Students are asked to identify that each number in the 1, 10, 100, 1000 sequence is being multiplied by 10 to get the next number and to compute examples such as 5×10 and 10×9. Students use base-ten blocks and complete conversion tasks (e.g., 2 hundreds = 20 tens, 1 hundred = 10 tens = 100 ones) that require multiplying by 10 and writing equal numeric relationships. Several activity items require students to write numbers in expanded form and to answer questions like "How many tens equal the number of hundreds in this number?" which involve multiplicative conversion between units.

Students are asked to compute multiplicative comparisons such as "Sophie has sold twice as many tickets as Samuel. How many tickets has Sophie sold? (1,048)", which requires using 2 × 524. The 7-digit number clues include "The digit in the millions place is three times the digit in the tens place," prompting students to set up a multiplicative relationship between digits. Several problems require students to use factors and 'times' language (e.g., digit in the hundred thousands place is a factor of 9; divide by 3 gives another digit), engaging multiplicative reasoning.

The Skills section explicitly lists "Represent verbal statements of multiplicative comparisons as multiplication equations." In the Introduction students model 5 × 6 with counters, explain "5 × 6" in words as "five groups of six," and are asked to write multiplication sentences for verbal prompts such as "7 groups of 3" and "8 times 4." The word-problem set asks students to write multiplication sentences for items like "double the amount of customers," which requires translating a verbal multiplicative comparison into an equation.

Students identify multiplication key words and circle them on word-problem pages. Students solve a multiplicative-comparison problem ("My yard has 4 rose bushes. My neighbor's yard has 5 times as many.") by choosing the multiplication operation and computing the result. Students create multiplication problems in the "Creating Problems" activity and practice multiplication facts with flashcards and a multiplication table. The curriculum also prompts discussion that multiplication is repeated addition.

Students are asked to find factor pairs by asking which pairs of numbers equal a given number when multiplied (e.g., teacher models "1 times 18 equals 18," "2 times 9 equals 18," "3 times 6 equals 18"). Students use 18 counters to divide into equal groups and state results such as "2 groups of 9 equals 18," linking grouping language to multiplication. Activities require students to make factor rainbows, write factors (implying pairs that multiply to the number), and complete sheets identifying factors and common factors.

Students set up an array for a 4-inch by 5-inch rectangle and use multiplication to find area (4 × 5 = 20), identifying 4 and 5 as factors. Students use the Factorize interactive to create rectangle shapes and type factor pairs such as "1 × 47" to represent factorizations. Students use division and a calculator to check whether a number is a factor (for example, dividing 48 by 12 to get 4) and circle factor sets on worksheets (e.g., factors of 24, 36, 40).

Students practice recognizing factors and multiples in the Number Chains activity by looking at a previous card and determining whether the next number is a multiple or factor of it. In "Here's What I Know About..." students list that 56 is a multiple of 7 and 8 and identify its factors by using division. In the Four Rules activity students classify and list numbers based on multiplicative properties (e.g., multiples of 6, multiples of 3, prime numbers).

Students practice writing and solving multiplication equations in word-problem form (for example, the Renata problem is represented as 2 × ___ = 20). Students complete fill-in-the-blank multiplication items (e.g., 5 × __ = 10, __ × 4 = 16) and use multiplication expressions on the pan-balance (examples given: 3×6 and 4×5) to make both sides equal. The Wrap-Up asks students to distinguish between an expression (4×5) and an equation (3×7=21) and to write equations with variables and solve them.

Students translate multiplicative comparison language into multiplication equations (e.g., "Karen has 3 times as many books as Sal. Sal has 7 books." is written as 3 × 7 = b). Several problems use "each" or "times" wording and map them to multiplication (e.g., "Evan has enough M&Ms to give 6 friends 9 each." matched to 6 × 9 = n). In the wrapping-up activity, students are asked to create word problems to match given equations (e.g., 3 × b = 21), requiring them to express an equation verbally as a multiplicative comparison.

