer:
    \n4 \u00d7 60 or 7 \u00d7 40 is greater 7 \u00d7 40 .
    \n4 \u00d7 60 = 4 \u00d7 6 \u00d7 10 .
    \n7 \u00d7 40 = 4\u00a0\u00d7 7 \u00d7 10 .
    \nwe notice 4 \u00d7 10 is common so, greater than number greater the product. we notice 7 is greater than 6 so , 7 \u00d7 40 = 280 is greater than 4\u00a0\u00d7 60<\/p>\n

    Question 17.
    \nExplain how to use mental math to add 521 + 104.
    \nAnswer:
    \n521 + 104 = 625 .
    \nadd ones values numbers 1 + 4 = 5 .
    \nadd tens value numbers = 2 + 0 = 2
    \nAdd hundred value numbers = 5 + 1 = 6
    \nso, the sum = 625 .<\/p>\n

    Question 18.
    \nTikie said that it is easy to count by 50s. Explain how she could use counting by 50s to find 5 \u00d7 60.
    \nYou can use properties and equations to help construct an argument!
    \n\"Envision
    \nAnswer:
    \nYou can use the Associative Property of Multiplication to group the factors
    \n5 \u00d7 60 = 5 \u00d7 ( 6 \u00d7 10)
    \n5 \u00d7 60 = (5 \u00d7 6) \u00d7 10
    \n5 \u00d7 60 = 30 \u00d7 10 = 300 .<\/p>\n

    Assessment Practice<\/strong><\/p>\n

    Question 19.
    \nWhich products are equal to 180? Select all that apply.
    \n\"Envision 1 \u00d7 80
    \n\"Envision 6\u00d7 (3 \u00d7 10)
    \n\"Envision 6\u00d7 30
    \n\"Envision 3 \u00d7 (6 \u00d7 10)
    \n\"Envision 3 \u00d7 60
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-Use-Properties-to-Multiply-Problem-Solving-Question-19\"
    \nExplanation :
    \n1 \u00d7 80 =80
    \n6\u00d7 (3 \u00d7 10) = 180
    \n6\u00d7 30 = 180
    \n3 \u00d7 (6 \u00d7 10) = 180
    \n3 \u00d7 60 = 180<\/p>\n

    Question 20.
    \nWhich products are equal to 200? Select all that apply.
    \n\"Envision 2 \u00d7 10
    \n\"Envision 5 \u00d7 (4 \u00d7 10)
    \n\"Envision 5 \u00d7 40
    \n\"Envision 2 \u00d7 (1 \u00d7 10)
    \n\"Envision 4 \u00d7 50
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-Use-Properties-to-Multiply-Problem-Solving-Question-20\"
    \nExplanation :
    \n2 \u00d7 10 = 20
    \n5 \u00d7 (4 \u00d7 10) = 200
    \n5 \u00d7 40 = 200
    \n2 \u00d7 (1 \u00d7 10) = 20
    \n4 \u00d7 50 = 200<\/p>\n

    Lesson 10.4 Look For and Use Structure<\/h3>\n

    Problem Solving<\/strong><\/p>\n

    Activity<\/strong><\/p>\n

    Solve & Share<\/strong><\/p>\n

    Stefan says that he could use this multiplication table to help multiply 3 \u00d7 40 to get 120. Explain Stefan’s strategy.
    \n\"Envision<\/p>\n

    Thinking Habits<\/strong>
    \nBe a good thinker! These questions can help you.
    \n\u2022 What patterns can I see and describe?
    \n\u2022 How can I use the patterns to solve the problem?
    \n\u2022 Can I see expressions and objects in different ways?
    \n\"Envision<\/p>\n

    Answer :
    \n3 \u00d7 40 = 120 .
    \n<\/strong>\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-10.4-Look-For-and-Use-Structure-<\/p>\n

    Explanation :
    \nReading a multiplication chart
    \nStep 1: Choose the first number 3 from the numbers listed in the left-most column and the second number 40 from the top-most row.
    \nStep 2: Starting from the first number 3 move towards the right and starting from the second number 40 move towards down.\u00a0 The square where the two numbers meet gives the product 120 !<\/p>\n

    The multiplication tables of 1, 2, 5, and 10 are easier to remember as they follow a pattern. The product of any number with 1 is the number itself whereas the product of any number with 2 is double the number. The ones digits of the multiplication table of 5 alternates between 0 and 5 and it is easy to remember the table of 10 as well because the digit at the ones place is always zero. These parts of the multiplication chart which are easy to remember are called lower times table.
    \n<\/strong><\/p>\n

    One important property of multiplication is that the order in which you multiply any two numbers does not affect the product.
    \nSo, in a multiplication chart, for any product, you can find the identical number with the numbers reversed in the statement.<\/p>\n

