Structured Curriculum Lesson Plan Day: 044 Subject: Mathematics Grade Level

STRUCTURED CURRICULUM LESSON PLAN
Day: 044 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 6C2; 6D1; 8D2
ITBS/TAP: ISAT:
Solve single-step problems using
multiplication or division with whole
numbers
Unit Focus/Foci
Multi-digit Multiplication
Instructional Focus/Foci
Understanding multiplication as it relates to the power of 10
Materials
Six-Group Activity: Multiplication (Multiply by tens)

Math journals
Play money
Base ten blocks
Place value blocks
Educational Strategies/Instructional Procedures
Warm-up Activity:
Ask the students that if they would rather have 5 dollars, 50 dimes, or 500 pennies if given the
choice. (Answers may vary, but all three choices have the same value.)
Mental Math:
Have students respond to the following problems using mental math.
100 x 7 = (700) 1000 x 7 = (7,000)

100 x 9 = (900) 1000 x 9 = (9,000)
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100 x 3 = (300) 1000 x 3 = (3,000)
100 x 8 = (800) 1000 x 8 = (8,000)
100 x 5 = (500) 1000 x 5 = (5,000)
Lesson:
Guide the students through multiplying by powers of 10. Explain the strategy that is applied in
the examples given.
In the following problem have students count how many zeros there are in the power of 10 and
write that many zeros after the other factor.
1. 100× 7=n 2. 1000× 7=n
3. 1000× 6=n 4. 1000× 65=n
5. 100× 73=n 6. 10× 583=n
7. 583× 10=n 8. 68× 100=n
9. 10,000× 583=n 10. 657× 10=n
11. 10× 392=n 12. 497× 1000=n
13. 16× 1000=n 14. 709× 10=n
15. 200× 1000=n 16. 503× 10=n
17. 100× 783=n 18. 649× 1000=n
19. 594× 1000=n 20. 86× 100=n
21. How many years are there in ten centuries?
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Say: When you write 0 after 4, are you adding or multiplying? You are multiplying 4 x 10. You
can show the product of 4 x 100 by writing 2 zeros after the 4. How can you write the product of
4 x 10,000 (by writing 4 zeros after the 4.)
Have students write the following rule in their math journals.
A rule for multiplying numbers ending in zero, would be to count how many zeros there are in
the power of 10 and write that many zeros after the other factor.
Using the rule, review these problems with the students at the chalkboard.
10× 7=n 68× 100=n 100× 496=n
Example 1: Ask the students how many zeros there are in the power of 10.
10 x 7 = 70
# of 0 = 1
7 followed by one zero = 70
one zero in power of ten = the factor followed by one 0 = 70
Example 2:
68 x 100 = 6800
# of zeros = 2
68 followed by two zeros = 6800
two zeros in the power of ten = the factor followed by two 0’s = 6800
Example 3:
100 x 496 = 49,600
The factor 496 followed by two 0’s from the power of 10 equals 49,600.
Using the examples demonstrated as a reference, have the students complete the problems
written on the chalkboard. Ask students to write a written explanation for solving the word
problem.
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Ten Statements
Review the ten statements and have the students write yes if they heard it in today’s lesson and
no, if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.
1) The rule for multiplying numbers ending in zero, would be to count how many zeros there
are in the power of 10. (yes)
2) One of the rules for determining power of 10 is to count the number of zeros in the power
and write that number of zeros after the factor. (yes)
3) In example 1 from the chalkboard, the example is not really adding a zero, it is multiplying
the factor times ten. (yes)
4) The purpose of multiplying two-digit numbers by one-digit numbers is to teach the standard
algorithm for multiplying a two-digit number by a one-digit number. (no)
5) Place value is important when calculating math problems that are multiplied by the power of
10. (yes)
6) 50 dimes, 500 pennies, and 5 dollars are all equal in value. (yes)
7) In this example: 3 followed by one 0 (30) – 30, we used the term add, but in actuality we
multiplied. (yes)
8) In the problem 10,000 × 10,000, there are 8 zeros, when you count by power of 10 there are 7.
Rationale: the factors contained a zero. (no)
9) To find product of 3 by 10,000 write 4 zeros after the 3. (yes)
10) Function machines can perform multiplication, subtraction and addition if programmed to do
so. (no)
Free-Choice Lesson
Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of six students, two from each ability level, complete the teacher-directed activity
sheet: Multiplication (Multiply by tens).
Math Workshop
Have the students work in the Math Workshop after completing their Free-Choice Lesson.
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Integration with Core Subject(s)
LA: Understanding explicit, factual information

Understanding the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs, and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment: Have students design an area of five square feet and a perimeter of ten feet.
Suggest that students use the following questions to guide them.

