Multi-Digit Multiplication

Lesson 4

Math

Unit 2

4th Grade

Lesson 4 of 18

Objective


Multiply 10, 100, and 1,000 by one- and two-digit numbers.

Common Core Standards


Core Standards

  • 4.NBT.B.5 — Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Foundational Standards

  • 3.NBT.A.3
  • 4.NBT.A.1
  • 3.OA.C.7

Criteria for Success


  1. Multiply 10, 100, and 1,000 by one-digit numbers.
  2. Multiply 10, 100, and 1,000 by two-digit numbers.
  3. Identify patterns in multiplication of 10, 100, and 1,000 by one- and two-digit numbers (MP.8).

Tips for Teachers


  • Throughout this topic and then next one, students rely on many math practices in their work with multiplication. For example, “when students decompose numbers into sums of multiples of base-ten units to multiply them, they are seeing and making use of structure (MP.7). As they illustrate and explain the calculation by using physical or drawn models, they are using appropriate drawn tools strategically (MP.5) and attending to precision (MP.6) as they use base-ten units in the appropriate places” (PARCC Model Content Frameworks, Mathematics, Grades 3–11). Further, “by reasoning repeatedly (MP.8) about the connection between math drawings and written numerical work, students can come to see multiplication and division algorithms as abbreviations or summaries of their reasoning about quantities” (NBT Progression, p. 14).
  • It is important to preserve place value when talking about products of multi-digit numbers. For example, when discussing the computation 1,768 × 4, the partial product of the 6 digit and the 4 digit should be referenced as “six tens times four” or “sixty times four” rather than “six times four.” 

Lesson Materials

  • Optional: Base ten blocks (3 ones, 3 tens, 3 hundreds, and 3 thousands per student or small group) — Students might not need these depending on their reliance on concrete materials.
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Anchor Tasks


Problem 1

a.   Solve. 

  1. $$3\times1=$$  ________
  2. $$3\times10=$$  ________
  3. $$3\times100=$$  ________
  4. $$3\times1,000=$$  _______

b.   What do you notice about Part (a)? What do you wonder? 

Guiding Questions

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References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic B > Lesson 4Concept Development

Grade 4 Mathematics > Module 3 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 2

Solve.

a.   4 × 1,000 = _____

b.   _____ = 8 × 100

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 3 > Topic B > Lesson 4Concept Development

Grade 3 Mathematics > Module 3 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 3

Solve.

a.   15 × 10 = _______

b.   ______ = 28 × 100

c.   1,000 × 30 = ______

Guiding Questions

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References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic B > Lesson 4Concept Development

Grade 4 Mathematics > Module 3 > Topic B > Lesson 4 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem Set


Answer Keys

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

  • What is the difference between saying “10 more” and “10 times as many”?
  • What is another expression that has the same value as 10 x 800 and 1,000 x 8?

Target Task


Solve. 

a.   7 × 10 = _______

b.   100 × 7 = _______ 

c.   _______ = 7 × 1,000

d.   10 × 3 = _______

e.   1,000 × 30 = _______

f.   _______ = 10 × 30

g.   100 × 14 = _______

h.   _______ = 10 × 25

i.   54 × 1,000 = _______

Student Response

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Additional Practice


The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer Keys

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Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

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Lesson 3

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Lesson 5

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Multiplicative Comparison

Topic B: Multiplication of up to Four-Digit Whole Numbers by One-Digit Whole Numbers

Topic C: Multiplication of Two-Digit Whole Numbers by Two-Digit Whole Numbers

Topic D: Multi-Step Word Problems

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