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Lesson 5 - Multiplication of Whole Numbers

This document provides learning material on multiplication of whole numbers. It discusses expressing multiplication as repeated addition, identifying properties of multiplication like commutativity and associativity, mastering basic multiplication facts using multiplication tables, and solving word problems involving multiplication. It includes sample multiplication problems and word problems for students to practice.

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Christian Tabalan
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62 views14 pages

Lesson 5 - Multiplication of Whole Numbers

This document provides learning material on multiplication of whole numbers. It discusses expressing multiplication as repeated addition, identifying properties of multiplication like commutativity and associativity, mastering basic multiplication facts using multiplication tables, and solving word problems involving multiplication. It includes sample multiplication problems and word problems for students to practice.

Uploaded by

Christian Tabalan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LEARNING MATERIAL 5 - MULTIPLICATION OF WHOLE NUMBERS

At the end of the lesson, the students should be able


to:
 Express multiplication as repeated addition;
 Identify the properties of multiplication;
 Master the basic multiplication facts; and
 Solve multi-step word problems involving addition,
subtraction and multiplication.
The average weight of a male giraffe is around twice
that of a female giraffe. The word “twice” means double or
multiply by 2. Since the average weight of a female giraffe is
830 kg, then that of a male is around 830 x 2 which is 1 660
kg.

Multiplication as Repeated Addition


In the multiplication sentence 910 x 3 = 2 730, 910
and 3 are called factors while 2 730 is called product.
Find the sum of the following.
1. 5+ 5 + 5 + 5 + 5 + 5 + 5 =

1. 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 =

1. 3 + 3 + 3 + 3 + 3 + 3 =

In the exercises above, observe that the same


numbers are being added repeatedly. In this case, we can find
the answer using another operation which is multiplication.
Multiplication is called repeated addition since adding the same number
repeatedly may be expressed as multiplication instead. Let’s take a look at the
following examples.
Addition Multiplication Answer
1. 5+ 5 + 5 + 5 + 5 + 5 + 5 7 groups of 5 or 7 X 5 35
2. 7+7+7+7+7+7+7+7+7 9 groups of 7 or 9 x 7 63
3. 3+3+3+3+3+3 6 groups of 3 or 6 x 3 18
Basic Multiplication Facts
The basic multiplication facts are easy to memorize by using the Multiplication
Table, skip counting or the concept of multiples. Use of flashcards would be of great
help too. The multiplication table of 7, 8, and 9 are as follows:
Table of 7 Table of 8 Table of 9
7x1=7 8x1=8 9x1=9
7 x 2 = 14 8 x 2 = 16 9 x 2 = 18
7 x 3 = 21 8 x 3 = 24 9 x 3 = 27
7 x 4 = 28 8 x 4= 32 9 x 4 = 36
7 x 5 = 35 8 x 5 = 40 9 x 5 = 45
7 x 6 = 42 8 x 6 = 48 9 x 6 = 54
7 x 7 = 49 8 x 7 = 56 9 x 7 = 63
7 x 8 = 56 8 x 8 = 64 9 x 8 = 72
7 x 9 = 63 8 x 9 = 72 9 x 9 = 81
7 x 10 = 70 8 x 10 = 80 9 x 10 = 90
Properties 0f Multiplication
1. Commutative Property of Multiplication (CPM)
When the order or the factors does not affect the product.
Example: 3x5=5x3
15 = `15
2. Associative Property of Multiplication (APM)
The grouping of the factors does not affect the product.
Example: (2 x 9) x 3 = 2 x (9 x 3)
18 x 3 = 2 x 27
54 = 54
3. Identity Property of Multiplication (IPM)
When a number is multiplied by 1, the product is the number itself.
Examples: 25 x 1 = 25 1 x 30 = 30
4. Zero Property of Multiplication (ZPM)
Any number multiplied by zero is zero.
Examples: 0 x 7 = 0 21 X 0 = 0
ACTIVITY A. Going to the grocery store
Materials: Grocery items or empty containers only and play money

Using the list and play money provided, students will look for the items,
buy them and be the ones to compute for the amount of change.

Teacher’ Notes

 Arrange the grocery items to make the classroom look like a mall.
 Divide the class into groups of five. Each group is provided with a list of things
to buy. See to it that multiplication is applied in the process, so include in the
list one item but in multiple pieces. (Example: 8 sachets of shampoo)
 Assign students who will act as cashiers.
 Emphasize that both students who act as cashiers and the one buying must
compute for the total amount to be paid and the amount of change.
B. Speed Test
Complete the multiplication grid.
X 5 7 8 9 0 4 3 6 2 1

7
C. Give the multiplication sentence and the product.
1) 4 + 4 +4 +4 ________________________

2) 9+9+9 ________________________

3) 7+7+7+7+7+7+7+7 ________________________

4) 5+5+5+5+5+5+5 ________________________

5) 6+6+6+6 ________________________
D. Express the following as repeated addition.

1) 7 x 4 = __________________________________________________

2) 9 x 6 = ___________________________________________________

3) 5 x 8 = ___________________________________________________

4) 3 x 9 = ___________________________________________________
E. Supply the missing number.

1) 5 x _____ = 35

2) _____ x 9 = 72

3) _____ x 4 = 36

4) 6 x _____ = 48

5) 8 x _____ = 32
F. Fill in the blank with the number that will make the number sentence correct,
then identify the property shown by each number sentence.
1) 5 x ______ = 0 ___________________________________________

2) 1 x ______ = 9 __________________________________________

3) 4 x ______ x 3 = 0 _______________________________________

4) 7 x 9 = ______ x 7 _______________________________________

1) 7 x ______ x 5 = 8 x 5 x 7 _______________________________
G. Solve the following problems.
1) Ian has 9 bags. Four bags contain 19 balls, 3 bags contain 18 balls and
the rest of the bag contain 16 balls. How many balls in all does Ian have
in his bags?

2) Mara has twice as many marbles as Myra while Myra has trice as many
marbles as Mina. If they have 120 marbles in all, how many marbles
does each girl possess?
H. Create a solution for the following.
1) Use any one-digit number and any operation to have a result of 14.

2) continue the multiplication below. Look for the pattern and give the value
of n.

1 x 1 = 1
11 x 11 = 121
111 x 111 = 12321
•
•
•

111 111 111 x 111 111 111 = n

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