    Look Back! Use Structure<\/strong> Could Stefan also use the multiplication table to solve 4 \u00d7 40 in the same way? explain how you decided.
    \nAnswer :
    \nYes, it is explained in the same way .
    \n4 \u00d7 40 = 160 .
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-10.4-Look-For-and-Use-Structure-Look-Back\"
    \nExplanation :
    \n<\/strong>Reading a multiplication chart
    \nStep 1: Choose the first number 4 from the numbers listed in the left-most column and the second number 40 from the top-most row.
    \nStep 2: Starting from the first number 4 move towards the right and starting from the second number 40 move towards down.\u00a0 The square where the two numbers meet gives the product 160 !<\/p>\n

    Visual Learning Bridge<\/strong><\/p>\n

    Essential Question<\/strong>
    \nHow Can I Use Structure to Multiply with Multiples of 10?<\/p>\n

    A.<\/strong>
    \nFind the missing products in the multiplication table.
    \n\"Envision
    \nYou can look for relationships in the multiplication table.
    \n\"Envision<\/p>\n

    B.<\/strong>
    \nHow can I make use of structure to solve this problem?
    \nI can
    \n\u2022 look for patterns to help solve a problem.
    \n\u2022 describe the patterns that i find.
    \n\u2022 identify how numbers are organized.<\/p>\n

    C.<\/strong>
    \nHere’s my thinking
    \n\"Envision<\/p>\n

    As I move down the columns, the numbers increase by the value of the column.
    \nAs I move across the rows, the numbers increase by the value in the column where 10 is a factor.
    \nI used patterns I know for multiplying by multiples of 10.
    \n\"Envision<\/p>\n

    Convince Me! Use Structure<\/strong> The ones digit never changes in the products in the multiplication table above. Explain why.<\/p>\n

    Guided Practice<\/strong>
    \nUse Structure<\/strong> Sean is making muffins. He is choosing to make either 7 or 8 batches. He is also choosing whether to use 40, 50, 60, or 70 raisins for each batch. Sean starts this table to show the total number of raisins he will need for each choice.<\/p>\n

    You can use the structure of the products and factors to find a pattern.
    \n\"Envision<\/p>\n

    Question 1.
    \nFind the missing products in the table to show how many raisins Sean will use for each batch. Think about patterns or properties you know.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-10.4-Look-For-and-Use-Structure-Guided-Practice-Question-1\"
    \nExplanation :
    \nAs I move down the columns, the numbers increase by the value of the column that is 40, 50, 60 and 70 respectively .
    \nAs I move across the rows, the numbers increase by the value in the column where 10 is a factor.<\/p>\n

    Question 2.
    \nSean uses 480 raisins in total. How many batches does he make? How many raisins does he use for each batch?
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-10.4-Look-For-and-Use-Structure-Guided-Practice-Question-2\"
    \nExplanation :
    \nTotal Raisins used = 480
    \nThe column represents the number of batches that is 8 .
    \nThe Row represents the number of raisins in each batch = 60 raisins.
    \n8 \u00d7 60 = 480 .<\/p>\n

    Independent Practice<\/strong><\/p>\n

    Use Structure<\/strong>
    \nJolene is making a display with equal rows of stickers. She is choosing whether to use 20, 30, 40, or 50 stickers in each row. She is also choosing whether to have 2, 3, or 4 rows. Jolene starts this table to show the total number of stickers she will need for each choice.<\/p>\n

    Question 3.
    \nFind the missing products in the table to show how many stickers Jolene will need for each choice. Think about patterns or properties you know.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-10.4-Look-For-and-Use-Structure-Independent-Practice-Question-3\"
    \nExplanation :
    \nAs I move down the columns, the numbers increase by the value of the column that is 20, 30, 40 and 50 respectively .
    \nAs I move across the rows, the numbers increase by the value in the column where 10 is a factor.<\/p>\n

    Question 4.
    \nJolene uses 150 stickers in total. How many rows does she have in her display? How many stickers does she put in each row?
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-10.4-Look-For-and-Use-Structure-Independent-Practice-Question-4\"
    \nExplanation :
    \nNumber of stickers used = 150 .
    \nNumber of rows used represents the row value that is 3 .
    \nNumber of stickers in each row represents the column value that is 50 .
    \n3 \u00d7 50 = 150 stickers .<\/p>\n

    Problem Solving<\/strong><\/p>\n

    Performance Task<\/strong><\/p>\n

    Music Lessons<\/strong>
    \nFour students each took music lessons for different instruments this month. They want to know who spent the most money on music lessons.
    \n\"Envision<\/p>\n

