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Lesson Plan

This lesson plan introduces 4th grade students to multiplying two-digit numbers. Students will use their understanding of place value and single digit multiplication. They will draw and write out examples to represent multiplying two-digit numbers by breaking it into place value parts. The lesson models an example problem step-by-step and has students practice additional examples on their own. For homework, students will solve three more two-digit multiplication problems.

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Mineski Prince Garma
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221 views3 pages

Lesson Plan

This lesson plan introduces 4th grade students to multiplying two-digit numbers. Students will use their understanding of place value and single digit multiplication. They will draw and write out examples to represent multiplying two-digit numbers by breaking it into place value parts. The lesson models an example problem step-by-step and has students practice additional examples on their own. For homework, students will solve three more two-digit multiplication problems.

Uploaded by

Mineski Prince Garma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan: Introduction to Two-Digit Multiplication

By Alexis Jones

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This lesson gives students an introduction to two-digit multiplication. Students will use their
understanding of place valueand single digit multiplication to begin multiplying two-digit numbers.
Class: 4th grade
Duration: 45 minutes
Materials:

paper
coloring pencils or crayons
straight edge
calculator
Key Vocabulary: two-digit numbers, tens, ones, multiply

Objectives: Students will multiply two two-digit numbers correctly. Students will use multiple
strategies for multiplying two-digit numbers.
Standards Met: 4.NBT.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.
Lesson Introduction: Write 45 x 32 on the board or overhead. Ask students how they would begin to
solve it. Several students may know the algorithm for two-digit multiplication. Complete the problem
as students indicate. Ask if there are any volunteers who can explain why this algorithm works. Many
students who have memorized this algorithm don't understand the underlying place value concepts.
Step-by Step Procedure:
1.

Tell students that the learning target for this lesson is to be able to multiply two-digit numbers
together.

2.

As you model this problem for them, ask them to draw and write what you present. This can
serve as a reference for them when completing problems later.

3.

Begin this process by asking students what the digits in our introductory problem represent.
For example, "5" represents 5 ones. "2" represents 2 ones. "4" is 4 tens, and "3" is 3 tens. You can
begin this problem by covering the numeral 3. If students believe that they are multiplying 45 x 2,
it seems easier.

4.

Begin with the ones:


45
x 32
= 10 (5 x 2 = 10)

5.

Then move on to the tens digit on the top number and the ones on the bottom number:
45
x 32
10 (5 x 2 = 10)
= 80 (40 x 2 = 80. This is a step where students naturally want to put down 8 as their answer
if they arent considering the correct place value. Remind them that 4 is representing 40, not 4
ones.)

6.

Now we need to uncover the numeral 3 and remind students that there is a 30 there to
consider:
45

x 32
10
80
=150 (5 x 30 = 150)

7.

And the last step:


45
x 32
10
80
150
=1200 (40 x 30 = 1200)

8.

The important part of this lesson is to constantly guide students to remember what each digit
represents. The most commonly made mistakes here are place value mistakes.

9.

Add the four parts of the problem to find the final answer. Ask students to check this answer
using a calculator.

10.

Do one additional example using 27 x 18 together. During this problem, ask for volunteers to
answer and record the four different parts of the problem:
27
x 18
= 56 (7 x 8 = 56)
=160 (20 x 8 = 160)
= 70 (7 x 10 = 70)
=200 (20 x 10 = 200)
Homework/Assessment: For homework, ask students to solve three additional problems. Give partial
credit for the correct steps if students get the final answer wrong.
Evaluation: At the end of the mini-lesson, give students three examples to try on their own. Let them
know that they can do these in any order; if they want to try the harder one (with larger numbers) first,
they are welcome to do so. As students work on these examples, walk around the classroom to
evaluate their skill level. You will probably find that several students have grasped the concept of
multi-digit multiplication fairly quickly, and are proceeding to work on the problems without too much
trouble. Other students are finding it easy to represent the problem, but make minor errors when
adding to find the final answer. Other students are going to find this process difficult from beginning to
end. Their place value and multiplication knowledge is not quite up to this task. Depending on the
number of students who are struggling with this, plan to reteach this lesson to a small group or the
larger class very soon.
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