Students solve a ticket-sales problem where Sophie has sold twice as many tickets as Samuel, which requires computing 524 × 2 = 1,048. The activities include at least one instance of multiplying a multi-digit whole number by a one-digit whole number (doubling) in a real-world context.

Students are asked to model 5 × 6 using counters, draw arrays or number lines, describe "five groups of six," and state the multiplication sentence and product. Activities include explicit use of multiplication properties and distributive decomposition such as 6 × 12 = (6 × 2) + (6 × 10) and 6 × 9 = (6 × 4) + (6 × 5) in matching and sort tasks. Students solve word problems that require multiplying by a one- or two-digit number (examples: 9 × 11 = 99, 12 × 5 = 60) and practice facts with a multiplication table and timed practice games.

Students solve and fill in multiplication facts in several activities (e.g., 5 × __ = 10, __ × 9 = 45, 2 × __ = 14) and perform problems that use multiplication within equations (e.g., 10 + 10 + 10 = 5 × 6, 3 × 5 = 5 + 10, 5 × 80 = 400). Students write and solve simple equations that include multiplication (for example, 3×7=21 and examples with variables such as x+3=10 and 2(x) b=16). The activities require students to use multiplication to balance equations and to find missing factors in equations.

Students set up and solve multiplication equations such as 5 × a = 25, 3 × 7 = b, and 6 × 9 = n from word problems (e.g., friends collecting cans, M&Ms shared among friends). Students match word problems to equations and create word problems orally for equations like 3(x)b=21, demonstrating use of multiplication notation and solving single-digit multiplication situations. Several activity items require translating real-world contexts into multiplication equations and solving for unknowns.

Students work with and identify multiplication properties (commutative, associative, distributive, identity, zero) by matching examples to property names. Students solve and set up single-digit multiplication equations such as 4 x 15, 5 x 6, and function-table tasks that require multiplying inputs by 3 or 4. The answer key explicitly shows decomposition using place value in an example: 14 x 8 = (10 x 8) + (4 x 8).

Students practice basic multiplication facts using a multiplication table, flashcards, timed games, and drills (up through 12 x 12). Students use concrete grouping with colored tiles to determine multiples and reason about multiplication as equal groups, and they are asked to draw pictures or use laminated dot paper/grid for the seating/table problem. The materials include multi-digit multiplication examples for students to evaluate or reason about (e.g., 12 x 12, 37 x 14, 53 x 67, 400 x 3, 535 x 0) and mention properties of operations such as the commutative property and using distributive-like reasoning (e.g., 400 x 3 + 400 = 400 x 4).

Students practice multiplying by 10, 100, and 1000 through hands-on tasks (card draws) and worksheet problems such as 8 × 100, 3 × 1000, and 5 × 100. Students use place-value and properties of operations when they rewrite problems (e.g., 8 × 60 → 8 × 6 × 10 → 48 × 10) and when they rearrange factors (e.g., 700 × 5 → 7 × 100 × 5 → 7 × 5 × 100 → 35 × 100). Student pages include illustrations of groupings and place-value representations that support these calculations.

Students decompose and rearrange factors to find products, as shown when they rewrite 20 x 40 as (2 x 10)(4 x 10) and then as (2 x 4)(10 x 10) to get 8 x 100 = 800. Students complete activity pages that practice multiplying by multiples of 10, 100, and 1000 (e.g., 3 x 600, 70 x 20, 7000 x 20) and solve word problems that scale products by tens and hundreds (e.g., 40 tins, 400 tins). Students match place-value multiplication pairs (for example 30 x 40 with 6 x 200 and 4000 x 9 with 60 x 600), showing use of place-value strategies and properties of operations in equations.

Students draw and match arrays to multiplication equations (Activity 1) by connecting problems like 23 x 5, 6 x 18, and 33 x 3 to corresponding dot arrays and writing products. Students decompose factors and build area models/base-10 arrays for two-digit × two-digit problems (examples: 22 x 16 = 200 + 140 + 12, 17 x 14 = 100 + 110 + 28, 19 x 21 = 200 + 190 + 9) and write the addition sentences that combine partial products. Students create arrays on laminated grids for problems such as 17 x 6, 8 x 13, 21 x 7 and use base-10 blocks to represent numbers and compute products (e.g., 26 x 18 broken into 200 + 220 + 48 = 468).