How many tiles will it take?
How many measure around the perimeter?
How should you arrange the tiles?
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Multiplication (Multiply by tens).
Technology:
Assessment
Informally assess students’ class participation, and computations. Check for 80% accuracy.
Homework
Have students write the steps and rationale for the solution to the following problem: The Moon
family made a patio using bricks. There are 20 rows of bricks with 100 bricks in each row. How
many bricks are there all together?
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Dictate these problems to the students. Have them write the problems, then solve the problems
for homework.
1. 503× 10 = n
2. 800× 100 = n
3. 657× 10 = n
4. 10× 392 = n
5. 1000× 7 = n
Teacher Notes
Stress knowledge of place value and multiplication facts. Make manipulatives available for
practice.
Answer to Enrichment problem:
Or any combination of three tiles in one row and two in another.
Answers to Homework:
1. 5030
2. 80,000
3. 6,570
4. 3,920
5. 7,000
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Correlations (SG,CAS,CFS): 6A2; 6C2
ITBS/TAP: ISAT:
Perform arithmetic operations
Understand number systems
Unit Focus/Foci
Multiplying by multiples of 10
Materials
Six-Group Activity: Multiplication (Multiply by 10’s)

Math journals
Multi-color chalk
Warm-up Activity:
Write the following problems on the chalkboard. Instruct students to copy the problems in their
journals. Have students estimate and solve problems 1-5.
1. 6 8 4 2. 4 0 3 3. 8 1 3 7 4. 500 5. 9 0 7
-269 -1 0 7 2919 -268 -386
6. The answer to a subtraction problem is called the ______________ .

7. A number from which another number is subtracted is called the ______________ .
8. What is a subtrahend?
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Lesson:
Review multiplication terms: product (the result of multiplying two numbers) and factor (one
of the numbers multiplied to give a product).
Review multiplying by powers of 10.
Write 48 x 100 on the chalkboard. Tell students that they can determine the answer to this
problem using mental math. Have students start by looking at 48, then count the zeros in 100.
There are two. Have students put two zeros after the 48 (4800). (The zeros may be written in
color in both the 100 and 4,800 to emphasize this.) Tell students that the final step is to place
commas where needed (4800).
Write these three problems on the chalkboard:

1) 7 x 10 2) 22 x 100 3) 451 x 1000.
Have students go to the chalkboard to solve the problems while the others work their problems in
their math journals. Ask students to explain how they got their answers.
Introduce powers of 10. Write 103 on the chalkboard. Tell students that this is read 10 to the
third power. Write 105 and tell students that this is read 10 to the fifth power. Write 104 and ask
a student to read it.
Repeat with more examples.
Write 100 , 101 , 102 , 103 , 104 , 105 , and 106 in a column on the chalkboard. Tell students that they
are now going to write these powers of 10 as standard numerals. Next have them write an equal
sign followed by a one next to the 100 . Ask what the power is for this number (0). Tell students
that the power tells how many zeros will be written after the one, in this case, 0. Therefore 100 is
equal to 1.
Next look at 101 . Have students write an equal sign and a 1 next to it. Ask what the power is. 1)
Ask how many zeros should be written after the 1. 2) Therefore, 101 is equal to 10. Do the
same with the remaining numbers in the column.
Write 10,000 on the chalkboard. Tell students that they will now change a standard numeral to a
power of 10. Write an equal sign and 10 next to the 10,000. Have students count the zeroes in
ten thousands. (4) Tell them that this is the power they will write next to the 10. (104 ) Write
more multiples of 10 and have students change them to powers of 10. Try a few numbers greater
than 1,000,000.
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Write 7 x 50 on the chalkboard. Tell students to think of 50 as 5 x 10. So 7 x 50 = 7 x (5 x 10)
7 x (5 x 10) = (7 x 5) x 10. This is an example of the Associative Property of Multiplication.
Instruct students to work the problem from left to right: 7 x 5 = 35, 35 x 10 = 350.
Write the problems 1) 8 x 70, 2) 7 x 900, and 3) 500 x 3 on the chalkboard. Have students go to
the chalkboard to solve while others work in their journals. Have students at the chalkboard
explain how they solved their problems.
Write 500 x 7000 = ______ on the chalkboard. All of the zeros should be written in a different
color. Ask students to name the digits which are not in color (5 and 7). Tell students to multiply
the 5 x 7 and write the 35 on the blank line: 500 x 700 = 35___ . Next have students count the
zeros in 500 (2) and the zeros in 700. (2) Ask how many there are altogether. (4) Have
students add 4 zeros to the right of 35: (500 x 700 = 350,000). Ask students what they should
do next add commas 350,000.
Write the following on the chalkboard: 1) 200 x 600 2) 4000 x 80 3) 500 x 800
Have students go to the chalkboard while others solve problems in their math journals. Make
sure students understand why there are five zeros at the end of problem 3. (because 5 x 8 = 40
and there are two zeroes in 500 and two zeros in 800
Ten Statements
lesson.
1) In the answer for 4000 x 80 there are 4 zeros. (yes)

2) 24 is divisible by 6. (no)
3) When mentally solving 6 x 40, you should think of 40 as 4 x 10. (yes)
4) 900 + 50 + 4 is the expanded form of 954. (no)
5) To find the value of 105 write a one followed by five zeros. (yes)
6) When multiplying 57 x 100, you will write the 57 first and then count the zeros in 100. (yes).
7) 1000 is equal to 103 . (yes)
8) 6 feet = 2 yards. (no)
9) In the problem 500 x 700, you will multiply 5 x 7 to get 35 and then add 4 zeros. (yes)
10) The numbers multiplied to give a product are called factors. (yes)
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Free Choice Lesson
Have the students choose a lesson from the Free Choice Activity sheet (one box per day).
Six-Group Activity
sheet: Multiplication (Multiply by tens).
Math Workshop
Have the students go into the Math Workshop after completing their Free Choice Lesson.