Students translate multiplicative comparison word problems into multiplication equations and solve them (e.g., "Susie walked three times as many dogs as Lindy. Lindy walked 5 dogs. 5 × 3 = n; n = 15" and "Lance collected four times as many cans... 4 × 15 = n"). Multiple-choice tasks ask students to pick the correct multiplication equation that matches a verbal comparison (e.g., selecting 4 × 15 = n). Function-table activities require students to identify rules stated as "multiply by 3" or "multiply by 4," showing students use multiplication to represent scaling relationships between two quantities.

The Basic Skills Review includes the problem "Sally has 5 times as many books as Charles. Charles has 6 books. How many books does Sally have? (30)," which requires computing a multiplicative comparison. The student activity also asks students to circle multiples of 7 and 8, engaging students with products and multiplicative structure. The answer key gives the multiplication-based result for the Sally problem (30).

Students are asked to write multiplication equations from verbal 'groups of' statements (e.g., "Write an equation for 9 groups of 6" answered as 9×6=54; "Write an equation for 4 groups of 5" answered as 4×5=20 and "Write an equation for 7 groups of 5" answered as 7×5=35). Students use manipulatives to make and recognize equal groups (placing tiles into groups of 4 and noting that 12 can be divided into 3 equal groups of 4). Multiple activities ask students to express repeated addition as multiplication (e.g., showing 6+6+6+6 is the same total as repeated groups and writing those as multiplication equations).

The lesson repeatedly frames multiplication as groups (e.g., "Multiplication can be thought of as the addition of equal groups" and "2 × 10 means 2 groups of 10") and has students write and compute products from verbal contexts (for example, Ms. Marcioni bought 7 bags with 100 pieces each leading to 7 × 100 = 700). Students practice rewriting problems using properties (e.g., 8 × 60 → 8 × 6 × 10 → 48 × 10) and complete tables and word problems that require forming multiplication equations from descriptions.

Students are asked to interpret expressions as groups (e.g., the teacher prompts that 20 × 40 is the same as 20 groups of 40 and completes 20 × 40 = 800). The lesson models breaking factors into place-value parts ((2 × 10)(4 × 10) → (2 × 4)(10 × 10)) and shows reordering and equivalence of multiplication expressions. Answer keys explicitly label products with group language (e.g., "40 x 50 (40) groups of (50)"), and word problems require students to convert verbal group descriptions (each bag/tin/table seats) into multiplication and compute totals.

Students match multiplication equations to arrays and write the product on the "Matching Multiplication Equations and Arrays" activity, showing they connect equations with visual representations. The Basic Skills Review includes a verbal multiplicative-comparison item: "Kendra has 12 times as many books as Kurt. Kurt has 9 books. How many books does Kendra have?" which requires representing a verbal comparison as 12 × 9. Several word problems (hotel rooms, babysitting, seating) require students to translate verbal situations into multiplication equations and solve them using arrays or area models.

Students solve multiple word problems that require translating multiplicative comparisons into multiplication equations, such as "Karl has 12 times as many books as Carlota. Carlota has 15 books. How many books does Karl have?" and word problems like 56 floors × 24 offices and 32 teams × 18 players. Students are asked to set up and compute these products using area models and to write equations for multi-digit multiplications throughout the activities and basic skills review.

Students solve multiple real-world word problems that require forming and computing multiplication equations (e.g., Charlie bought 15 boxes of 24 donuts, Jake went on 24 rides at 8 tickets each, and other similar problems). The Skills section and activity instructions ask students to "illustrate and explain the calculation by using equations, rectangular arrays, and/or area models," and students are asked to rewrite verbal problems in stacked form and find the products using the standard algorithm.

Students solve a word problem that uses explicit comparative language: Basic Skills #5 states "Lola has 11 times as many books as Cammie. Cammie has 26 books," which students convert to and compute 11 × 26 = 286. Students also set up and compute multiplication equations for real-world contexts (e.g., Chef Charles bought 96 boxes of 58 meatballs, and the tennis balls shipment problems), showing practice writing multiplication equations from verbal situations.

