Warhol Statue of Liberty 1962  Section 3: See, Think, Wonder
Multiplication by 2Digit Numbers (Day 2)
Lesson 8 of 19
Objective: Students Will Be Able To apply there learned knowledge and the rule of multiplying x10s, x100s, x1000s to the standard algorithm of multiplying by two digits.
Language Objective: Students will be able to express their thinking using academic language like ‘product’ and ‘multiplying’ when discussing multiplication.
Prior Knowledge: Basic multiplication facts.
MathBlast 18 Number of the Day
Math Blast is a quick, fun, fastpaced math game! Every day starts with a Number of the Day. This is the tool I use to not only recall, reteach and preteach but it is my way to start classroom management. Students know the expectations of how to come in and get right to work. I do not have to spend any time waiting for students to get ready. Class starts immediately. And since I include music students are really engaged. I also encourage students to support each other for those struggling learners. This is also a great vehicle to expose students to concepts that I know will show up in state testing so that when we do get to these lessons students have already seen the work. Math Blast’s progression goes from easy to hard on the difficulty scale!
Students use a white board and divide it up as follows:
This space students write in the number of the day.

This section is the factors of the number of the day. 
This section the students put the number of the day over 100.

This section students write if the number is Prime, Composite or Square. 
Using the fraction, students write it as a decimal and a percentage. 
This section the students put the above fraction in Lowest Terms if possible.

Resources (2)
See, Think, Wonder
Andy Warhol’s Statue of Liberty
I end Math Blast and lead into my lesson with a See, Think, Wonder. The art is choose always relates to the unit I am teaching. It is a real fun way to get your students to think deeper about a subject without them knowing that they are doing it.
The SEE part is pretty basic thinking, I see….
The THINK part gets them thinking a little deeper. This art makes me think about….
And the WONDER gets them really thinking deeper. This art makes me wonder if….
It is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.
Note: You don’t have to use art; I use art because I am passionate about art. Use
examples of things that ignite your passion!
Resources (2)
The Elevator Speech
Concept: showing why the standard algorithm of multiplication works because 123 x 42, the ‘x 4’ is really x40.
Script, if needed: Start by writing a stacked multiplication problem on the board:
123
X42
Start to write your work under the line but forget to use the 4 as a 40, leaving out the 10s place
246
492
Stop and look puzzled, look at the class and think out loud. It doesn’t look right does it? They should remember from the lesson prior that I forgot to use the 10s place. So suggest an estimation 123 x 40.
Have a student do this math on a white board and report back the answer (you could have a few students do this or have student do this on a calculator)
Then add 246 + 492 which is 738 and 123 x 40 = 4920. Where did we go wrong? This will lead you to a discussion that the ‘4’ is really 40.
Work It Out
This lesson we are going to have students create posters for a Gallery Walk Work Session
Using The FOUR Square model students will create two problems again. This time the bottom two sections will be covered with paper (you might want to model this to help for understanding) Also give each person a number for their poster.
Create a 2 digit by 1 digit multiplication problem, round and estimate the answer.

Ceate a 2 digit by 2 digit multiplication problem, round and estimate the answer. 
Now use the standard algorithm for the above problem.

Now use the standard algorithm for the above problem. 
Students pick two numbers, once everyone has two numbers go to a long hall and have each student put up their work. Students then go around to each their corresponding numbered poster and do the work on a postit. Post it on the flap. Once they are done they can look under the flap to see if they are correct. If students finish early, give them postits with new numbers on them to keep them working.
Resources (1)
Resources (1)
Resources
Closing The Deal
Talk about the importance of understanding place value in numbers. "Why is it important?"
The Closing It section of the lesson is very important. This opportunity allows you to bring the class back together and have them make the connection to the learning objective of the day. You should also make sure that you make a connection to the word of the day. This closing gives students the opportunity to make the connection to the launch and they work that they did. It is also another chance to give a quick formative assessment to check for understanding.
Quick Assessments
The PostIt Poster: 232 x 22
 Estimate the total
 Find the answer with the standard algorithm
The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students understand the basic concept of the lesson. If you make the problem difficult you are adding a different level of assessment. If you are teaching a higher level class adding a difficult layer might be appropriate but please note that I do not find it necessary to add this level.
Resources (1)
Resources (1)
Resources
Similar Lessons
Show what you know + Equivalency
Environment: Urban
Environment: Suburban
Environment: Suburban
 LESSON 1: Whole Number Multiplication & Division Recall
 LESSON 2: Using a Calculator Properly: Great Tool for Checking Your Work!
 LESSON 3: Making Connections to College and Career with Math
 LESSON 4: Multiplying by 10s: The Power of 10s (Day 1)
 LESSON 5: Multiplying By 100s: The Power of 100s (Day 2)
 LESSON 6: Multiplying by 1000s: The Power of 1000s (Day 3)
 LESSON 7: Multiplying by 2Digit Numbers (Day 1)
 LESSON 8: Multiplication by 2Digit Numbers (Day 2)
 LESSON 9: Dividing by 10s, Power of 10s (Day 1)
 LESSON 10: Dividing by 100s, Powers of 10s (Day 2)
 LESSON 11: Dividing by 1000s, Powers of 10s (Day 3)
 LESSON 12: Dividing by 2Digit Numbers (Day 1)
 LESSON 13: Dividing by 2Digit Numbers (Day 2)
 LESSON 14: Dividing by 2Digit Numbers (Day 3)
 LESSON 15: Order of Operations (Day 1)
 LESSON 16: Order of Operations (Day 2)
 LESSON 17: Real World Word Problems with Multiplication and Division (Day 1)
 LESSON 18: Real World Word Problems with Multiplication and Division (Day 2)
 LESSON 19: Reviewing Multiplication and Division Unit