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
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Assessment
Review students’ responses in the in lesson, and the Ten Statements activity to formally assess
their understanding of key concepts presented
Homework
Teacher Notes
300
Correlations (SG,CAS,CFS): 6B3; 6C2; 6D1
ITBS/TAP: ISAT:
numbers
Unit Focus/Foci
Practicing multiplication with multiples of 10
Materials
Six-Group Activity: Multiplication (1-digit by 3-digit)

Meter sticks
Coins
Centimeter ruler
Bugs Island (handout)
Math journals
Warm-up Activity:
Write the following on the chalkboard.
Tesha can buy barrettes in packs of two, four, six, and ten. Using all possible combinations of
packs, how many different ways can she buy 20 barrettes? (19 ways)
Perform a drill in which numbers are presented to be added or multiplied. All answers should be
between 100 and 200. Show thumbs up if the answer falls within the range or thumbs down if it
falls outside the range.
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Have students review the directions for the mental math activity. Play the Thumbs Up-Thumbs
Down game according to the pre-set rules.
1. 38 + 32 (up) 2. 23 x 10 (down)
3. 58 + 43 (down) 4. 7 x 40 (down) 5. 75 + 85 (down)
Vocabulary Review
1. Centimeter: a unit of measure, one hundredth of a meter

2. Millimeter: one thousandth of a meter
3. Kilometer: metric measure equal to one thousand meters
Lesson:
Explain to the students the importance of understanding metric conversions and measurements.
Explain to the students that this lesson is intended to assess mastery of multiplication skills using
multiples of 10 and powers of 10.
Example: 3200 (two zeroes here)

x 200 (two zeroes here)
640,000 (write four zeroes here)
Then multiply 32 x 2.
Ask a student to explain the problem. (Possible answer/reply: For each zero in the factor, there
is also one in the product.)
Instruct the students to take out paper and pencil and solve problems that you assign from the
textbook or present the problems listed below. When students complete this assignment, have
them submit it for grading.
Problems:
1. 10 x 10 (100) 2. 100 x 10 (1,000) 3. 10 x 1,000 (10,000)

4. 1,000 x 1,000 (1,000,000) 5. 90 x 30 (2,700) 6. 300 x 50 (15,000)
7. 100 x 100 (10,000) 8. 200 x 70 (14,000) 9. 60 x 60 (3,600)
10. 70 x 20 (1,400) 11. 150 x 10 (1,500) 12. 30 x 300 (9,000)
13. 30 x 40 (1,200) 14. 50 x 50 (2,500) 15. 90 x 80 (7,200)
16. 50 x 800 (40,000) 17. 90 x 900 (81,000) 18. 20 x 60 (1,200)
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19. 20 x 600 (12,000) 20. 480 x 10 (4,800) 21. 60 x 500 (30,000)
22. 35 x 100 (3,500) 23. 35 x 1,000 (35,000) 24. 5,000 x 900 (4,500,000)
25. 480 x 100 (48,000)
(Allow students to use centimeter rulers, meter sticks, play money and scratch paper to complete
the assignment.)
When the students have completed the assignment, ask them to put a problem on the chalkboard
and explain the steps they used to solve it.
Next, have the students read the story problem The Treasure of Bugs Island, answer the
questions, and draw the map according to the directions given in the story.
Bugs Island
Bugs Island. The south shore of Bugs Island is straight and about 2 kilometers long. On the east
side, the shore goes straight north for 3 kilometers. Then the shore goes west for 1 kilometer.
Then the shore turns south for a short distance. Then there is a large bulge of land, about 1
kilometer across, sticking out toward the west. After the bulge, the shore goes straight south
again until it meets the south shore. In the middle of the bulge is a small round lake. Out of the
lake comes a stream, which flows eastward to the sea. The stream makes a line like a human
face, with a pointy nose pointing south.
Assemble students in groups of four. Instruct them to describe the task of drawing a map from
written directions in their math journals after having discussed as a class what he/she perceives
as the most difficult part of the assignment.
Ten Statements
lesson.
1) Bugs Island, is a story requiring students to draw a map following a verbal description.
(yes)
2) The purpose of drawing the map was to try and find a royal treasure that supposedly had
been stolen. (yes)
3) It was necessary to have some knowledge of metric measurement in order to construct the
map. (yes)
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4) When multiplying with multiples of 10 it is a helpful to remember to count the zeros and then
multiply the non zero digits. (yes)
5) Distance is defined as space in between. (no)
6) Problem solving can use money as a part of the problem. (no)
7) Solving problems like 5000 x 900 = 4,500,000 gives practice with powers of 10 and
multiples of 10. (yes)
8) Centimeter rulers were used to solve problems in this lesson. (yes)
9) Using multiples of 10 is one way to practice multiplication skills. (yes)
10) When multiplying decimals you don’t need to line the decimals up to complete the problem.
(no)
Free Choice Lesson
Six Group Activity
sheet: Multiplication (1-digit by 3-digit).
Math Workshop
Have the students work in the Math Workshop after completing their Free Choice Lesson.

