Are you looking for the answer key of Lesson 4 Homework 5.2? If so, here you can find it so that after you write the answer in your homework, then you can try to check whether it is true or false.

**Answer Key for Lesson 4 Homework 5.2**

When I tried to find the information about Lesson 4 Homework 5.2 Answer Key, I be found this link here. As you are able to see, here is the answer key of Lesson 4 Homework 5.2.

- In this number, you are required to circle each expression that is not similar to the expression in bold.

a. 37 x 19

37 nineteens (30 x 19) – (7 x 29) 37 x (20-1) (40-2) x 19

Answer: (30 x 19) – (7 x 29)

b. 26 x 35

35 twenty-sixes (26 + 30) x (26 + 5) (26 x 30) + (26 x 5) 35 x (20 + 60)

Answer: (26 + 30) x (26 + 5) and 35 x (20 + 60)

c. 34 x 89

34 x (80 + 9) (34 x 8) + (34 x 9) 34 x (90-1) 89 thirty-fours

Answer: (34 x 8) + (34 x 9)

- Here, you have to solve using mental math and you have to draw a tape diagram and fill in the blanks to show your thinking. As you are able to see that the first one was completed for you.

a. 19 x 50 = 19 fifties
1 2 3 … 19 20 Think: 20 fifties – 1 fifties = (20 x 50) – ( 1 x 50) = 1000 – 50 = 950
c. 49 x 12 = 49 twelves
1 2 3 … 50 Think: 50 twelves – 1 twelves = (50 x 12) – (1 x 12) = 600 – 12 = 588 |
b. 11 x 26 = 11 twenty-sixes
1 2 3 10 11 Think: 10 twenty-sixes + 1 twenty -sixes = (10 x 26) + (1 x 26) = 260 + 26 = 286
d. 12 x 25 = 12 twenty-fives
Think: 10 twenty-fives + 2 twenty-fives = (10 x 25) + (2 x 25) = 250 + 50 = 300 |

- In this number, you are required to define the unit in word form and complete the sequence of problems as was done in Problem 3 – 4 in the lesson.

a. 29 x 12 = 29 twelves
Think: 30 twelves – 1 twelve = (30 x 12) – (1 x 12) = 360 – 12 = 348 |
b. 11 x 31 = 31 elevens
Think: 30 elevens + 1 elevens = (30 x 11) + (1 x 11) = 330 + 11 = 341 |

c. 19 x 11 = 19 elevens
Think: 20 eleven – 1 elevens = (20 x 220) – (1 x 11) = 220 – 11 = 209 |
d. 50 x 13 = 13 fifties
Think: 10 fifties + 3 fifties = (10 x 50) + (3 x 50) = 500 + 150 = 650 |

In the link that I gave above, the answers are only available for numbers 1 to 3. On this link here, you are able to find the answer completely. And here are the rest of the key answers.

- Here, you have to explain how 12 x 50 can help you discover 12 x 49.

Answer: 12 x 50 is 12 more than 12 x 49. So, if 12 x 50 is 600, then 12 x 49 has to be 588.

- Here, you have to solve mentally.

a. 16 x 99 =1584

16 x 100 – 1600

1600 – 16 = 1584

b. 20 x 101 = 2020

20 x 100 = 2000

2000 + 20 = 2020

- Joy is helping her father to build a rectangular deck that measures 14 ft by 19 ft and you are required to find the area of the deck using a mental strategy. Explain your thinking.

Answer: 14 x19 = (14 x 20) – (14 x 1)

= 286 – 14

= 266

- The Lason School turns 101 years old in June. In order to celebrate, they ask each of the 23 classes to collect 101 items and make a college. How many total items will be in the collage? Use mental math to solve. Explain your thinking.

23 x 101 = (23 x 100) – (23 x 1)

= 2300 – 23

2277

**What’s in Lesson 4?**

In Lesson 4, the objective is that the students need to be able to convert numerical expressions into unit form as a mental strategy for multi-digit multiplication. In the list below, you are able to see the suggested lesson structure.

- Fluency Practice (12 minutes)
- Application Problem (6 minutes)
- Concept Development (32 minutes)
- Student Debrief (10 minutes)

Total time (60 minutes)

In the Fluency Practice (12 minutes), here are the things that the teacher will do.

- Estimate Products 5.NBT.6 (4 minutes)
- Decompose Multiplication Sentences 3.OA.5 (4 minutes)
- Write the Value of the Expression 5.OA.1 (4 minutes)

In the Application Problem (6 minutes), it is explained that here Jaxon earned $39 raking leaves and his brother named Dayawn earned 7 times as much waiting on tables. It is asked to write a numerical expression to show Dayawn’s earnings. And the question is asking about the money that Dayawn earns. This is a simple problem that students are able to solve using pencil and paper prior to this lesson. Teachers will permit students to share their approach to solving. However, in the Student Debrief, students will be asked to go back to the Application Problem and solve this problem again applying a new mental strategy to evaluate.

There is Problem Set (10 minutes) where students need to do their personal best to be able to complete the Problem Set in 10 minutes. For some classes, it may be suitable to modify the tasks by specifying which problems they work on first. These problems must be solved by students using the RDW approach which is used for Application Problems.

There is also Student Debrief and the aim of it is to invite reflection and active processing of the total lesson experience.

The explanation above is based on the NYS Common Core Mathematics Curriculum in Eureka Math. So, if you want to know more, just read Eureka Math.