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.

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

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.

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?

## 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 1Quarter 2Quarter 3Quarter 4Multiply 2-digit numbers by 1-digit numbers

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

Multiply 2-digit by 2-digit numbers

Continue all as needed

Increasing RigorAbout the MathIn 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)Teaching Student-Centered Mathematics(Grades 3-5)pg. 113-118, *Figure 4.8, 4.10,4.11, 4.12,pg. 129 - Expanded Area LessonLesson 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:

Multiplication Games

## Learnzillion Video Resources (5 Lessons)

Additional Lesson Set:Print Resources:Brain-Compatible Activities for Mathematics 4-5 (13-15)

Brain-Compatible Activities for Mathematics 4-5 (9-12)

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)

Number Sense 3-4 (92-96)

Roads to Reasoning (4), p. 5, 7, 61 and 69

'Halving and Doubling' pages 97-98

Web Resources:Partial Products (1)

Partial Products (2)

Model Multiplication with Base 10 Blocks

(lesson seed)

Virtual Manipulative

(Teacher Channel)

Make the Largest Product - Version 2

Make the Largest Product - Version 3

(lesson seed)

(for teachers)

(game 3)

(full lesson)

Teacher guide for virtual manipulatives 4.NBT.5

Make the Smallest Product - Version 2

Make the Smallest Product - Version 3

(lesson)

(online game)

(game, lesson seed)

(lesson)

(lesson)

(lesson)

(game, lesson seed)

(lesson)

(NC Dept. of Public Instruction)

(Georgia Dept. of Education)

Multiplication Race - Game 2

(lesson seeds)

(LearnNC)

(Kentucky State Dept. of Education)

## Questions/Comments:

Contact John SanGiovanni at jsangiovanni@hcpss.org.Use and Sharing of HCPSS Website and ResourcesHoward County Public Schools Office of Elementary Mathematics Curricular Projects has licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.