Students draw rectangular area models and break numbers into place-value parts (e.g., 64 into 60+4 and 72 into 70+2) and compute the partial products 60x70, 4x70, 60x2, and 4x2, then add them to get the whole product. Multiple examples require students to multiply two-digit by two-digit problems (e.g., 67x42, 76x92, 35x28, 28x57) and up-to-four-digit by one-digit problems (e.g., 463x7, 3462x8, 834x5), using area models and grids. Students are instructed to write factors in expanded form, fill in partial-product boxes, add partial products, and use arrays or area models to illustrate their calculations.

The lesson explicitly lists the skill of multiplying a whole number up to four digits by a one-digit number and multiplying two two-digit numbers, and provides many practice problems (e.g., 4321 x 5, 3 x 8183, 26 x 34, 37 x 56, and sets of two-digit × two-digit problems). Students are guided through the standard (stacked) algorithm with step-by-step examples that emphasize lining up place values, multiplying right-to-left, carrying, and using a 0 placeholder when multiplying by tens. The lesson refers to and asks students to examine an "Area Model for Multiplication" sheet and to compare that method to the algorithm, and it prompts students to explain how place value relates to the steps.

Students create two 2-digit numbers from dominoes and solve the resulting multiplication problems, practicing two-digit × two-digit computation. The "Multiplying Two-Digit Numbers" page has students solve multiple two-digit by two-digit problems using provided grids. The "What's Missing?" activity has students write multiplications in expanded form (e.g., 24×24 as 24×20 + 24×4) and complete the partial-products equations. The "What's Wrong Here?" tasks have students rework and correct multi-digit-by-one-digit examples (e.g., 435 × 7) and identify algorithm errors.

Students solve problems that include multiplying a four-digit number by a one-digit number (8000 x 3) and a three-digit by one-digit number (6 x 537), as well as many two-digit-by-two-digit products (e.g., 84 x 62, 46 x 73, 57 x 34, 67 x 32). Students are explicitly prompted to use and practice place-value strategies and properties: prompts include "Use an array to find the product: 19 x 6," "Use an area model to find the product: 34 x 18," "Use expanded form to find the product: 81 x 35," and "Use the standard multiplication algorithm: 67 x 32." The materials provide grids/boxes and instruct students to choose and compare strategies for word problems, and the introduction asks the student to describe two different ways (base-10 array, area model, standard algorithm) to solve 15 x 33.

The lesson explicitly lists the targeted skill: multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, and to illustrate/explain using equations, rectangular arrays, and/or area models. The student contract requires choosing two strategies from Arrays, Area Model, and Standard Algorithm and producing a video or poster that includes visuals and explanations. The evaluation rubric requires examples using numbers (such as 25 x 32) and at least one real-world word problem, and it assesses accuracy so students must present replicable strategies.

Students complete a Basic Skills Review that has them compute multiplication problems such as 3200 x 8 = 25,600 and 36 x 7 = 252. Students also solve related multiplication tasks presented as equations, for example 4000 x N = 360,000 (finding N = 90) and word problems like Sterling having 20 times as many marbles as David (20 x 36 = 720). The activity gives students scratch paper to perform these multiplications, so they practice computing whole-number products including a four-digit number multiplied by a one-digit number.

Students are asked to solve multi-digit multiplication problems on the Basic Skills Review, including 3654 × 7 (a four-digit number times a one-digit number) and 37 × 42 (a two-digit times a two-digit problem). The review provides space and scratch paper for students to compute answers such as 3654 × 7 = 25,578 and 37 × 42 = 1,554, so students practice performing these specific types of multiplication.

Students are asked to compute 2784 × 7 in the Basic Skills Review, and other multiplication items appear (e.g., 80 × 500). Students also use multiplication to check division answers (multiply divisor by quotient, add remainder) and perform single-digit multiplications as steps inside long-division work (e.g., 4 × 8 shown in division examples).

The Basic Skills Review includes multiplication problems such as "1594 x 7 = b" (answer given as 11,158) and "40 x 500 = 20,000," so students solve a multiplication of a four-digit number by a one-digit number. The review also contains other multiplication practice (e.g., finding products and solving for b) that requires students to compute multi-digit products.

