# Lesson 5

More Multiples

### Lesson Purpose

The purpose of this lesson is for students to use multiples of single-digit numbers to solve real-world problems. This includes situations with multiple solutions and situations with no solutions.

### Lesson Narrative

In previous lessons, students used the area of rectangles to develop an understanding of factors and multiples. They also worked on their fluency with multiplication facts. In this lesson, they apply these understandings to solve problems.

In some problems, the solutions are whole-number results of multiplying or dividing. For example: If eggs come in packages of 12, how many eggs are in 5 packages? (60 eggs). But in others, students need to make sense of products or quotients in terms of the situation. For instance: How many packages should we buy if we need exactly 50 eggs? Students reason that it is impossible to get exactly 50 eggs, since there are 48 eggs in 4 packages and 60 eggs in 5 packages.

As they examine the numbers in these situations, including interpreting remainders in division problems, students make sense of problems and persevere in solving them (MP1) and reason quantitatively and abstractly (MP2).

Math Community

Tell students that, at the end of the lesson, they will be asked to identify specific examples of norms they experienced as they did math.

• Representation
• MLR2

### Learning Goals

Teacher Facing

• Apply understanding of multiplication and multiples in the range 1–100 to solve real-world problems.

### Student Facing

• Let’s solve problems that involve factors and multiples.

### Lesson Timeline

 Warm-up 10 min Activity 1 20 min Activity 2 15 min Lesson Synthesis 10 min Cool-down 5 min

### Teacher Reflection Questions

What strategies do students use most often to decide if a number is a multiple of a given whole number?

### Suggested Centers

• Can You Build It? (3–5), Stage 2: Multiple Rectangles (Addressing)
• Find the Number (4), Stage 2: Factors and Multiples (Addressing)
• Five in a Row: Multiplication (3–5), Stage 2: Factors 1–9 (Addressing)
• Secret Fraction (3), Stage 1: Building Non-Unit Fractions (Supporting)

### Print Formatted Materials

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