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Connection(s)
Enrichment: Have students solve the following problem:

One day, a new plant had only 7 open leaf buds. The next day there were 10 more new open
buds. The following day, 14 more new buds opened, and the next day, 19 more new ones
opened. At the end of the week, if the pattern continued, how many leaf buds had opened on
the plant?
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Multiplication (1-digit by 3-digit).
Technology:
Assessment
Homework
Instruct the students to draw a map, label the parts, and use the vocabulary that was introduced in
today’s lesson in the measurements for your map. The map can give directions which lead to
anything you choose.
Teacher Notes
Make a note of those students that still need special help.
Answer to Bugs Island: The Island map should look roughly like this:
Answer to Enrichment:
Day 1 2 3 4 5 6 7
New 7 10 14 19 25 32 40
Total 7 17 31 50 75 107 147
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Bugs Island Worksheet
Work in groups. Discuss your answers and how you figured them out. Then compare your
answer with those of other groups.
1. Draw a map of Bugs Island. Try to use every fact that the story gives
you.
2. How would you decide the shape of Bugs Island?
306
Correlations (SG,CAS,CFS): 7A1; 8B1
ITBS/TAP: ISAT:
Estimate, make, and determine acceptable
levels of accuracy
Unit Focus/Foci
Multiplication and Division
Rounding and approximating
Materials
Six-Group Activity: Multiplication (Rounding)
Warm-up Activity:
Write the following problems on the chalkboard.
Find the pattern. Then fill in the missing numbers.

a. 14, 15, 16, 17, ___, ___, ___
b. 3, 5, 7, ___, 11, ___, ___
What do the following numbers have in common?
c. 48, 80, 8, 72, 16, 32, 88
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Lesson:
Say to the students: At times we use numbers to mean about how many. You might say that
about 3 and one half million people(3,500,000) live in Chicago, or your math book has about
300 pages. We are going to practice the skill known as rounding.
Rounding has to do with numbers that are easier to work with. Example: 72 or 70; 32, or 300;
4981 or 5,000
Say: Multiples of 10, 100, and 1,000 are easier to work with than other numbers.
Sometimes when we say, write, or use numbers, we do not have to be exact.
We can replace a number by the nearest multiple of 10 or 100 or 1,000. We call this process
rounding.
How exact we need to be depends on what the numbers will be needed for.
Have students decide which answer matches each description.
I. a. School starts at 1. 7:14

b. We eat dinner 2. around 6:00
c. The plane leaves at 3. 8:30
II. a. The trip from here to St. Louis 1. every 6 months

b. From here to the loop 2. about 6 hours
c. visit to the dentist 3. about 20 minutes
Tell students: Rounding is also useful when you do not need an exact answer to a problem.
Example: Robin wants to buy 3 CDs at $7.99 each. She has $25, does she have enough for the
CD’s?
The answer is yes. You can figure that out without finding the exact amount. ($7.99 rounds to
$8.00 x 3 = $24. $25 is larger than $24 so Robin has enough to buy 3 CDs.)
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Activity: Write the following on the chalkboard.
1. James sells hot dogs at the football games for $.95 each. If he sells 285 hot dogs, will he
make $300? (no)
2. Dwayne wants to buy 25 pencils. The pencils costs $.15 each. Dwayne has $3.00. Does he
have enough money to buy the pencils. (no)
3. At the party, Ashley said her guests consumed more than 1,000 cans of soda pop. A case of
soda pop contains 24 cans. Ashley’s party guests consumed almost 42 cases of pop. (yes)
4. Brandi is nine years old. She wants to know if she is more than 2400 days old. Is she? (yes)
Ten Statements
no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.
1) Sometimes we use numbers to mean about how many. (yes)