    Question 5.
    \nMake Sense and Persevere<\/strong> What do you need to do to solve the problem?
    \nAnswer:
    \nTo calculate the\u00a0 problem we need .
    \nPrice paid for 1 lesson\u00a0 and Number of lessons .
    \nTotal cost = Price paid for 1 lesson \u00d7 Number of lessons .
    \nJune = 60 \u00d7 4 = 240 dollars
    \nLi = 20 \u00d7 8 = 160 dollars .
    \nMick = 10 \u00d7 9 = 90 dollars .
    \nRita = 40 \u00d7 7 = 280 dollars<\/p>\n

    Question 6.
    \nUse Structure<\/strong> How can you find the total amount for each student? Think about properties or patterns you know.
    \nAnswer:<\/p>\n

    Think about and look for relationships to help solve problems.
    \n\"Envision
    \nAnswer\u00a0 :
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-10.4-Look-For-and-Use-Structure-Problem-Solving-Music-Lessons\"
    \nExplanation :
    \nTo calculate the\u00a0 problem we need .
    \nPrice paid for 1 lesson\u00a0 and Number of lessons .
    \nTotal cost = Price paid for 1 lesson \u00d7 Number of lessons .
    \nJune = 60 \u00d7 4 = 240 dollars
    \nLi = 20 \u00d7 8 = 160 dollars .
    \nMick = 10 \u00d7 9 = 90 dollars .
    \nRita = 40 \u00d7 7 = 280 dollars<\/p>\n

    Question 7.
    \nModel with Math<\/strong> Use math you know to complete the table. Circle the name of the student who spent the greatest amount.
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Lesson-10.3-10.4-Look-For-and-Use-Structure-Problem-Solving-Music-Lessons-Question-7\"
    \nExplanation :
    \nTotal cost = Price paid for 1 lesson \u00d7 Number of lessons .
    \nJune = 60 \u00d7 4 = 240 dollars
    \nLi = 20 \u00d7 8 = 160 dollars .
    \nMick = 10 \u00d7 9 = 90 dollars .
    \nRita = 40 \u00d7 7 = 280 dollars
    \nAmong all Rita spends more money than all .
    \n280 > 240 >160 > 90 .<\/p>\n

    Question 8.
    \nConstruct Arguments<\/strong> Did the student who spent the most per lesson also spend the greatest amount in total? explain why or why not.
    \nAnswer:
    \nNo, the student who spent the most per lesson did not spend the greatest amount in total because the student attends only 4 classes .
    \nThe Student spend the greatest amount in total attends 7 classes for 40 dollars for each class spends 280 dollars in total .
    \nThat means it depends on number of classes and cost of each class<\/p>\n

    Topic 10 Fluency Practice Activity<\/h1>\n

    Shade a path from START to FINISH. Follow the sums or differences that are correct. You can only move up, down, right, or left.
    \n\"Envision
    \n\"Envision<\/p>\n

    Answer :
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Fluency-Practice-Activity\"<\/p>\n

    Topic 10 Vocabulary Review<\/strong><\/p>\n

    Glossary<\/strong><\/p>\n

    Understand Vocabulary<\/strong><\/p>\n

    Word List<\/strong>
    \n\u2022 Associative Property of Multiplication
    \n\u2022 Distributive Property
    \n\u2022 equal groups
    \n\u2022 factor
    \n\u2022 open number line
    \n\u2022 product
    \n\u2022 skip count<\/p>\n

    Question 1.
    \nSkip count by 20s. Cross out any numbers that you do NOT say
    \nwhen skip counting by 20s.
    \n20 30 40 50 90
    \nAnswer:<\/p>\n

    Question 2.
    \nCross out any equations below in which 10 is NOT a factor.
    \n3 \u00d7 10 = 30 10 = 5 \u00d7 2 50 = 10 \u00d7 5 10 \u00d7 0 = 0
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Vocabulary-Review-Question-2\"
    \nExplanation :
    \n10 is the sum of factors 5 and 2 . so it doesn’t have 10 factor .<\/p>\n

    Question 3.
    \nCross out any equations below that do NOT show the Associative Property of Multiplication.
    \n(4 \u00d7 6) \u00d7 7 = 4 (6 \u00d7 7) 4 \u00d7 3 = 3 \u00d7 4 0 = 2 \u00d7 0
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Vocabulary-Review-Question-3\"
    \nExplanation :
    \nAssociative property :
    \nFor all real numbers a, b and c .<\/span><\/span><\/span><\/span>
    \n(<\/span>a<\/span>\u22c5<\/span>b<\/span><\/span>)<\/span><\/span>\u22c5<\/span>c<\/span>=<\/span>a<\/span>\u22c5<\/span>(<\/span>b<\/span>\u22c5<\/span>c<\/span><\/span>)
    \n<\/span><\/span><\/span><\/span><\/span><\/p>\n(<\/mo>a<\/mi>\u22c5<\/mo>b<\/mi><\/mrow>)<\/mo><\/mrow>\u22c5<\/mo>c<\/mi>=<\/mo>a<\/mi>\u22c5<\/mo>(<\/mo>b<\/mi>\u22c5<\/mo>c<\/mi><\/mrow>)\n<\/mo><\/mrow><\/math>\n