The Comparison and Patterns section asks students to write '>', '<', or '=' between multiplication expressions (for example, 16 x 62 ___ 32 x 45 and 45 x 17 x 76 ___ 17 x 76 x 45), requiring students to compare products without computing full values. Multiple word problems (e.g., 100 jumping jacks for 7 days, 55 people buying a $20 shirt each, 18 bags with 55 grams each, and the driving totals) require students to set up and compute multiplication expressions from verbal descriptions (e.g., 100 × 7, 55 × 20, 18 × 55) and compare results (who drove more?). The Unit Test items include true/false and equality comparisons of multiplication expressions (e.g., 3×4×10 = 2×6×10), which ask students to reason about equivalence of multiplicative expressions.

Students encounter a direct verbal multiplicative comparison in Basic Skills Review #14: "Miguel has 23 times as many stamps as Dana. Dana has 42 stamps. How many stamps does Miguel have? (966)." Students also perform multiplication when converting fractions to common denominators (for example, converting 2/3 to 10/15 by multiplying numerator and denominator by 5 and 3/5 to 9/15 by multiplying by 3). These items require students to use multiplication in contexts that involve the phrase "times as many."

The Basic Skills Review includes a word problem that uses multiplicative-comparison language: "Susan has 30 times as many marbles as Dan. Dan has 38 marbles. How many marbles does Susan have? (1140)," which requires students to compute 30 × 38. The review also contains straightforward multiplication equations (e.g., 540 × 100, 300 × 90) that have students work with multiplication expressions and results.

Students solve a word problem that states "Sterling has 20 times as many marbles as David. David has 36 marbles. How many marbles does Sterling have?", which requires writing and computing 20 × 36. The Basic Skills Review also includes direct multiplication equations (e.g., 36 × 7 = b, 50 × 600, 3200 × 8) that have students work with multiplication expressions and calculate products.

Students are asked to interpret multiplication sentences as groups (for example, they answer that 4 × 6 means "four groups of six" and write the repeated addition 6+6+6+6=24). The lesson extends that interpretation to fractions by having students draw four circles and place 1/5 in each to write 1/5+1/5+1/5+1/5=4/5. A word problem asks students to compute a quantity given a multiplicative comparison (Farrell has 20 marbles; Daniel has 1/4 as many), which requires using multiplication to find Daniel's amount.

Students are asked to choose repeated addition or multiplication to find total sugar for 5 batches of cookies (5 × 2/3 = 3 1/3), showing use of multiplication to combine equal groups. Students are guided to set up a multiplication sentence for a verbal fraction-of statement ("half that amount of flour") and to write 3 × 1/2 on the whiteboard. Students solve multiple word problems that require multiplying a whole number by a fraction (e.g., 8 pizzas × 3/4 cup, 9 batches × 1/8 teaspoon), and they compare results in some problems (e.g., who needs more milk?).

Students compute products such as 3 x 1/2, 5 x 1/5, 3 x 4/12 and complete word problems that require writing equations (e.g., Jason uses 3/4 teaspoon for 1 batch; how many for 7 batches? shown as 3/4 × 7 = 21/4). The student activity pages instruct students to "Write an equation and the answer for each one," so students represent repeated-addition situations as multiplication equations involving whole numbers and fractions.

Students manipulate counters to divide 25 into 5 equal groups and note that 5 × 5 = 25, connecting the group interpretation to a multiplication equation. In Activity 2 students explain 4 × 3 = 12 as "4 groups with 3 in each group equals 12 total," and they write related division sentences (12 ÷ 3 = 4 and 12 ÷ 4 = 3). The Connecting Multiplication and Division tasks include a verbal scenario ("nine ladybugs with 7 spots on each one for a total of 63 spots") and ask students to write multiplication and division statements, and the Wrapping Up asks students to produce multiplication and division sentences using 2, 7, and 14.

