Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Targeted Content Standard(s):
Student Friendly Learning Targets
5.NBT.5 Fluently multiply multi-digit whole numbers using the standard
algorithm.
I can…
 Multiply multi-digit whole numbers.
 Explain how various models can be
used to represent and solve
problems involving multiplication.
Targeted Mathematical Practice(s):
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure.
Look for an express regularity in repeated reasoning
Supporting Content Standard(s): (optional)
5.OA.1 Use parentheses, brackets, or braces in numerical expressions,
and evaluate expressions with these symbols. (EOY)
Purpose of Lesson
Students will learn to fluently multiply multi-digit numbers using place value understanding. This lesson is not just
rote procedure; and students are expected to reason about their calculations and the calculations of others.
Explanation of Rigor: (Fill in those that are appropriate.)
Conceptual: Students will model
multiplication with multi-digit
numbers using the base-ten number
system through the use of the area
model and partial products. (5.NBT.5)
Procedural: Students will use place
value strategies and properties of
operations to multiply multi-digit
whole numbers (5.NBT.5)
Application: Students will use
multiplication to solve real-world
situations.
Students should also be able to use
estimation to check the
reasonableness of the their answers.
(5.NBT.5)
Vocabulary:
Multiply
Tens
Hundreds
Thousands
Digit
Parentheses
Partial Products
Regrouping
Equations
Expanded Form
Evidence of Learning (Assessment):
Pre-Assessment: Assess students’ place value understanding of base-ten system (Segment #1), Using Area Models for
Multi-Digit Multiplication
Formative Assessment(s): Area Model Pairs Check Worksheet
Partial Product Method Worksheet
Summative Assessment: Review Cards
Multi-Digit Multiplication Summative Assessment
Self-Assessment:
1
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Lesson Segments:
1. Assessing Place Value Understanding
2. Multiply Multi-digit Numbers with Area Models
3. Multiply 2-digit numbers by 2-digit numbers using strategies
4. Multiply 3-digit numbers by 2-digit numbers using strategies
5. Multiply multi-digit numbers using column method
6. Multiplication practice
7. Assessment
2
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Procedures:
Segment 1
Approximate Time Frame:
20 - 25 minutes
Lesson Format:
Whole Group
Small Group
Independent
Resources: Place value activity
envelopes with index cards with digits
0-9 (one envelope per group of four
students).
Modeled
Guided
Collaborative
Assessment
Place Value Understanding
Observation Checklist
Using Area Models for Multi-Digit
Multiplication
Focus:
Assess students’ place value
understanding of the base-ten
system.
Math Practice Look For(s):
 MP2: Reason abstractly and quantitatively. Students
will show their understanding of place-value concepts.
 MP3: Construct viable arguments and critique the
reasoning of others.
Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Differentiation for Remediation: Have students who are
having difficulty use base-ten manipulatives as concrete
representations of the numbers.
Differentiation for English Language Learners:
Clarify ones, tens, hundreds, and thousands place value.
Differentiation for Enrichment: Have students use
additional digit cards and form larger numbers and then
tell the value of individual digits within the numbers
formed.
Potential Pitfall(s):
Independent Practice (Homework):
Many students continue to have difficulty with place value
understanding so it is important that the students use
place value language in explaining the value of their digits
so that you can be aware of any misconceptions the
students may have.
3
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Steps:
Teacher Notes/Reflection:
1. Each group of four students receives an envelope which contains
index cards with one of each digit 0-9.
2. Without looking, each student takes out one card and then in
cooperation with their partners, forms the greatest number they can
make using their chosen cards.
3. Each group lines up with their cards in front of them displaying their
‘greatest’ number.
4. Ask several Individual students to tell the value of their individual
digit in their group’s number (e.g. student with the 8 in the number
3681 needs to state “The value of my digit is 80.) Have them write
out the number in expanded form.
5. All groups then line up in order based on the value of their four-digit
numbers. Have students explain why their number is smaller or
larger than another group’s number.
