##
* *Reflection: Pacing
Compare methods of one digit by double digit multiplication - Section 3: Concept Development

As you can see in the reflection video below, this lesson went very well. Students are progressing nicely through double digit by one digit multiplication and seeing connections between methods. After class I was wishing that I had a voice recording of every time a student said, "Ohhhhhh, I get it." At this point in my multiplication unit, I find students really eager and willing to find products of large numbers. I equate this to the belief that students have that math is a big set of rules with a bunch of procedures to memorize. If they don't get the rules and are bad at memorizing, then they don't get math. This lesson, along with the previous lessons in this unit, help students realize that multiplication has many strategies, and once you understand how the strategies are working, students begin to realize that math is about making connections and seeing pattern, which are EVERYWHERE!

Students did a great job in this lesson exhibiting Math Practice 7 and seeing the patterns and connections between the six methods in the chart.

*So HAPPY!*

*Pacing: So HAPPY!*

# Compare methods of one digit by double digit multiplication

Lesson 9 of 22

## Objective: SWBAT practice one digit by double digit multiplication and look for patterns in multiplication methods.

#### Number Hook

*7 min*

This is a great trick. Most fourth graders eventually figure out how I am able to do this once we do several other dice tricks that work the same way.

Dice in Water Trick!

Ask a person to drop three dice in to a glass of water. Then ask them to hold up the glass,add up the total of the numbers on the bottom faces of the dice and then put the glass back down. You then dip your finger tips in the water, mystically rub them on your fore-head and magically tell your subject the total they have.

*What's The Secret?*

*All you do is subtract the total of the three dice's upward faces from 21. Remember opposite sides of a die total 7 and 3 x 7 is 21.*

*Note: How did it go?*

*My students LOVED this trick. I have several students who are very close in figuring out why it works. I will be doing another dice trick in a future lesson and I'm sure there will be some students that figure out why it works. *

*expand content*

#### Warm Up

*5 min*

For this warm up I wanted to revisit a skill from a previous lesson and have students find all the factors for a number. Students need to be able to find all the factors of a number as listed in CCSS 4.OA.B.4 I list the number 56 on the board and ask students to find ALL the factors for this number. I tell them they can use a factor tree if that will help them.

This was really difficult for my students. They need more practice in finding **all **the factors of a number. I will design several lessons for this after our mid unit assessment.

*expand content*

#### Concept Development

*40 min*

I start this lesson by showing students this multiplication chart. Students work towards CCSS 4.NBT.5 in this lesson in their progression of multiplication. Math practice standard 7 is prevalent in this lesson as students attempt o make connections between strategies. Math practice standard 1 is also developed in this lesson as students mentally wrestle with the various methods and how those lead up to the standard algorithm. This is an exciting time in mathematics for fourth grade students. They are so eager to learn how to multiply large digits. I find that pointing out their perseverance whenever possible adds to the classroom climate of valuing challenges and mistakes.

I give them about one minute of silent thinking time to look at the chart and make mental observations about what they notice about the various methods listed. Then after that one minute, I give them 3 minutes to talk with the learning partner about what they noticed.

A key to making this lesson successful is to stress the **vocabulary **of the digits place value when multiplying it with another digit. I want all my students to take away that the values of the digits are important. For example, when students build the the number 28, nine times, they can see the two tens, or twenty being built nine times which results in 20 x 9. It is important for students to make the connections that in each method, each digit is being multiplied to each other, but the value of the digits is important in determining the partial products and total products.

Comparing six methods at once is a task of great complexity and many students will struggle to make sense of all six methods. I don't expect students to master each method, rather simply be presented with various methods in order to make connections about how multiplication works. By seeing the various methods, I want students to deepen their understanding of multiplication using strategies based on place value and the properties of operations. CCSS 4.NBT.5 states that is what students will know and be able to do.

Students will spend about the next 25 minutes using one or more of these methods to solve 8 multiplication problems. I have them divide a piece of paper into fourths. On the first side, students solve 36 x 4 in each rectangle using a different method in each square. This really pushes them to think critically about how all the methods are similar and connect to each other. On the back side of the paper, students solve four different multiplication problems and choose a method or several methods of their choice to use in order to find the products.

The following video shows a student talking about the "shortcut method" or the standard algorithm. This student has not been shown the shortcut before by teachers or parents and he is just now making sense of the algorithm and why it works. I especially love the end of this video when I ask this student to use the algorithm with a three digit number. He responds by asking if he can practice it first before I video him. You can see that he is truly attempting to understand this method.

Some students will be very comfortable with the area model and need guidance and support in trying a numeric method. Students who are not at an abstract level in their thinking at this point are allowed to use strictly the area model, but this would only be a scaffold for a few students based on previous lesson observations.

After the 25 minutes, I then show an area model for a three digit by one digit multiplication problem. I ask students what similarities they see between the area model for double digits by one digit, and the area model for triple digits and one digit. Once students are able to verbalize patterns they see with the area model, I then ask students about using a numeric methods to calculate the product. We do several together in our math notebooks.

If students did not finish the 8 problems, I assign it as homework.

#### Resources

*expand content*

Student will complete an exit ticket today and place it into the exit door holder as the leave. Students will find the product for one problem on their exit ticket. I ask students to find the product for 6 x 63 using a method of their choice.

*expand content*

##### Similar Lessons

Environment: Urban

###### Farmer John and Farmer Fred Day 2 of 2

*Favorites(0)*

*Resources(16)*

Environment: Suburban

###### Factors: The U-Turn Method

*Favorites(11)*

*Resources(56)*

Environment: Urban

- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals

- LESSON 1: Multiplicative Comparison Problems
- LESSON 2: Finding Factors and Prime Numbers
- LESSON 3: Multiplication arrays
- LESSON 4: Mental Math and Multiplication with Tens
- LESSON 5: One digit by two digit Multiplication
- LESSON 6: Multiplying multiples of ten - Not your Daily Grind
- LESSON 7: Multiplying one digit by two digits using the AREA MODEL
- LESSON 8: Methods of One-Digit by Two-Digit Multiplication
- LESSON 9: Compare methods of one digit by double digit multiplication
- LESSON 10: Practice Makes Perfect
- LESSON 11: Two-Digit by Two-Digit Multiplication
- LESSON 12: Looking at Different Multiplication Methods
- LESSON 13: Multplication Application with Food Service Staff
- LESSON 14: Multiplication Methods using COMPUTERS!
- LESSON 15: Multiplication and First Quarter Assessment
- LESSON 16: Using Games to practice multi-digit multiplication
- LESSON 17: Multiplication Bingo - Game Day 2
- LESSON 18: Estimate Products
- LESSON 19: Multiplication and Problem Solving to Make Bracelets Day 1
- LESSON 20: Multiplication and Problem Solving to Make Bracelets Day 2
- LESSON 21: Bracelet Wrap Up
- LESSON 22: Multiplication Card Game and Factorial Fun