A fill-in worksheet on multiplying one-digit numbers by multiples of ten, matched to Common Core 3.NBT.3. A strategy box shows 4 × 30 rewritten as 4 × 3 tens = 12 tens = 120, and the sixteen numbered problems follow that thread: six scaffolded think-in-tens items, eight missing-value equations including 5 × ______ = 250, and two priced-out stories about colored pencils and flour bags. Answers list the tens reasoning, such as 40 tens for 5 × 80.
3.NBT.3
“Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.”
All sixteen problems: the scaffolded tens conversions in Part 1, the missing factors of Part 2 (including working backwards from 250 and 280), and the 180 pencils and 400 pounds in Part 3.
Six problems keep the scaffold visible: 3 × 50 = 3 × 5 tens = ______ tens = ______, then the same structure for 6 × 20, 4 × 40, 7 × 30, 5 × 80, and 9 × 60.
Eight equations drop the scaffold and vary the blank: products for 4 × 20 and 8 × 30, but missing factors in 5 × ______ = 250, ______ × 40 = 280, 3 × ______ = 270, and ______ × 60 = 480.
An art teacher buys 6 packs of 30 colored pencils and a baker orders 8 bags of 50-pound flour. Both problems print the equation frame and leave the product blank.
Strategy introduction
Read the strategy box aloud and complete Part 1 together. Saying "3 times 5 tens" out loud stops students from bolting a zero on without knowing why.
Diagnostic middle
Watch who stalls at question 9, 5 × ______ = 250. Reversing the strategy to find a factor is the real test of whether the tens idea landed.
Mental math bridge
Once the page is done, call out 4 × 60 and 7 × 80 with no paper. Students who can answer are ready to drop the written scaffold for good.
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