2) When you use the word about, that is a skill called rounding. (yes)
3) Rounding has to do with numbers that are easier to work with. (yes)
4) To find the area of a rectangle, you multiply the length by the width. (no)
5) A line of symmetry in a figure cuts the figure into two parts that are mirror images of each
other. (no)
6) Multiples of 10, 100, and 1,000 are easier to work with than other numbers. (yes)
7) Sphere, cylinder, pyramid, and prism are mathematical names for many of the objects we see
and use in our everyday lives. (no)
8) Sometimes when we say, write, or use numbers, we do not have to be exact. (yes)
9) The number 7000 is easier to work with than 6,899. (yes)
10) Rounding is also useful when you do not need an exact answer to a problem. (yes)
Free Choice Lesson
Six Group Activity
sheet: Multiplication (Rounding).
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Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity Sheet: Multiplication (rounding).
Technology:
Assessment
Homework
Have students read a newspaper article to find examples of rounded numbers.
Teacher Notes
310
Six-Group Activity
Multiplication (rounding)
Materials:
10 index cards (5” x 7”)
1 black marker
1 pencil
1 (9 ½” x 6 ½”) envelope
Prepare the following index cards using the black marker to write the problems on the front of
the cards. Use the pencil to write the answers on the back of cards.
72 322 27 79 52
×58 × 75 ×51 ×61 ×28
491 223 586 46 512
× 82 × 77 × 32 ×57 × 28
Answers:
72 70 322 300 27 30 79 80 52 50
× 58 × 60 × 75 × 80 × 51 × 50 × 61 × 60 × 28 × 30
491 500 223 200 586 600 46 50 512 500
× 82 × 80 × 77 × 80 × 32 × 30 × 57 × 60 × 28 × 30
Copy the study board to use it with reteaching the lesson.
Rounding numbers
Say: Step 1: When rounding numbers, if no specific value of number has been given to round:
Round the whole number. Example: 356 rounds to 400.
Step 2: When looking at the whole number, remember the rules. If the number next to the
number before the last number to the left is 5 or above, round up.
356
Example:
A
5 or more round up. 400 and 100 hundred to the 300 + 100 = 400.
Step 3: Look at the number to the far left. If the number next to it on the right is 4 or less, round
down.
427
Example:
A
2 is 4 or less; round down. The rounded number is 400
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Use these example problems to explain how to round numbers.
Example: 563, 421
Ask these questions:
1) For the number 563, what is the last number to the left? (5)
2) Which number are we rounding? (6)
3) What is the rule for numbers that are 5 or higher? (round up if the number is 5 or higher)
4) What will we round the number up to? (600)
5) Look at the number 421. What number are we rounding? (4)
6) What is the number next to the 4 on the right? (2)
7) What is the rule for numbers that are 4 or less? (round down)
8) What would the new number be? (400)
Tell the students that they are going to do an activity that involves rounding multiplication
problems. Let the students know that they don’t have to multiply; they will just round both
numbers in the problem. Tell the students that when a card is placed on the table, they have one
minute to write the answer before it will be revealed. When the minute has passed, turn the card
over to reveal the answer and say: The answer is… Complete the remaining cards in the same
way.
Store the index cards and study board in the (9½” x 6½”) envelope.
312
Correlations (SG,CAS,CFS): 6A1,2; 6C2; 6D1,2
ITBS/TAP: ISAT:
Perform arithmetic operations involving
integers, fractions, decimals and percents
Understand number systems
Unit Focus/Foci
Formally assessing multiplication by powers and multiples of 10
Materials
Formal Assessment (See attached.)
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Test
Write these numbers as powers of ten.
1) 1000 2) 100,000 3) 10
Multiply. Remember placement of commas.
4) 10 x 1000 5) 10,000 x 10,000 6) 1,000 x 1,000 7) 10,000 x10
8) 20 x 70 9) 300 x 800 10) 6,000 x 40 11) 500 x 400
Write as standard numerals.
12) 107 13) 104 14) 102
15) There are 3000 pens in a package. How many pens are there in 700 packages?
16) Bill wants to give 100 M & M’s to each of his classmates. There are 31 people in his class.
How many M & M’s does he need to buy?
Approximate the answers to these questions.
17) Cathy delivers 46 newspapers each day. Will she deliver more than 200 newspapers in a
week?
18) Sara wants to buy 20 candy bars. Each candy bar costs $0.18. She has $4.00. Does she have
enough to buy the candy bars?
Solve.
19) 167 x 10 20) 48 x 1000
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Ten Statements
lesson.
No Ten Statements today.
Free Choice Lesson
Six Group Activity
No Six-Group Activity today.
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
315
Technology:
Assessment
Formal Assessment: Test (See attached.)
Homework
Teacher Notes
Answer Key
1. 103 2. 105 3. 101 4. 10,000 5. 100,000,000

6. 1,000,000 7. 100,000 8. 140 9. 2,400 10. 24,000
11. 2,000 12. 10,000,000 13. 10,000 14. 100 15. 2,100,000
16. 3,100 17. Yes 18. Yes 19. 1,670 20. 48,000
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Correlations (SG,CAS,CFS): 7A1
ITBS/TAP: ISAT:
Estimate and determine acceptable levels of
accuracy
Unit Focus/Foci
Approximating answers
Materials
Six-Group Activity: Division (Estimating)
Warm-up Activity:
Write the following on the chalkboard.
Larry’s club sold tickets to the dance. If he rounded the number of tickets sold to the nearest ten,
they would have sold 150 tickets. If they rounded the number to the nearest hundred, they sold
about 200 tickets. Give all the possible exact numbers of dance tickets Larry’s club could have
sold. (150, 151, 152, 153, 154)
Lesson:
Say to the class: When you approximate an answer, you do not have to give just one number.
You can give two numbers and say that the answer is between those two numbers.
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Example: A mat is 56 inches by 27 inches long. About how long is the mat? The answer must
be less than 60 x 30 square inches. So it must be less than 1800 square inches.
The answer must be greater than 50 x 20 square inches. So it must be greater than 1000 square
inches.
The answer must be between 1000 and 1800 square inches.