    When you multiply any three real numbers, the grouping (or association) of the numbers does not change the result.<\/p>\n

    Question 4.
    \nCross out any equations below in which 8 is NOT the product.
    \n8 = 2 \u00d7 4 8 \u00d7 8 = 64 2 \u00d7 (4 \u00d7 1) = 8 2 \u00d7 8 = 16
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Vocabulary-Review-Question-4\"<\/p>\n

    Write T for true or F for false.<\/p>\n

    ____
    \nQuestion 5.
    \nAn example of the Distributive Property is 6 \u00d7 0 = 0.
    \nAnswer:
    \nFalse .
    \nExplanation :
    \n1.Simplify the numbers. In this example, 101 = 100 + 1, so . . . . . .
    \n2.Split the problem into two easier problems. Take the number outside the parentheses, and multiply it by each number inside the parentheses, one at a time.
    \n3.Add the products.<\/p>\n

    Question 6.
    \nEqual groups have the same amount in each group.
    \nAnswer:
    \nTrue.<\/p>\n

    Question 7.
    \nAn open number line is a plain line that can be used to help you multiply.
    \nAnswer:
    \nTrue .
    \nExplanation :
    \nMultiplying\u00a0on the\u00a0number line\u00a0works no matter what\u00a0number you\u00a0count off by.
    \nFor example, the\u00a0number line\u00a0in the following figure counts off by 5s. This time, the only\u00a0numbers\u00a0marked are the multiples of 5, so\u00a0you can use\u00a0this\u00a0number line\u00a0to\u00a0multiply\u00a0any\u00a0number\u00a0by 5.<\/p>\n

    Use Vocabulary in Writing<\/strong><\/p>\n

    Question 8.
    \nUse at least 2 terms from the Word List to explain how to solve 3 \u00d7 30.
    \nAnswer:
    \nDistributive property
    \nopen number line .<\/p>\n

    Topic 10 Reteaching<\/h3>\n

    Set A<\/strong>
    \npages 381-384<\/p>\n

    Find 5 \u00d7 70.
    \nShow 5 jumps of 70 on the number line.
    \n\"Envision
    \n1 jump of 70 is 70. 1 \u00d7 70 = 70
    \n2 jumps of 70 are 140. 2 \u00d7 70 = 140
    \n3 jumps of 70 are 210. 3 \u00d7 70 = 210
    \n4 jumps of 70 are 280. 4 \u00d7 70 = 280
    \n5 jumps of 70 are 350. 5 \u00d7 70 = 350
    \nThere are place-value patterns when multiplying by 10.
    \n\"Envision<\/p>\n

    Remember<\/strong> that you can skip count to show multiplication.<\/p>\n

    In 1-3, use an open number line to solve.<\/p>\n

    Question 1.
    \n4 \u00d7 80
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Reteaching-Set-A-Question-1\"
    \nExplanation:
    \n1 jump of 80 is 80. 1 \u00d7 80 = 80
    \n2 jumps of 80 are 160. 2 \u00d7 80 = 160
    \n3 jumps of 80 are 240. 3 \u00d7 80 = 240
    \n4 jumps of 80 are 320. 4 \u00d7 80 = 320
    \nThere are place-value patterns when multiplying by 10.<\/p>\n

    Question 2.
    \n7 \u00d7 20
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Reteaching-Set-A-Question-2\"
    \nExplanation :
    \n1 jump of 20 is 20. 1 \u00d7 20 = 20
    \n2 jumps of 20 are 40. 2 \u00d7 20 = 40
    \n3 jumps of 20 are 60. 3 \u00d7 20 = 60
    \n4 jumps of 20 are 80. 4 \u00d7 20 = 80
    \n5 jumps of 20 are 100. 5 \u00d7 20 = 100
    \n6 jumps of 20 are 120. 5 \u00d7 20 = 120
    \n7 jumps of 20 are 140. 5 \u00d7 20 = 140
    \nThere are place-value patterns when multiplying by 10.<\/p>\n

    Question 3.
    \n3 \u00d7 50
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Reteaching-Set-A-Question-3\"
    \nExplanation :
    \n1 jump of 50 is 50. 1 \u00d7 50 = 50
    \n2 jumps of 50 are 100. 2 \u00d7 50 = 100
    \n3 jumps of 50 are 150. 3 \u00d7 50 = 150
    \nhere are place-value patterns when multiplying by 10.<\/p>\n