6. If some students have the same digit but in different places in their
group’s number, have them explain the difference between the
value of each persons’ digit. Whose digit has a greater value? Why?
7. Repeat activities having groups form the four-digit number with the
least value. Continue with variations of this activity, to assess place
value understanding of individual students and groups.
8. Give students the Using Area Models for Multi-Digit Multiplication
Pre-assessment to determine how much time should be spent on
segment 2.
4
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Segment 2
Approximate Time Frame:
2 – 3 days (based on 50-60 minute
class periods)
Focus:
Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment
Students will be able to multiply
multi-digit numbers using the area
model.
Math Practice Look For(s):



MP2: Reason abstractly and quantitatively. Students
make sense of the place value of the numbers being
multiplied.
MP4: Model with mathematics. Students use area models
to multiply multi-digit numbers.
MP7: Look for and make use of structure. Through the
use of place value concepts and partial products, students
can understand the structure behind multiplying multidigit whole numbers.
Resources:
Centimeter grid paper (optional)
Base Ten Blocks (optional)
Area Model Note Taking Sheet
Area Model Pairs Check Worksheet
Area Model Summative Assessment
Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Differentiation for Remediation:
Allow students to first solve two-digit by one-digit problems using
centimeter grid paper. It offers a more concrete model vs. the
more abstract area model. This helps struggling students better
connect the area of the rectangle to the product. Students could
also build the area model with base ten blocks to make it more
concrete.
An example of the area model using centimeter grid paper:
Differentiation for English Language Learners:
Differentiation for Enrichment: Students can create their
own real-life multiplication problems.
5
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Potential Pitfall(s):
Review the rules of multiplying by multiples of ten.
Independent Practice (Homework):
Use the area model to explore this problem.
Thirteen people ordered a dozen cookies from the bakery.
How many cookies were sold?
If twenty-three people would order a dozen cookies, how
many cookies were sold?
Describe how the products would change from the first
question to the second question.
Answer:
The product would increase by 240 from the first to second
questions. If you notice in the area model, only two of the
partial products would change since the amount of people
increased by 10.
10
+
3
10
10 x 10 = 100
10 x 3 =30
2 x 10 = 20
2 x 3 =6
+
2
20
+
3
10
20 x 10 = 200
10 x 3 =30
2 x 20 = 40
2 x 3 =6
+
2
6
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Steps:
Teacher Notes/Reflection:
Introduce the area model by using a real-world example such as: 23 students
in a class are each mailing 34 postcards to armed service members for
Veteran’s Day.
Feel free to use the Area Model Note Taking sheet or have the students to
write their work in their notebooks.
Step 1: Write the problem in expanded form.
34
+
X 23
+
Step 2: Place the numbers written in expanded form in the correct location on
the area model.
30
4
+
20
+
3
Step 3: Calculate the area of each rectangle.
30
20
+
4
20 x 30 = 600
20 x 4 = 80
3 x 30 = 90
3 x 4 = 12
+
3
Have the
students
work in pairs to try and sketch or build this model with base ten blocks
before you continue with the solution.
7
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Step 4: The sum of the areas equals the product.
600 + 80 + 90 + 12 = 782
Thus, 34 × 23 = 782
Another example to use with the class:
A theater has 78 rows of seats and there are 45 seats in each row. How many
total seats are in the theater?
45 x 78
40
70
+
5
70 x 40 = 2800
70 x 5 = 350
8 x 40 = 320
8 x 5 = 40
+
8
2800 + 350 + 320 + 40 = 3510
Thus, 45 𝑥 78 = 3510
While the students are working on the sample problems have them answer
the following questions:
1) Estimate your answer.
2) How do you re-write the problem in expanded form?
3) Where do you place the expanded form of the numbers on the area
model? Would it make a difference if they were placed in a different
location? Why?
4) Why does the sum of the products in the separate rectangles equal
the product of the original problem?
