Multi-Digit Multiplication

Lesson 9

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

?

  • The following material is needed for today's lesson: base ten blocks
  • Throughout this topic and then next one, “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, students will “reason 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.” 

Remote Learning Guidance

If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 3 (benefits from worked example). Find more guidance on adapting our math curriculum for remote learning here.

Fishtank Plus

Subscribe to Fishtank Plus to unlock access to additional resources for this lesson, including:

  • Problem Set
  • Student Handout Editor
  • Google Classrom Integration
  • Vocabulary Package

 

Anchor Tasks

?

Problem 1

  1. Solve. 

a.     3 x 1 = ________

b.    3 x 10 = ________

c.     3 x 100 =  ________

d.     3 x 1,000 = ________

  1. What do you notice about #1? What do you wonder? 

Guiding Questions

Create a free account or sign in to access the Guiding Questions for this Anchor Problem.

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 The Match Foundation, Inc.

Problem 2

Solve.

1.     4 x 1,000 = _____

2.     _____ = 8 x 100

Guiding Questions

Create a free account or sign in to access the Guiding Questions for this Anchor Problem.

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 The Match Foundation, Inc.

Problem 3

Solve.

1.     15 x 10 = _______

2.      ______ = 28 x 100

3.     1,000 x 30 = ______

Guiding Questions

Create a free account or sign in to access the Guiding Questions for this Anchor Problem.

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 The Match Foundation, Inc.

Problem Set & Homework

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. 

1.     5 x 10 = _______                        2.       100 x 5 =_______                             3.      _______ = 5 x 1,000 

4.     10 x 2 = _______                        5.      1,000 x 20 =_______                         6.      _______= 10 x 20

7.     100 x 18 = _______                    8.      _______ = 10 x 32                             9.      48 x 1,000 =_______

References

EngageNY Mathematics Grade 4 Mathematics > Module 3 > Topic B > Lesson 4Exit Ticket

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 The Match Foundation, Inc.

Mastery Response

?

Create a free account or sign in to view Mastery Response

Additional Practice

Unit Practice

With Fishtank Plus you can access our Daily Word Problem Practice and our content-aligned Fluency Activities created to help students strengthen their application and fluency skills.

View Preview