    Set B<\/strong>
    \npages 385-388
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \nFind 6 \u00d7 30
    \nMultiply the number of tens by 6.
    \n6 \u00d7 30 = 6 \u00d7 3 tens
    \n6 \u00d7 30 = 18 tens
    \n6 \u00d7 30 = 180
    \n\"Envision
    \nPlace-value patterns can help you learn a shortcut!<\/p>\n

    Remember<\/strong> to think about basic facts.<\/p>\n

    In 1-10, find each product.<\/p>\n

    Question 1.
    \n3 \u00d7 30
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n3 \u00d7 30
    \nMultiply the number of tens by 3.
    \n3 \u00d7 30 = 3 \u00d7 3 tens
    \n3 \u00d7 30 = 9 tens
    \n3 \u00d7 30 = 90<\/p>\n

    Question 2.
    \n50 \u00d7 9
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n9 \u00d7 50
    \nMultiply the number of tens by 9.
    \n9 \u00d7 50 = 9 \u00d7 5 tens
    \n9 \u00d7 50 = 45 tens
    \n9 \u00d7 50 = 450<\/p>\n

    Question 3.
    \n6 \u00d7 60
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n6 \u00d7 60
    \nMultiply the number of tens by 6.
    \n6 \u00d7 60 = 6 \u00d7 6 tens
    \n6 \u00d7 60 = 36 tens
    \n6 \u00d7 60 = 360<\/p>\n

    Question 4.
    \n5 \u00d7 80
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n5 \u00d7 80
    \nMultiply the number of tens by 5.
    \n5 \u00d7 80 = 5 \u00d7 8 tens
    \n5 \u00d7 80 = 40 tens
    \n5 \u00d7 80 = 400<\/p>\n

    Question 5.
    \n8 \u00d7 40
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n8 \u00d7 40
    \nMultiply the number of tens by 8.
    \n8 \u00d7 40 = 8 \u00d7 4 tens
    \n8 \u00d7 40 = 32 tens
    \n8 \u00d7 40 = 320<\/p>\n

    Question 6.
    \n80 \u00d7 7
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n7 \u00d7 80
    \nMultiply the number of tens by 7.
    \n7 \u00d7 80 = 7 \u00d7 8 tens
    \n7 \u00d7 80 = 56 tens
    \n7 \u00d7 80 = 560<\/p>\n

    Question 7.
    \n70 \u00d7 4
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n4 \u00d7 70
    \nMultiply the number of tens by 4.
    \n4 \u00d7 70 = 4 \u00d7 7 tens
    \n4 \u00d7 70 = 28 tens
    \n4 \u00d7 70 = 280<\/p>\n

    Question 8.
    \n8 \u00d7 30
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n8 \u00d7 30
    \nMultiply the number of tens by 8.
    \n8 \u00d7 30 = 8 \u00d7 3 tens
    \n8 \u00d7 30 = 24 tens
    \n8 \u00d7 30 = 240<\/p>\n

    Question 9.
    \n7 \u00d7 70
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n7 \u00d7 70
    \nMultiply the number of tens by 7.
    \n7 \u00d7 70 = 7 \u00d7 7 tens
    \n7 \u00d7 70 = 49 tens
    \n7 \u00d7 70 = 490<\/p>\n

    Question 10.
    \n60 \u00d7 5
    \nAnswer:
    \nYou can use basic multiplication facts to multiply by multiples of 10.
    \n5 \u00d7 60
    \nMultiply the number of tens by 5.
    \n5 \u00d7 60 = 5 \u00d7 6 tens
    \n5 \u00d7 60 = 30 tens
    \n5 \u00d7 60 = 300<\/p>\n

    Set C<\/strong>
    \npages 389-392<\/p>\n

    Find 7 \u00d7 80.
    \nThink of 80 as 8 \u00d7 10. Then use the Associative Property of Multiplication.
    \n7 \u00d7 80 = 7 \u00d7 (8 \u00d7 10)
    \n7 \u00d7 80 = (7 \u00d7 8) \u00d7 10)
    \n7 \u00d7 80 = 56 \u00d7 10
    \n7 \u00d7 80 = 560
    \nYou can use properties of operations, such as the Associative Property and the Distributive Property, to help multiply.
    \n\"Envision<\/p>\n

    Remember<\/strong> that the Associative Property of Multiplication lets you regroup factors. In 1 and 2, find the product using properties.<\/p>\n

    Question 1.
    \n5 \u00d7 80 = 5 \u00d7 (__\u00d7 10)
    \n5 \u00d7 80 = (5 \u00d7 __ ) \u00d7 10
    \n5 \u00d7 80 = __ \u00d7 10 = __
    \nAnswer:
    \nWrite 80 as 8 \u00d7 10. Then use the Associative Property of Multiplication.
    \n5 \u00d7 80 = 5 \u00d7 ( 8 \u00d7 10)
    \n5 \u00d7 80 = (5 \u00d7 8 ) \u00d7 10
    \n5 \u00d7 80 = 40 \u00d7 10 = 400<\/p>\n