Step 5: Continue to do a variety of sample problems: 2 by 2 digits, 3 by 2 digits,
4 by 2 digit problems (class, pairs, and independently) until the students feel
comfortable with the procedure. Instead of telling students directly how to
solve a 3 by 2 digit or a 4 by 2 digit problem, have them discuss and apply what
they know about the area model to it.
Step 6: Once the students have had ample time to solve problems using the
Area Model, you can assess them using the Area Model Pairs Check
Worksheet.
Step 7: To wrap up this segment, either have the students work in pairs or
independently to complete the Area Model Summative Assessment.
8
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Segment 3
Approximate Time Frame:
1 - 2 days
(based on 50-60 minute class
periods)
Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment
Focus:
Students will be able to multiply two
2 digit-numbers using the base-ten
number system.
Resources:
Transparency of Partial Product
Multiplication Worksheet
Partial Product Multiplication
Worksheet (1 per student)
Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
Differentiation for Remediation:
MP2: Reason abstractly and quantitatively. Students will see
use place value concepts when solving multiplication problems
with partial products.
Have base-ten manipulatives available as concrete
representations for students who are having difficulty with
place value concepts or use the area model. If students are
having problems keeping their numbers in-line while
writing, have students solve their problems on cm grid
paper or turn their paper sideways.
MP7: Look for and make use of structure. Through the use of
place value concepts and partial products, students can
understand the structure behind multiplying multi-digit whole
numbers.
MP8: Look for an express regularity in repeated reasoning.
After students have fully developed conceptual understanding
of multi-digit multiplication, they can fluently use a standard
algorithm to solve a problem.
Potential Pitfall(s): Regrouping will not make sense to the
students if they do not understand the place value involved in
multiplication.
Differentiation for English Language Learners:
Differentiation for Enrichment:
Independent Practice (Homework):
Ask the students to explain how partial products and area
models are related.
9
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Procedure:
Teacher Notes/Reflection:
1. The 5.NBT.5 Segment 3 Partial Product Multiplication
worksheet provided will be the lesson plan.
2. Hand out the worksheet and go over the instructions. Go over
the sample problem with the students. 56 x 32.
While you are solving the sample problem, connect the area model
from the previous lesson to show how each partial product is
represented on the area model. It is recommended that you draw
the area model to represent 56 x 32 and complete each step as you
solve the partial products method so students can see the
connection.
3. Ask the students the value of each digit in the problem.
4. What is the value of the 5 in 56? Ans. 50 or 5 tens. What is the
value of the 6 in 56? Ans. 6 or 6 ones. What is the value of the 3
in 32? Ans. 30 or 3 tens. What is the value of the 2 in 32? Ans. 2
or 2 ones.
5. Can students explain why these problems are in parentheses?
(2 X 6)
(2 X 50)
(30 X 6)
(30 X 50)
Students may need guidance to answer this question. Lead
them to seeing that they are using the place value associated
with each of the digits being multiplied. Once again, discuss
how the partial products relate to the area model. Those
partial products can then be added to get the product of the
original two numbers, 56 and 32.
6. Continue working through problems 1-3 with the students.
After those examples, the teacher may decide how to proceed.
Either, have students work independently, with a partner of
similar skill or continue working whole group and continue
asking questions similar to the example question so that the
students are hearing the place value associated with this
method of multiplication.
7. When multiplying 6 x 2 be sure to say 6 ones x 2 ones = 12
ones. Students will better understand why the 1 (1 ten) is
regrouped in the tens place. Continue using the place value
form of the number as you work through sample problems.
10
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Segment 4
Approximate Time Frame:
1 - 2 days
(based on 50-60 minute class periods)
Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment
Resources:
Dry Erase Boards or Paper (1 per
student)
Dry Erase markers or Pencils (1 per
student)
Calculators
Review Cards
Focus:
Students will be able to multiply
numbers up to 3-digit by 2-digit by
using a variety of strategies.