Students are instructed to check division answers by multiplying the divisor by the quotient and adding any remainder (Step 1: Multiply the divisor by the quotient; Step 2: Add the remainder; Step 3: Check to see if the answer matches the original dividend). Long-division examples and answer keys show students multiplying during the division steps (e.g., 4 x 8, 4 x 1) to find partial products and verify results. The Basic Skills Review includes standalone multiplication practice (80 x 500 and 2784 x 7), reinforcing multiplication fluency used in division contexts.

The lesson repeatedly has students use multiplication and division to convert units (e.g., "Use multiplication and division to convert between units," and examples like 12(x)2=24 inches and 48(/)12=4 feet). Rules sections explicitly tell students "Going from a LARGE unit to a small unit, MULTIPLY" and activities require students to multiply or divide to fill conversion charts and tables. Multiple tasks (customary and metric) have students compute products and quotients to find equivalent measures (e.g., feet to inches, meters to centimeters).

Students practice using multiplication to convert units (e.g., instructions ‘To convert a large unit to a small unit, multiply' and examples like 25 kilograms = 25,000 grams). Students complete tables and matching exercises that explicitly show multiplicative equalities (e.g., 5 pounds ↔ 80 ounces, 32 ounces = 2 pounds, 2000 pounds = 1 ton and multiples). Students write and fill conversion equations and complete problems that require multiplying by conversion factors (e.g., ounces-to-pounds table, pounds-to-tons table, metric conversions of 1000).

Students are prompted to draw eight circles to represent 8 fluid ounces and then draw two smaller circles in each to show 2 tablespoons per fluid ounce, after which they are guided to multiply 8 and 2 (8 groups of 2) to get 16. Conversion chart and fill-in-the-blank activities require students to write equivalent amounts (e.g., 10 pints = 20 cups, 9 pints = 4 quarts 2 cups), which uses multiplication to express multiplicative relationships. The "Think About It" comparison problems (Marcie vs. Francie; Samuel vs. Marcus) require students to convert and compare quantities, implicitly using multiplication equations to represent those comparisons.

The Skills list explicitly tells students to "Use multiplication and division to convert between units of time." The Activity 3 example shows students writing 1 decade = 10 years and 3 decades = 10 x 3 = 30 years and then converting 30 years to weeks by multiplying 52 x 30. The Converting Time answer key and worksheets repeatedly require students to compute products for conversions (e.g., 3 years = 36 months, 2 minutes = 120 seconds, 4 weeks = 28 days, 96 hours = 4 days), and the example converting 2 hours to seconds uses chained multiplication (2 x 60, then 120 x 60).

The lesson states the area of a rectangle is its length times its width and shows a visual example with a rectangle labeled 6 feet by 4 feet and the calculation A = 6 × 4 = 24 square feet. Multiple student activity problems ask students to calculate area for rectangles (e.g., 10 × 8, 24 × 4, 100 × 40), requiring use of multiplication to find area. The Facts and Definitions section explicitly lists "length x width" as the area formula.

Students are taught and prompted to use the area formula (multiply length times width) and to divide a known area by a known side to find a missing side (for example, dividing 35 by 5 to get 7). The student activities and answer keys require computing areas and perimeters and finding missing side lengths using multiplication and division (e.g., area 81 → side 9; area 100 with side 20 → width 5).

Students are prompted to 'multiply when moving from larger units to smaller units' and to convert units such as 'How many milliliters are in one liter? (1000)' and 'How many grams are in one kilogram? (1000)'. Students complete comparison problems and write equalities or inequality symbols (e.g., answer key includes '5 liters = 5000 ml', '1 century = 10 decades', and many conversion-based >, <, = items). Students solve a scaling problem (doubling a recipe: 'If you needed to make 2 lasagnas, how many cups ... would you need? (12 cups)'), which requires multiplying quantities by a factor.

Students compute areas by multiplying length and width (e.g., 12 ft × 7 ft = 84 sq ft; 10 mi × 6 mi = 60 sq mi) as shown in the table and diagrams. Student activity pages require students to find areas of shaded rectangles by calculating A = (multiplying side lengths). The ordering measurements activity has students compare measurement values, engaging with relative size and numeric comparison of quantities.