    Question 2.
    \n7 \u00d7 40 = ___ \u00d7 (__\u00d7 10)
    \n7 \u00d7 40 = (__ \u00d7 __) \u00d7 10
    \n7 \u00d7 40 = ___ \u00d7 10 = ___
    \nAnswer :
    \nWrite 40 as 4 \u00d7 10. Then use the Associative Property of Multiplication.
    \n7 \u00d7 40 = 7 \u00d7 ( 4 \u00d7 10)
    \n7 \u00d7 40 = ( 7 \u00d7 4 ) \u00d7 10
    \n7 \u00d7 40 = 28 \u00d7 10 = 280<\/p>\n

    Set D<\/strong>
    \npages 393-396
    \nThink about these questions to help you make use of structure.
    \nThinking Habits<\/strong>
    \n\u2022 What patterns can I see and describe?
    \n\u2022 How can I use the patterns to solve the problem?
    \n\u2022 Can I see expressions and objects in different ways?
    \n\"Envision<\/p>\n

    Remember<\/strong> to use patterns or properties to multiply by multiples of 10.
    \nChristy is making a savings plan. She wants to know how much she will save if she saves $40 for 6, 7, 8, or 9 weeks.<\/p>\n

    Question 1.
    \nHow can you use patterns to help solve this problem?
    \nAnswer:
    \nAs I move down the columns, the numbers increase by the value of the column.
    \nAs I move across the rows, the numbers increase by the value in the column where 10 is a factor.
    \nI used patterns I know for multiplying by multiples of 10.<\/p>\n

    Question 2.
    \nFind the total amount Christy would save after 6, 7, 8, or 9 weeks. Think about patterns or properties you know.
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Reteaching-Set-D-Question-2\"
    \nAs I move down the columns, the numbers increase by the value of the column.
    \nAs I move across the rows, the numbers increase by the value in the column where 10 is a factor.
    \nI used patterns I know for multiplying by multiples of 10.<\/p>\n

    Topic 10 Assessment Practice<\/h3>\n

    Question 1.
    \nJulia gives each of her 4 friends a sheet of stickers. Each sheet has 20 stickers. How many stickers do her friends have in all?
    \nAnswer:
    \nNumber of friends = 4
    \nNumber of stickers = 20 .
    \nNumber of stickers with each friend = 20 \u00f7 4 = 5 stickers .<\/p>\n

    Question 2.
    \nSelect all of the expressions equal to 8 \u00d7 60.
    \n\"Envision 48 \u00d7 10
    \n\"Envision 6 \u00d7 80
    \n\"Envision (8 \u00d7 6) \u00d7 10
    \n\"Envision 8 \u00d7 (8 \u00d7 10)
    \n\"Envision 60 \u00d7 80
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Assessment-Practice-Question-2\"
    \nExplanation :
    \n48 \u00d7 10 = 480
    \n6 \u00d7 80 = 480
    \n(8 \u00d7 6) \u00d7 10 = 480
    \n8 \u00d7 (8 \u00d7 10) = 640
    \n60 \u00d7 80 = 4800<\/p>\n

    Question 3.
    \nMrs. Rode bought 80 packs of juice boxes for her school’s party. The juice boxes came in packs of 8. How many juice boxes did Mrs. Rode buy? explain how to solve.
    \nAnswer:
    \nNumber of juice boxes = 80 packs.
    \nNumber of packs = 8 .
    \nTotal Number of juices = 8 \u00d7 80
    \nWrite 80 as 8 \u00d7 10. Then use the Associative Property of Multiplication.
    \n8 \u00d7 80 = 8 \u00d7 ( 8 \u00d7 10)
    \n8 \u00d7 80 = (8 \u00d7 8 ) \u00d7 10
    \n8 \u00d7 80 = 64 \u00d7 10 = 640 Juices .<\/p>\n

    Question 4.
    \nThe third-grade teachers at Jenny’s school need 5 boxes of yellow folders and 4 boxes of red folders. Each box has 40 folders. How many folders do the teachers need?
    \nA. 160
    \nB. 320
    \nC. 200
    \nD. 360
    \nAnswer:
    \nOption D – 360 folders
    \nExplanation :
    \nNumber of Yellow folders = 5 boxes .
    \nNumber of Red folders = 4 boxes .
    \nNumber of folders in each box = 40 folders .
    \nTotal Folders Teacher needs = ( 5 \u00d7 40 ) + ( 4 \u00d7 40 ) = ( 5 + 4 ) 40 = 9 \u00d7 40 = 360 folders<\/p>\n