Math Practice Look For(s):
MP5: Use appropriate tools strategically. Students can
decide what is the best method for them to solve the
multi-digit multiplication problem.
MP7: Look for and make use of structure. Through the
use of place value concepts and partial products, students
can understand the structure behind multiplying multidigit whole numbers.
Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Differentiation for Remediation: Review the area model
and/or the partial products method. Help students
understand the connection between both methods.
Differentiation for English Language Learners:
Differentiation for Enrichment:
MP8: Look for an express regularity in repeated
reasoning. After students have fully developed conceptual
understanding of multi-digit multiplication, they can
fluently use a standard algorithm to solve a problem.
Potential Pitfall(s): If students do not understand the
place value associated with the multiplication, they will
not fully understand the process of the algorithm. They
will merely be solving the algorithm based on rote
procedures without connecting meaning to it.
Independent Practice (Homework):
11
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Procedure: This lesson extends and reviews the area model and partial
Teacher Notes/Reflection:
product multiplication strategy and should lead into a standard algorithm
for multiplication in the next segment.
Note: There are many ways that Review cards can be used. Listed are a
few resources/strategies:
*Partner work - http://www.kaganonline.com/index.php
*Math Scavenger Hunt - http://www.mathnspire.net/2012/01/scavengerhunt-revisited-review-game.html
*Group Work – Assign a problem for each group to work on. Each group
member completes a step to solve the problem and then passes the work
to the next member, repeat until the problem is complete.
*Summative Assessment-Assign one problem from the Review Cards for
students to complete independently. Evaluate their ability to solve the
problem.
12
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Segment 5
Approximate Time Frame:
1-2 days
(based on 50-60 minute class periods)
Focus:
Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment
Students will solve multi-digit
multiplication problems using the
column method.
Math Practice Look For(s):
MP6: Attend to precision. Students need to be accurate
with regrouping using the column method of
multiplication to ensure accuracy with their calculations.
MP7: Look for and make use of structure. Through the
use of place value concepts and partial products, students
can understand the structure behind multiplying multidigit whole numbers.
Resources:
Multiplication Template(s)
Plastic Sleeve/Sheet protectors
(optional)-1 per pair
Dry Erase Markers (optional)-1 per
pair
Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Differentiation for Remediation: Students will need to
refer to the partial products method while solving to
connect place value meaning to the column method.
Differentiation for English Language Learners:
Differentiation for Enrichment:
MP8: Look for an express regularity in repeated
reasoning. After students have fully developed conceptual
understanding of multi-digit multiplication, they can
fluently use a standard algorithm to solve a problem.
Potential Pitfall(s):
Independent Practice (Homework):
Students will not understand the concept of regrouping
and misplace the number in the incorrect column or they
follow rote procedures without place value understanding.
13
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Steps:
Students should have a good foundation of breaking apart numbers at
this point in 5th grade. This lesson extends the partial products strategy
and should lead into the standard algorithm of multiplication. Whenever
students understand the place value associated with multiplication, they
are ready for the standard algorithm. Regrouping will make sense when
students are ready.
Teacher Notes/Reflection:
1. Put the following multiplication equation on the board: 33 x 24
2. Have a discussion with students stating that the school bought a
class of 24 students (or use the number of students in your class)
new math textbooks. Each textbook costs $33. How much did all
the textbooks cost?
3. Ask them if it would be possible to solve the problem this way:
33 x 4 + 33 x 20. Allow time for discussion.
4. To solve this problem, students should understand that 24 = 2
tens and 4 ones, so they can simply multiply 33 x 4 = 132, then
multiply 33 x 20= 660, and then add those partial products
together. 132 + 660 = 792
5. Explain they have been working with the area model and the
partial products strategy for the past few days. The column
method is a similar to the partial products, but it uses fewer
steps to solve it. Reviewing the break-apart strategies should
help them when they are regrouping.