Provide the following example problem. The music room is 28 feet long and 12 feet wide.
Approximate the area by finding two numbers that the area must be between.
Ask:
1) Can the area be 600 square feet? (no)

2) Could the answer be 278 square feet? (no)
(The answer must be greater than 280 square feet; 28 x 10)
Continue trying to find two numbers for the following.
1) 32 x 17 (30 x 10, 30 x 20)

2) 28 x 195 (30 x 200, 20 x 200)
3) 46 x 61 (40 x 60, 50 x 60)
4) 206 x 38 (210 x 40, 200 x 30)
Say: Remember when approximating an answer, you can say that it is between two numbers.
A good method to use in approximation is to round the lesser factor. Rounding the lesser factor
is likely to have a greater effect than rounding the greater factor.
When both factors are rounded up, the approximation is likely to be too high. When both are
rounded down, the approximation is likely to be too low.
If two factors are rounded in appropriate directions the one that is rounded more is likely to
have the greater effect.
There is no single best approximation method.
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Ten Statements
lesson.
1) To approximate an answer, the answer can be between two numbers. (yes)

2) In approximation, you can round the greater or lesser factor. (yes)
3) There is no single best approximation method. (yes)
4) When both factors are rounded up, the approximation is likely to be too high. (yes)
5) A probability is a number that tells what fraction of a time something is expected to happen.
(no)
6) When both factors are rounded down, the approximation is likely to be too low. (yes)
7) A fraction with a numerator greater than its denominator is called an improper fraction. (no)
8) A decimal point is the dot between the ones place and the tenths place. (no)
9) If two factors are rounded in appropriate directions, the one that is rounded more is likely to
have the greater effect. (yes)
10) 32 x 8796 ≈ 30 x 9000 = 270,000. (yes)
Free Choice Lesson
Six Group Activity
sheet: Division (Estimating).
Math Workshop
LA: Understanding explicit, factual informatio n

319
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Division (Estimating).
Technology:
Assessment
Homework
Have students create three word problems in which they ask a question that can be answered by
rounding or approximation.
Teacher Notes
320
Six-Group Activity
Division (Estimating)
Materials:
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
the cards. Use the pencil to write the answers on the back of the cards.
3 23 4 18 6 34 7 58 9 30 9 40 3 25 4 35 5 37 2 15
Answers:
7 r2 4 r2 5 r4 8 r2 3 r3 4 r4 8 R1 8 r3 7 r2 7 r1
3 23 4 18 6 34 75 58 9 30 9 40 3 25 4 35 5 37 2 15
16 30 56 27 36 24 32 35 14
21
2 4 2 3 4 1 3 2 1
2
Copy this study board and use this with the reteaching lesson.
Estimating
Say: Step 1: Estimate and divide. 5 39
Estimate the greatest number of 5’s in 39. Since 7 × 5 = 35, 7 is the greatest number of
7
5’s in 39. Write the 7 in quotient in the ones place. 5 39 .
7
Step 2: Multiply 7 × 5 = 35. Write 35 under 39. 5 39
35
Step 3: Subtract 39 - 35 = 4. The remainder must be less than the number you are dividing by;
4 is less than 5. Write the remainder in the quotient.
321
Review the steps in the study board with the students using this example: 8 67
Ask these questions about this problem: What is the first step? (estimate how many 8’s are in
37)? Can you use multiplication to estimate? (yes) What number would you multiply 8 by? (8)
(8 × 8 = 64)? What would you subtract 64 from? (67) What is the remainder? (3)
8 r3
8 67
64
3
Tell the students that you want them to risk writing the answer to some division problems that
will have remainders. Give the students time to write the answers to the questions. When
revealing the answer, say: The answer is…… Complete the rest of the problems the same way.
Store the study board and index cards in the 9 ½” x 6 ½” envelope.
322
Correlations (SG,CAS,CFS): 6C3
ITBS/TAP: ISAT:
Add, subtract, multiply, and divide single - and
multi-digit whole numbers
Unit Focus/Foci
Multiplying two-digit numbers by one-digit numbers
Materials
Warm-up Activity:
Write the following on the chalkboard. Have students solve each problem.
1) 9 x 8 2) 10 x 9 3) 8 x 7 4) 5 x 9 5) 7 x 9
Lesson:
Ask students to solve the following problem.
Christopher and Monique collect cans as a fundraising event. They collected cans in cartons of
24. They filled 8 cartons with cans. How many cans have they collected?
After a few minutes, offer this solution.
323
Monique said that if there were 20 cans in a carton, they would have 160 cans because 8 x 2 =
16, so 8 x 2 tens is 16 tens and that is 160.
But 4 cans from each carton were left out. 8 x 4 = 32. So if we add 32 cans to 160 cans we have
192 cans. Therefore: 24
x 8
32 (8 x 4)
+ 160 (8 x 20 or 8 x 2 tens)
192
This way may seem too confusing or too long. A shorter way to solve the same problem would
be as follows.
29 Start at the right. Multiply the ones digit by 8 (8 x 4 = 32) that is

x 8 3 tens and 2. Write the 2 and remember the 3 tens for the next column.
2
24 Multiply the tens digit by 8. 8 x 2 = 16. 16 tens plus the 3 tens you
x 8 remembered is 19 tens.
192
If you have trouble remembering the number that you saved from the previous column, you may
write the number above the next digit of the top number. Cross it off when you use it.
However, if you write the numbers, be sure to make them small and neat so you do not get
confused.
Activity: Have students complete the answers to each of the following problems.
1. 24 2. 26 3. 43 4. 60
x 6 x 9 x 3 x 8
5. 90 6. 83 7. 73 8. 19
x 3 x 4 x 4 x 6
324
Ten Statements
lesson.
1) You can multiply two digits by one digit by multiplying first the ones and then the tens and
adding. (yes)
2) In multiplying, you work from right to left. (yes)
3) In the shorter method of multiplying, you must remember to add the number you saved.
(yes)
4) If you cannot remember the number you saved, write it above the next digit of the top
number. (yes)
5) You should cross the saved number off after you use it . (yes)
6) You should write the saved number small and neatly to avoid confusion. (yes)
7) 8 x 20 = 8 x 2 is 16 and 8 x 2 tens is 16 tens which equals 160. (yes)
8) In finding multiples of 9, the sum of the digits will either be 9 or a multiple of 9. (no)
9) All multiples of 5 end in 0 or 5. (no)
10) Sometimes we use numbers to mean about how many. (no)
Free Choice Lesson
Six Group Activity
Math Workshop