    Question 5..
    \nWrite each expression in the correct answer space to show expressions equal to 6 \u00d7 30 and 3 \u00d7 80.
    \n\"Envision
    \n(3 \u00d7 8) 10
    \n3 \u00d7 (6 \u00d7 10)
    \n24 \u00d7 10
    \n8 \u00d7 (3 \u00d7 10)
    \n6 \u00d7 (3 \u00d7 10)
    \n18 \u00d7 10
    \n3 \u00d7 (8 \u00d7 10)
    \n(6 \u00d7 3) \u00d7 10
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Assessment-Practice-Question-5\"<\/p>\n

    Question 6.
    \nMatch each expression on the left to an equal expression.
    \n\"Envision
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Assessment-Practice-Question-6\"<\/p>\n

    Question 7.
    \nWhat is 4 \u00d7 30?
    \nA. 22
    \nB. 34
    \nC. 120
    \nD. 160
    \nAnswer:
    \nOption C – 120
    \nExplanation :
    \n4 \u00d7 30
    \nWrite 80 as 8 \u00d7 10. Then use the Associative Property of Multiplication.
    \n4 \u00d7 30 = 4 \u00d7 ( 3 \u00d7 10)
    \n4 \u00d7 30 = (4 \u00d7 3 ) \u00d7 10
    \n4 \u00d7 30 = 12 \u00d7 10 = 120<\/p>\n

    Question 8.
    \nTyler does 40 pushups each day. How many pushups does he do in 5 days?
    \nAnswer:
    \nNumber of pushups done in each day = 40
    \nNumber of days = 5
    \nNumber of pushups done in 5 days = 5 \u00d7 40 = 200 pushups.<\/p>\n

    Question 9.
    \nThe family membership to a children’s museum is $90 for a year. On Friday 5 families bought memberships. How much did the museum receive for the new memberships?
    \nAnswer:
    \nCost of Family membership = $90 for a year
    \nCost of 5 Families membership = 5 \u00d7 90 = 450 $ .
    \nTherefore, the museum receive for the new memberships is 450 $ .<\/p>\n

    Question 10.
    \nSelect all of the expressions that are equal to 7 \u00d7 50.
    \n\"Envision 7 \u00d7 (5 \u00d7 10)
    \n\"Envision 35 \u00d7 10
    \n\"Envision 7 \u00d7 5
    \n\"Envision 75 \u00d7 10
    \n\"Envision (7 \u00d7 5) \u00d7 10
    \nAnswer:
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Assessment-Practice-Question-10\"
    \nExplanation :
    \n7 \u00d7 (5 \u00d7 10) = 350
    \n35 \u00d7 10 =350
    \n7 \u00d7 5 = 35
    \n75 \u00d7 10 =750
    \n(7 \u00d7 5) \u00d7 10 = 350<\/p>\n

    Question 11.
    \nTyrone drives 30 miles every day. How many miles does Tyrone drive in 7 days?
    \nA. Use a number line to solve the problem.
    \nB. Describe another way to solve the problem.
    \nAnswer:
    \nNumber of miles Tyrone every day = 30 miles .
    \nNumber of days Tyrone drives = 7 days.
    \nNumber of miles Tyrone drive for 7 days = 7 \u00d7 30 = 210 miles .
    \nA .
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Assessment-Practice-Question-11\"
    \nB.
    \nWrite 30 as 3 \u00d7 10. Then use the Associative Property of Multiplication.
    \n7 \u00d7 30 = 7 \u00d7 ( 3 \u00d7 10)
    \n7 \u00d7 30 = (7 \u00d7 3 ) \u00d7 10
    \n7 \u00d7 30 = 21 \u00d7 10 = 210 miles.<\/p>\n

    Topic 10 Performance Task<\/h3>\n

    Pet Adoption<\/strong>
    \nCarson and Adriana volunteer at a local animal rescue center. The adoption fee is different based on the animal and its age.
    \nCarson made an Adoption Fee graph to show the fees for adult dogs, puppies, adult cats, and kittens. Adriana recorded the number of each animal adopted during the summer in the Animals Adopted table.
    \nUse the Adoption Fee graph and the Animals Adopted table to answer Questions 1-3.<\/p>\n

    Question 1.
    \nCarson wants to find the total adoption fees the rescue center received for adopted adult dogs. Show how Carson can use a number line to do this.
    \n\"Envision
    \nAnswer:
    \nTotal Adoption fees the rescue center received for adopted adult dogs = $ 60 .
    \nThe cost is divided in increase of $20 .
    \nIt is represented on a number line is shown below .
    \n\"Envision-Math-Common-Core-2nd-Grade-Answers-Key-Topic-10-Multiply-by-Multiples-of-10-Multiplication-Table-Topic-10-Performance-Task-Pet-Adoption-Question-1\"<\/p>\n

