• “¿Qué representaciones usaron en la última pregunta para mostrar ? ¿Cómo les ayudaron las representaciones a encontrar el producto?” // “What representations did you use in the last question to show ? How did they help you find the product?” (Base-ten blocks helped me break the 28 into tens and ones. A diagram with a grid helped me break 28 into smaller numbers. A diagram with no grid helped me think about the numbers as I labeled it without worrying about all the little squares.)

The purpose of this activity is for students to continue to multiply single-digit whole numbers and numbers greater than 20. The opening problem encourages students to apply place-value reasoning (decomposing two-digit numbers into tens and ones) and properties of operations to reason numerically about products. Because one of the factors is 2, however, students may use repeated addition (such as ) to find subsequent products. In the Activity Synthesis, emphasize strategies that are based on place value and multiplication, connecting the numerical expressions with diagrams as needed.

• Invite 1–2 students to share their responses and reasoning. Display or record their work for all to see. 
• Discuss responses that highlight use of place value and properties of operations. , for instance, can be found using the associative property ( or distributive property ().
• Consider using diagrams or base-ten blocks to reinforce the meaning of expressions as needed.

The purpose of this activity is for students to play a game in which they are able to apply the strategies they’ve learned for multiplying one-digit numbers by two-digit numbers. Students use digits to create an expression that has a value as close to 100 as possible. The first game includes teen numbers, and the second game includes two-digit numbers greater than 20.

This activity is optional because it provides extra practice for multiplying by two-digit factors. Depending on the time available, students can play 1 or 2 games.

• “¿Qué estrategias les ayudaron cuando jugaron ‘Cerca de 100’?” // “What were some strategies that were helpful as you played Close to 100?” (I used rounding to think about how large the product would be. I multiplied the tens and ones, then added the results to find the product.)