Students complete a Basic Skills Review that includes whole-number multiplication problems such as 2341 × 7 = 16,387 and 30 × 700 = 21,000, giving practice with multiplying a up-to-four-digit number by a one-digit number. The Basic Skills Review also contains other arithmetic problems that require multiplication facts and multi-digit computation. The lesson provides multiple grid/array diagrams (10×10 and other rectangular grids) used to represent decimals and fractions.

Students are asked to use multiplication and division to convert units (Skills: "Use multiplication and division to convert between units of measurement"). The ounces-to-pounds table has students fill multiples of 16 (16, 32, 48, 64, 80), and the Ounces and Pounds matching includes conversions such as 5 pounds = 80 ounces and 160 ounces = 10 pounds, which require multiplication. Metric problems require students to compute values like 25 kilograms = 25,000 grams and 65,000 milligrams = 65 grams, showing use of multiplication by powers of ten in conversion tasks.

The Skills section directs students to "Use multiplication and division to convert between units of measurement" and to "Use the four operations to solve word problems," which frames multiplication practice. Students solve contextual problems that require multiplication by one-digit numbers, such as computing 8 batches × 4 ounces to find total ounces/pounds and 500 meters × 7 days to find total meters (3500). Several conversion items also require scaling by whole-number factors (e.g., converting 45 meters to 4500 centimeters by multiplying by 100).

Students solve multiplication problems in the lesson, including a two-digit by two-digit computation (45 × 72 = 3240) on the Basic Skills Review sheet. Students use multiplication to convert units in time tasks (for example, 1 decade = 10 × 3 = 30 years and 30 years = 52 × 30 = 1560 weeks) and compute conversions that require multiplying by 60, 24, or 52 (e.g., computing seconds, minutes, hours, or weeks). Several activity answer keys show final products for multi-step unit conversions (for example, 1 year = 8760 hours), indicating students perform multiplication in context.

Students compute area using the formula A = length × width and complete problems that require multiplication (e.g., the rectangle example shows A = 6 × 4 = 24). The Finding Area problems include computations such as 10 × 8 = 80, 24 × 4 = 96, 36 × 11 = 396, and 100 × 40 = 4000, which require two-digit by one-digit and two-digit by two-digit multiplication. The materials present rectangle diagrams labeled with side lengths that serve as visual area models for multiplication.

Students complete a Basic Skills Review problem that asks them to calculate 5467 × 7, providing direct practice multiplying a whole number up to four digits by a one-digit number. Multiple activities require students to compute area by multiplying length × width (Finding More Areas, Creating Rectangles) and to work on laminated grid paper where each box is 1 cm², which supports using rectangular arrays/area representations. Several composite-area problems present rectangles with dimensions and removed sections, requiring students to compute and subtract areas using numerical dimensions.

The lesson asks students to use the four operations to solve word problems and includes recipe tasks that require multiplying ingredient amounts (for example, the "Think About It" prompt asking how many cups are needed for 2 lasagnas). Students are asked to show work on scratch paper and are prompted with questions about which operation(s) they used to find answers. Several measurement problems require converting units and then performing arithmetic on those converted quantities.

Students solve multiplicative word problems such as Cal making 8 batches with 6 ounces each (8 × 6) and Yuri's weight totals that require combining pounds and ounces. The Length × Width → Area table includes examples of multiplying multi-digit measurements (e.g., 14 m × 20 m, 42 m × 28 m) and the activity pages include diagrams that ask for area and perimeter calculations of rectangles. The Unit Review and test pages direct students to compute areas from given dimensions and to complete multiplication-based entries in the area table.

The Skills list explicitly states students will "Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers." Activity 1 has students set up problems in stacked form, use the standard algorithm, and find products such as 5432 x 5, 354 x 6, and 4 x 6164. The activity asks students to explain each multiplication step, carry numbers, use a laminated grid and a pictured grid that organizes partial products to visualize calculation steps.

Students complete perimeter and area problems that require multiplication of side lengths (for example, entries showing 12 ft × 7 ft = 84 sq ft, 9 in × 9 in = 81 sq in, and 12 in × 5 in = 60 sq in). Students find areas of shaded rectangles and work with diagrams divided into smaller sections, which provides opportunities to use rectangular/area models to compute area.