    Question 2.
    \nAdriana says that she can use (4 \u00d7 8) \u00d7 10 to find the total adoption fees for adopted puppies. Is she correct? explain why or why not. Then find the total.
    \n\"Envision
    \nAnswer:
    \nYes she is right .
    \nExplanation :
    \nAdoption fee for puppy = $80 .
    \nNumber of puppies adopted = 4
    \nTotal Fee for adopting puppies = 4 \u00d7 80 = 320$ .
    \nWrite 80 as 8 \u00d7 10. Then use the Associative Property of Multiplication.
    \n4 \u00d7 80 = 4 \u00d7 ( 8 \u00d7 10)
    \n4 \u00d7 80 = (4 \u00d7 8 ) \u00d7 10
    \n4 \u00d7 80 = 32 \u00d7 10 = 320$ .<\/p>\n

    Question 3.
    \nFind the adoption fees the rescue center received for kittens. Think about patterns or properties you know. Show your work.
    \nAnswer:
    \nAdoption fee for kittens = $60 .
    \nNumber of kittens adopted = 3
    \nTotal Fee for adopting kittens = 3 \u00d7 60 = 180$ .
    \nWrite 60 as 6 \u00d7 10. Then use the Associative Property of Multiplication.
    \n3 \u00d7 60 = 3 \u00d7 ( 6 \u00d7 10)
    \n3 \u00d7 60 = (3 \u00d7 6 ) \u00d7 10
    \n3 \u00d7 60 = 18 \u00d7 10 = 180$ .
    \nTherefore, the adoption fees the rescue center received for kittens = 180$<\/p>\n

    The animal rescue center sells toy packages for pets.
    \nThe Toy Packages graph shows the amount earned for different types of packages. The Toy Packages Sold table shows how many packages were sold in the summer.
    \nUse the Toy Packages graph and the Toy Packages Sold table to answer Questions 4 and 5.
    \n\"Envision<\/p>\n

    Question 4.
    \nHow much money did the animal rescue center earn from toys for large dogs? Show your work.
    \n\"Envision
    \nAnswer:
    \nCost of toy packages of large dogs = $50
    \nNumber of packages sold = 5
    \nMoney earned for selling 5 large dogs packages = 5 \u00d7 50
    \nWrite 50 as 5 \u00d7 10. Then use the Associative Property of Multiplication.
    \n5 \u00d7 50 = 5 \u00d7 ( 5 \u00d7 10)
    \n5 \u00d7 50 = (5 \u00d7 5 ) \u00d7 10
    \n5 \u00d7 50 = 25 \u00d7 10 = 250$ .
    \nTherefore, Money earned for selling 5 large dogs packages = $250 .<\/p>\n

    Question 5.
    \nCarson says that the center earned more money selling toys for small dogs than from selling toys for large dogs. Is he correct? explain why or why not.
    \nUse the Toy Packages graph to answer Question 6.
    \nAnswer:
    \nNo he is wrong , More money is received by selling Large dog packages than small dog packages .
    \nExplanation :
    \nCost of toy packages of large dogs = $50
    \nNumber of packages sold = 5
    \nMoney earned for selling 5 large dogs packages = 5 \u00d7 50 = $250 .
    \nCost of toy packages of small dogs = $30
    \nNumber of packages sold = 7
    \nMoney earned for selling 7 small dogs packages = 7 \u00d7 30 = $210 .
    \n$250 >$210<\/p>\n

    Question 6.
    \nAdriana forgot to record the number of packages of cat toys that were sold. She knows that the center earned a total of $140 from the toys for cats. How many packages of cat toys did they sell?
    \nAnswer:
    \nTotal Money earned from toys of cats = $140 .
    \nCost of toy packages of cats\u00a0 = $20 .
    \nNumber of toy cats packages sold = 140 \u00f7 20 = 7 packages .
    \nTherefore, packages of cat toys sold = 7 packages .<\/p>\n","protected":false},"excerpt":{"rendered":"

    Practice with the help of enVision Math Common Core Grade 3 Answer Key Topic 10 Multiply by Multiples of 10 regularly and improve your accuracy in solving questions. enVision Math Common Core 3rd Grade Answers Key Topic 10 Multiply by Multiples of 10 enVision STEM Project: Animal and Plant Characteristics Do Research Use the Internet … Read more<\/a><\/p>\n","protected":false},"author":13,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":""},"categories":[10],"tags":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/90063"}],"collection":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/users\/13"}],"replies":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/comments?post=90063"}],"version-history":[{"count":1,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/90063\/revisions"}],"predecessor-version":[{"id":90064,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/90063\/revisions\/90064"}],"wp:attachment":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/media?parent=90063"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/categories?post=90063"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/tags?post=90063"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}