6. Show the multiplication template (either draw it on the board or
use it as a transparency.)
7. Emphasize the place value with students when modeling the
steps. 3 ones x 4 ones = 12 ones
8. Since 12 ones can be regrouped as 1 ten and 2 ones, the 1 can be
placed into the tens column.
14
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
9. Next, students will multiply 30 (3 tens) times 4 ones which
equals 120. Then add the additional 10 that was regrouped.
Thus, it equals 130.
10. Before you move forward with solving the problem, have
partners explain to each other each step that has been
completed thus far. Listen for place value understanding or any
misconceptions. It is important students do not merely
memorize a rote procedure, but truly understand the concept.
In the past, you may have noticed students placing a 1 randomly
at the top of the factors, but did not understand it was a 10 and
needed to placed in the tens column. Also, make sure they
understand why they multiply 30 x 4, and then add the 10. Have
them clarify why they cannot multiply 40 x 4.
11. Next state that you are multiplying 20 x 3. It should make sense
to students why a “0” is written in the ones place when we are
multiplying by “2 tens” in 24 by the “3 ones” in 33. A “0” needs
to go in the ones place because the first factor is being
multiplied by 20 not 2.
NOTE: Clarify any misconceptions that a “X” needs to be placed
in the ones place as a “place holder” or that the “0” is a “magic
zero.” Remind students that the partial product is 20 x 3 which
equals 60, that is why the 0 is in the ones place.
15
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
12. Next emphasize you are going to multiply 30 x 20. Or have them
predict the next step and see if they know to multiply 30 x 20.
Correct them if they would say 3 x 2 and remind them about
place value and partial products. Also, ask students why they do
not need to add in the additional ten that was left above the
numbers.
13. Before you move forward with solving the problem, have
partners explain to each other each step that has been
completed thus far. Listen for place value understanding or any
misconceptions.
14. Ask the students if they know the final step. If they are unsure,
remind them they found the two partial products and you want
to find the total product. Once they add the partial products,
the answer is $792 for the textbooks.
15. Have students continue to solve more multi-digit multiplication
problems using the column method. One way to reduce on the
16
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
number of copies of the template is to put copies of both
templates in a plastic sleeve/sheet protector and write on it with
a dry erase marker. It allows it to be reusable.
Suggested Uses for the Multiplication Template:
1) When students are first practicing the column method, have
them work with partners.
Student A: Write the problem.
Student B: Solve the first partial product
Student A: Check Student B’s work, then solve the second
partial product.
Student B: Check Student A’s work, then add the partial
products.
Student A: Check with a calculator.
Roles reverse for the second problem.
2)
Small Group with 3-4 students sitting in a circle or desks
together.
All students write a problem in the template.
Teacher says, “Switch”
Students pass their templates to the right.
Students solve the first partial product.
Teacher says, “Switch”
Students pass their templates to the right.
Students solve the second partial product.
Teacher says, “Switch”
Students pass their templates to the right.
Students add the partial products.
Teacher says, “Switch”
Original student checks the answer with a calculator.
If there are any incorrect problems, the small group works
together to find the error and correct it.
3) Allow students to use this as an aid for independent work.
17
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Segment 6
Approximate Time Frame:
40-50 minutes
Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment
Resources:
Multiplication Template (Segment 5)
Cards: 1 – 9, King
Paper and pencil
Time to Shop Game
Focus:
Students play review games to
practice the column method of
multiplication or all three strategies.
Math Practice Look For(s):
MP6: Attend to precision. Students need to be accurate
with regrouping using the column method of
multiplication to ensure accuracy with their calculations.
Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Differentiation for Remediation: While students are
playing games, the teacher can work with small groups or
individuals who are struggling to re-teach the concepts.
Differentiation for English Language Learners:
MP8: Look for an express regularity in repeated
reasoning. After students have fully developed conceptual
understanding of multi-digit multiplication, they can
fluently use a standard algorithm to solve a problem.
