Students are asked to compute multi-digit products in the Basic Skills Review, including a specific multiplication problem 364 × 51 with the answer key showing 18,564. Additional problems require multiplication (for example, 16 × 20 and 8 × 10 for area, and $1.25 × 6 for a monetary total), so students perform multi-digit multiplication in context. The answer key provides final products, indicating students are expected to carry out computations.

The Basic Skills Review #2 asks students to compute multi-digit products such as 4,187 × 9 and 17 × 22, and students are instructed to complete other multiplication problems on the review. Multiple activities ask students to multiply whole numbers by powers of ten (e.g., 10 × 10,000,000; 10 × 1,000) and to match products in the "Powers of 10" sheet, reinforcing multiplication with larger whole numbers and shifting zeros.

Students are taught and asked to use the standard (long) multiplication algorithm: the materials explain stacking partial products, using zero placeholders, and adding partial products (example: 314 × 523 broken into 942, 6,280, and 157,000). Students are instructed to rewrite problems in stacked form, place the greater number on top, and keep everything lined up correctly. Multiple guided practice problems (e.g., 642 × 18, 512 × 236, Multi-Digit Multiplication Practice sheet) and a quiz with multi-digit multiplication problems (209 × 678, 126 × 765, etc.) require students to perform the standard algorithm and show their work.

Students are instructed to "REMOVE the decimal points" and then "MULTIPLY as usual," with explicit whole-number multiplication examples such as 53 × 22, 46 × 24, 57 × 31, and 38 × 232 shown in the activities. Activity 3 and the examples display the standard algorithm steps and partial products (e.g., 53 × 22 = 1166 with 106 and 1060). Students are asked to practice the standard algorithm on paper (Day 2 Activity 3) and to use those whole-number multiplication results when placing decimals back.

Students are instructed to review and practice "Multiplying multi-digit numbers" and to "show your work." The Unit Review includes a direct multi-digit multiplication problem (462 × 34 = ) and word problems requiring multi-digit whole-number multiplication (e.g., 13 × 450 and 16 × 480). The Unit Test and practice activities require students to solve and check multi-digit multiplication problems as part of assessment and review.

Students perform multiplications as part of unit conversions (for example, 4 tons = ? pounds is shown as 4 x 2000 = 8000; 8 pounds = 128 ounces requires 8 x 16). Students multiply by powers of ten when converting metric units (for example, 35 meters = 35,000 millimeters; 2 kilograms = 2,000 grams). The Basic Skills Review and other practice items include multiplication problems (e.g., 4.17 x 3.9; 5 x (6+4) x (7-3)).

Students perform multi-digit multiplication in multiple measurement problems and answer keys (for example, 15 × 140 = 2,100 g; 48 × 15 = 720 in.; 8 × 12 = 96 oz.; 48 × 15 then ÷ 36 = 20 yd). The Student pages and Basic Skills Review include computation tasks that require finding products (for example, requests for the product of 54.3 and 2.7 and other multi-digit multiplications shown in answer keys).

Students solve word problems that require multiplication of whole numbers (for example, Mollie: 42 in × 12 = 504 in; Carter: 12 × 8 oz = 96 oz; converting 6 lb × 16 = 96 oz). Students perform unit conversions that involve multiplying by powers of ten (for example, 4.5 L × 1,000 = 4,500 mL; 2 kg × 1,000 = 2,000 g). The unit review and test include computation tasks and conversion tables that require students to compute products without a calculator.

Students break 64 into 60 + 4 and 72 into 70 + 2, draw the composite rectangle, find the areas of the four smaller rectangles (4200, 280, 120, 8) and add them to get 4608. The text explicitly connects this expanded-form/area-model to the multi-digit multiplication students used previously. Several area problems require multiplying whole-number side lengths (for example 12 x 7 = 84 and other whole-number area calculations) that use the partial-products/area approach.

Students set up and compute multiplication to find area and perimeter in multiple places: they use 8 x 3 = 24 sq ft for a rectangle and 5 x 5 = 25 sq km for a square, compute square perimeters like 6 x 4 = 24 in, and work with larger multiplications such as 14.4 x 14.4 = 207.36 and the blueprint total area 23 x 18 = 414. The Unit 8 quiz and practice sheets require students to calculate areas and perimeters (e.g., 3.5 x 1.6, produce a rectangle with area 48), so students repeatedly perform multiplication when solving problems.

Students compute products of multi-digit whole numbers to find volumes in multiple problems (e.g., 20 × 20 × 15 = 6,000; 10 × 10 × 10 = 1,000; 29 × 18 × 13 = 6,786). Students complete scaling tasks that require calculating multi-digit volumes (e.g., 6 × 4 × 3 = 72; doubled dimensions 12 × 8 × 6 = 576; tripled 18 × 12 × 9 = 1,944). Students are asked to "write out each math sentence" and solve application problems that produce multi-digit products.

Students measure the length, width, and height of each building in centimeters and record dimensions in the table. Students are instructed to compute volume using the formula V = l × w × h and to add volumes for buildings composed of more than one rectangular prism. Students record volumes in cubic centimeters, which requires multiplying whole-number edge lengths (often multi-digit) to find volumes.