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.


Quarter 1
Quarter 2
Quarter 3
Quarter 4
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.

Multiply 2-digit numbers by 1-digit numbers
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.

Multiply 3-digit numbers by 1-digit numbers, 4-digit by 1-digit
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.

Multiply 2-digit by 2-digit numbers
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.

Continue all as needed
* Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Increasing Rigor

  • How many different ways can you solve 289 x 8? 94 x 64?
  • What two factors can be multiplied to result in a product of 126?
  • Create two multiplication sentences that could create a product between 200 and 500?
  • How does the order of the digits in the factors impact the product? (e.g. 452 x 7 compared to 425 x 7)
  • Is the product of 29 x 34 over or under 900? Explain how you know.
  • Think of an example in life when you might multiply two numbers?, An example when you might multiply two two-digit numbers? or a three-digit number by a one digit number?

About the Math

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In their NCSM article, Fuson and Beckman, describe how standard algorithms are developed in mathematics. There are diverse ways to multiply multi-digit numbers. Some of these are listed below. Students should not be expected to master or utilize each or all of these for a given situation. The intent is that students can use properties and place value strategies (including partial products, which can be considered an algorithmic approach as well). Other algorithms include: Understanding Multiplication (Long Multiplication Algorithm, Traditional American Algorithm), Understanding Multiplication (Egyptian Multiplication), Understanding Multiplication (Lattice Method), and Understanding Multiplication (Russian Peasant). Important vocabulary to lift up include factor, product, array, area model.

The Illustrative Mathematics task below demonstrates expectation for this standard.

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)

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Teaching Student-Centered Mathematics (Grades 3-5)

pg. 113-118, *Figure 4.8, 4.10,4.11, 4.12,
pg. 129 - Expanded Area Lesson


Lesson Seed Ideas:
Have students use base ten blocks to prove the solution for multiplying a one-digit number by multiples of 10. For example, when multiplying 4 x 20, have students model the problem by having them multiply 4 rows by 20 columns. When moving to mental computation, look out for students who just add a zero to the end of the solution without understanding why.

Examples of multiplying one-digit numbers by multiples of 10, 100, and 1,000.

Opportunities for Writing in Math:
  • Write a multiplication problem using a three-digit by a one-digit that has a product between 400 and 500.
  • How do you know when you multiply 145 by 6, the product will be even?


Multiplication Games

Learnzillion Video Resources (5 Lessons)

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Select image for lessons.



Additional Lesson Set:


Print Resources:

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Brain-Compatible Activities for Mathematics 4-5 pg. 6-8, 13-15
Brain-Compatible Activities for Mathematics 4-5 (13-15)
Brain-Compatible Activities for Mathematics 4-5 (9-12)
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Math by All Means - Multiplication
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20 Thinking Questions for Base 10 Blocks (78)
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Hands on Standards (Gr 3-4),
pgs. 104-105
(Communtative Property)
Hands on Standards (Gr 3-4),
pgs. 108-109
(Assoicative Property)
Hands on Standards (Gr 3-4),
pgs. 30-31
(Multiplication with Two-Digit Number)
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Fundamentals (Grades 3-4), pg. 40 (Climb the Ladders)
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Math Intervention: Building Number Power 3-5 (118-120, 124-128)
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Developing Mathematics with Base Ten p. 44-46 and 67-70
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NumberSense 4-6 (36-37; 40-42)
Number Sense 3-4 (92-96)
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Roads to Reasoning (4), p. 10 and 11
Roads to Reasoning (4), p. 5, 7, 61 and 69
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'Understanding Trailing Zeros' pages 79-84
'Halving and Doubling' pages 97-98



Web Resources:

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lessons.jpg
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Games and Centers
Lessons
Student Resources
Video Segments
Doubling and Halving

Partial Products (1)

Partial Products (2)


Model Multiplication with Base 10 Blocks
Multiplication Number Stories
(lesson seed)
Rectangle Multiplication
Virtual Manipulative
Making Sense of Multiplication
(Teacher Channel)
Make the Largest Product - Version 1
Make the Largest Product - Version 2
Make the Largest Product - Version 3
Breaking Apart a Factor
(lesson seed)
Partial Products Tutorial
Cluster Problems
(for teachers)
Dicey Operations
(game 3)
Different Ways to Multiply
(full lesson)
Virtual Manipulatives

Teacher guide for virtual manipulatives 4.NBT.5

Make the Smallest Product - Version 1
Make the Smallest Product - Version 2
Make the Smallest Product - Version 3
The Baker Problem Solving
(lesson)


Arithmetic Connect Four
(online game)
Measuring Up


Countdown
(game, lesson seed)
Multiply and Conquer
(lesson)


Products Game
Closest to One Thousand
(lesson)


Number Factory
French Fries
(lesson)


Games with Dominoes
(game, lesson seed)
In the Next Three Seconds . . .
(lesson)


Estimate Products by Rounding
Pace Value Understanding(ppt)


Multiply by 10s, 100s, and 1,000s
Multiply Using the Distributive Property
(NC Dept. of Public Instruction)


Using Partial Products and the Area Model
Brain Only! (4.NBT.5, 4.NBT.6, & 4.OA.2)
(Georgia Dept. of Education)


Multiplication Race - Game 1
Multiplication Race - Game 2
Multiplication Games
(lesson seeds)



Beaded Bracelet Multiplication
(LearnNC)



Multi-Digit Multiplication Strategies
(Kentucky State Dept. of Education)



Questions/Comments:

Contact John SanGiovanni at jsangiovanni@hcpss.org.


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Howard County Public Schools Office of Elementary Mathematics Curricular Projects has licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.