1. How many tens are there in 50?

2. How many tens are there in \(7 \times 50\)? Explain your reasoning.

3. What is the value of \(7 \times 50\)? Explain your reasoning.

There are 4 lunch tables. There are 12 students at each table. How many students are at the tables? Show your thinking using objects, a drawing, or a diagram.

1. What do the 60 and 24 in the diagram represent?

   

2. Explain how to use the diagram to find the value of \(14 \times 6\).

There were 18 days of school in the month. There were 7 hours of school each day. How many hours of school were there during the month?

Find the value of each expression. Explain or show your reasoning.

1. \(2 \times 47\)

2. \(3 \times 25\)

A rope is 640 inches long. Andre cuts off 5 pieces of rope that are each 16 inches long. How much rope is left?

Here is Mai’s strategy for finding the value of \(4 \times 21\): “First, I double 21, and that’s 42. Then I double 42, and that’s 84.”

1. Explain why Mai’s strategy works.

2. Use Mai’s strategy to find \(4 \times 23\).

1. Make a list of the whole numbers greater than 0 and less than 20 that do not appear in the multiplication table.

   

2. What do these numbers have in common?

3. Choose 1 of these numbers and count out that number of objects. Can you make an array out of the objects? Explain your reasoning.

Look at the 2 different diagrams representing the same multiplication expression:

1. What multiplication expression do the 2 diagrams represent?
2. Can you show a third way to represent the same expression?

3. What is the value of the expression?
4. Write a story problem to match the expression.