5.3.B
The Standard
multiply with fluency a three-digit number by a two-digit number using the standard algorithm
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students multiply using place value, regrouping, and two partial products. They align each partial product correctly, add them, and work with growing accuracy and speed.
What Mastery Looks Like
- Students correctly align digits, regroup, record both partial products, and add them. They solve several problems accurately without prompts and check whether answers are reasonable.
Common Misconceptions
- Students may place the tens partial product in the ones column or forget the placeholder zero. They may also lose regrouped digits or multiply regrouped digits instead of adding them.
How to Assess It
- Exit ticket: Compute 347 × 26 using the standard algorithm, show both partial products, and use an estimate to check reasonableness.
Lesson moves
Ways to Teach It
Build 243 × 16 with place-value disks, record each regrouping, then connect the model to the two rows in the written algorithm.
Write an explanation of why the second partial product in 326 × 24 begins in the tens place.
Draw five digit cards, form a three-digit and two-digit factor, solve, then earn a point if a partner confirms the work.
Calculate the total cost of 24 classroom chairs priced at $135 each, then compare the exact answer with an estimate.
Keep exploring
Related Standards
- 3.4.G
use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, parti...
- 5.3.C
solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm
- 4.4.D
use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number ...
- 6.3.E
multiply and divide positive rational numbers fluently
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