325
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Multiplication (3-digit by 2-digit).
Technology:
Assessment
Have students role play teaching each other how to multiply a two-digit number by a one-digit
number.
Homework
Have students create six multiplication problems of their own to solve, each of which uses a
different one-digit multiplier.
Teacher Notes
326
Six-Group Activity
Multiplication (2-digit by 2-digit)
Materials:
1 black marker
1 pencil
Chart paper
1 envelope (9 ½” x 6 ½”)
62 27 33 21 42
×23 ×35 ×62 ×15 ×34
Answers:
62 27 33 21 42
×23 ×35 ×62 ×15 ×34
186 135 66 105 168
1240 810 1980 210 1260
1426 945 2046 315 1428
Copy the study board and use it with this reteaching activity.
Multiplying 2-digit by 2-digit
Say: Step 1: Multiply the ones first. (8 × 2 = 16. Rename the 16 as 1 ten + 6 ones. Write the 6
in the ones column and write the 1 over the tens column.
Example: 1 62
A
× 48
6
Step 2: Multiply 8 times 6. (8 × 6 = 48). Add the renamed 1 to the

8 × 6 + 1 = 49. (49 tens = 4 hundreds + 9 tens.) Write the 9 in the tens place and the 4 in the
hundreds place.
Step 3: Write zero under the 6 in the ones column. This is to hold the place because you are
now multiplying in the tens place.
327
Step 4: Multiply 4 times 2 (4 × 2 = 8). Write the 8 under the 9 in the tens place.
1
62
× 48
496
80
Step 5: Multiply 4 times 6 (4 × 6 = 24). Write the 4 in the hundreds column and the 2 in the
thousands column. (24 hundreds = 2 thousands and 4 hundreds)
62
× 48
496
2480
Step 6: Add the totals.
62
× 48
496
+ 2480
2976
Solve a sample problem with the students, showing step-by-step process. Use this example:
25 × 95. Write the problem on a large sheet of paper.
25
×95
Ask the following questions:
1. What two numbers are you going to multiply first? (5 × 5)

2. What is the answer? (25)
3. Do we have to rename? (yes)
4. What are we renaming and to what? (25 to 2 tens and 5 ones)
5. Where do we write the renamed numbers? (write the 5 in the ones place and the 2 over the
tens place)
6. What are the next numbers being multiplied? (5 × 2 = 10 = one hundred and zero tens)
7. Where do we write the 12? (write the 2 in the tens and the 1 in the hundreds)
8. What is the next step? (place a 0 in the ones place)
328
9. Why do we write a zero in the ones place? (to serve as a place holder because we are
multiplying in the tens column)
10. What are the next two numbers to be multiplied? (9 × 5 = 45)
11. Do we rename the 45? (yes)
12. To what? (4 tens and 5 ones)
13. What do you do with the 2 already over the 2? (cross it out)
14. Why? (because it was already used)
15. What is the position of the numbers in 45? (write the 5 in the tens place and the 4 over the 2
in the tens column)
16. What are the next two numbers to be multiplied? (9 × 2)
17. Do we need to rename? (no)
18. Why? (because there are no other numbers to be multiplied in the hundreds place)
19. What do we do with the 4? (add it to 9 × 2 = 18 + 4 =22; two thousands + 2 hundreds)
20. Where do we put the 22? (write one 2 in the hundreds place and the other 2 in the thousands
place)
21. What is the last step in this problem? (add)
22. What two numbers are being added? (125 + 2250)
Tell the students that they are going to do five problems that are similar to the problem they just
completed. Show the students a card and tell them there will be a one-minute time limit on each
problem. Place a card on the table and give the students the time allotted to answer. When one
minute has elapsed, turn the card over to reveal the answer. While doing that say: The answer
is… Complete the rest of the cards in the same manner.
Store the study board and index card in the 9 ½” x 6 ½” envelope.
329
ITBS/TAP: ISAT:
numbers
Unit Focus/Foci
Practice the multiplication of three digits by one digit
Materials
Six-Group Activity: Multiplication (writing steps to 1-digit by 3-digit multiplication problems)

Number cubes 0-5/5-10
Overhead projector (optional)
Math journals
Warm-up Activity:
Write the following problems on the chalkboard. Have the students copy and complete them.
This will also provide mental math practice.
1. 50 x 50 2. 20 x 40 3. 30 x 50
4. 70 x 90 5. 80 x 200 6. 40 x 40
7. 30 x 600 8. 60 x 90 9. 80 x 400
330
Introduce the terms factors and product. Factors are the numbers being multiplied (8 x 8). The
product is the answer to a multiplication problem.
8 (factor)
x 8 (factor)
64 (product)
Explain that multiplication is a fast way to add numbers. Example: 8 x 8 = 8 + 8 + 8 + 8 + 8 + 8

+ 8 + 8.
Lesson:
Write the following problem on the chalkboard or transparency.