Differentiation for Enrichment:
Potential Pitfall(s):
Independent Practice (Homework):
Depending on the class, the teacher will need to decide to
place students in homogeneous or heterogeneous ability
groups.
Teach a friend or family member the game played in class.
18
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Steps:
Teacher Notes/Reflection:
Feel free to play any review games that you had in the past and adapt
them using the Multiplication Template or have students explain how
they solved the problems using place value understanding.
Sample games adapted from:
Box Cars and One Eyed Jacks, All Hands On Deck
Multiplication Fun
Players: 2
Materials: Cards (Ace = 1) – 9, paper/Multiplication Template, pencil,
Getting Started: Each player takes four cards. Players arrange their cards
to make a two-digit multiplication sentence. The object is to make the
largest product possible.
Example:
Player 1: draws 9, 6, 4, 2 and creates the problem 94 x 62 = 5828
Player 2: draws 8, 7, 4, 2 and creates the problem 84 x 72 = 6048
Player 2 has the largest product and scores a point.
Players show their work and compare answers. Players would then take
four new cards each and make new products. The first player to score
ten points first is the winner.
Variation: Make smallest product to win.
Greatest Product
Players: 2 or more, teacher vs. whole class
Materials: Cards (Ace = 1) – 9, King = 0 paper/Multiplication Template,
pencil
Getting Started: The object of the game is to make the greatest product.
The deck is placed face down. A card is drawn and placed face up. Each
player selects a space on their Multiplication Template and writes the
number of this card on it. Four more cards are drawn and players
proceed to fill in their Multiplication Template. Once all spaces are filled
in, players complete the multiplication. The player with the greatest
19
Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
product is the winner for that round and scores a point. In the event of a
tie, each player receives a point. As players have more experience with
this game, they will develop strategies to maximize their chances.
Example: First card turned over is a 4. Second card turned over is a 7.
Player 1:
7
x
4
Player 2:
4
7
x
Possible Completed Templates:
Player 1: Product = 32,895
7
x
3
1
4
5
Player 2: Product = 37, 522 (Winner)
5
x
1
4
7
3
*The Multiplication Template would need to be adapted to
accommodate ten thousands place, if students multiply a three-digit by a
two-digit number.
Time to Shop Game – See attached resource for directions, game pieces,
and gameboard.
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Grade 5 Lesson Title: Multi-Digit Multiplication
Unit 1: Whole Number Computation
Time Frame: 6 – 7 days
Essential Question: How do you choose different multiplication strategies to multiply multi-digit numbers?
Segment 7
Approximate Time Frame:
Lesson Format:
40-50 minutes
Whole Group
Small Group
Independent
Focus:
Modeled
Guided
Collaborative
Assessment
Resources:
Multi-digit Multiplication Summative
Assessment
Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Assess students understanding and
application of multi-digit
multiplication.
Math Practice Look For(s):
MP5: Use appropriate tools strategically. Students can
decide what is the best method for them to solve the
multi-digit multiplication problem.
MP7: Look for and make use of structure. Through the
use of place value concepts and partial products, students
can understand the structure behind multiplying multidigit whole numbers.
MP8: Look for an express regularity in repeated
reasoning. After students have fully developed conceptual
understanding of multi-digit multiplication, they can
fluently use a standard algorithm to solve a problem.
Potential Pitfall(s):
Differentiation for Remediation: Allow the students to
use any method they prefer, but make sure they
understand the place value concepts. They should not use
an algorithm based on rote procedures without any
conceptual understanding.
Differentiation for English Language Learners:
Differentiation for Enrichment: Allow the students to use
any method they prefer, but make sure they understand
the place value concepts. They should not use an
algorithm based on rote procedures without any
conceptual understanding.
Independent Practice (Homework):
Students may not feel comfortable using all of the specific
methods to solve the problems.
Procedure:
Teacher Notes/Reflection:
Decide if you would like to assess the students individually or with
partners.
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