413
x 2
Step 1: Have students copy the problem in their journals. It is important that they keep the
digits in straight columns. Step 1: Tell students that they are going to multiply each digit in the
number 413 times 2. Tell students that they will be multiplying from right to left starting with
the ones place of both factors. Have students look at 413 and identify the digit in the ones place
(3). Rewrite the problem and write the 3 and 2 using a different color. The different color will
indicate which digits are being multiplied.
413
x 2
Ask students for the product of 3 x 2. Tell students that, because the digit 3 in 413 is in the ones
place, the product of 3 x 2 will be written in the ones place of the answer also. Write the 6 using
the same color used for the 3 and 2.
413
x 2
6
Step 2: Have students look at 413 and identify the digit in the tens place (1). Have students give
the value of the 1 (1 ten or 10). Rewrite the problem, writing the digits 1 and 2 using a different
color.
413
x 2
6
331
Ask students for the product of 1 x 2. Tell students that, because the 1 is in the tens place, that
the product of 1 x 2 will be written in the tens place of the answer also.
413
x 2
26
Remind students again to keep their digits in straight columns. After writing the 2 in the tens
place of the product, ask students for the value of that 2 (2 tens or 20). Students should
understand that they are multiplying 10 (1 ten) times 2 and not 1 x 2.
Step 3: Have students look at 413 and identify the digit in the hundreds place (4). Have
students give the value of the 4 in 413 (4 hundreds or 400). Rewrite the problem, writing the 4
and the 2, a different color.
413
x 2
26
Ask students for the product of 4 x 2. Tell students that, because the 4 is in the hundreds place,
the product of 4 x 2 will be written in the hundreds place of the answer also.
413
x 2
826
Students should understand that 4 hundreds times 2 equals 8 hundreds.
Write the following problem on the chalkboard.

321
x 3
Have a student go to the chalkboard to work the problem while the rest of the students solve the
problem in their journals. Remind students to keep digits in straight columns. Have the student
at the chalkboard tell how he/she arrived at the answer (963).
332
Ten Statements
lesson.
1) When multiplying, you should keep all the digits in straight columns. (yes)
2) The answer to a multiplication problem is called the product. (yes)
3) 6 x 7 = 7 + 7 + 7 + 7 + 7 + 7. (yes)
4) In the problem 5 x 3 = 15, 5 and 3 are factors. (yes)
5) The sum of two negative numbers is negative. (no)
6) A protractor is a math tool. (no)
7) When multiplying two numbers, you work from left to right. (yes)
8) A semi-circle is half a circle. (no)
9) Factors are the numbers you multiply. (yes)
10) When multiplying 3 x 6, write the 8 in the ones place and carry the 1 ten. (yes)
Free-Choice Lesson
Six-Group Activity
Have a group of six students, two from each ability level, complete teacher directed activity
sheet: Multiplication (Writing the steps to 1-digit by 3-digit multiplication problems)
Math Workshop

333
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Multiplication (Writing the steps to 1-
digit by 3-digit multiplication problems).
Technology:
Assessment
Informally assess students’ responses during the lesson and Ten Statements review.
Homework
Have students write and solve the 10 problems on the chalkboard or choose 10 from the text.
Problems should be similar to the ones presented in class.
Teacher Notes
334
Six-Group Activity
Multiplication (Writing the steps to 1-digit by 3-digit multiplication problems)
Materials:
2 sheet of blank paper (8 ½” x 11”)
1 black marker
1 envelope (9 ½” x 6 ½”)
Prepare the following index cards and the two pieces of paper (8 ½” x 11”) with these questions
and answers.
205 310
× 3 × 8
Say: Step 1: Multiply 3 × 5 = 15 ones. Rename the 15 ones as 1 ten + 5 ones. Write the 5 in the
ones place, and the 1 above the zero.
21 05
× 3
5
Step 2: 3 × 0 tens = 0 tens. Add the 1 ten. Write the 1 in the tens place.
21 05
× 3
15
Step 3: 3 × 2 hundreds = 6 hundreds. Write the 6 in the hundreds place.
21 05
× 3
615
335
Writing the steps to 1-digit by 3-digit multiplication problems
Say: Step 1: 8 × 0 ones = 0 ones. Write 0 in the ones place.
310
× 8
0
Step 2: 8 × 1 ten = 8 tens. Write 8 in tens place.
310
× 8
80
Step 3: 8 × 3 hundreds = 24 hundreds. Rename 24 hundreds as 2 thousands + 4 hundreds.

Write 4 in the hundreds place and 2 in the thousands place.
310
× 8
2480
Use this problem to review writing the steps to solve 1 digit-by-3 digit multiplication problems.
462
× 2
4
Say: Step 1: Multiply the numbers in the ones column. 2 × 2 = 4. As you explain the problem,
write the answers down so the students can see them.
Step 2: Multiply 2 ones times 6 tens. 2 × 6 = 12. Rename 12 to 1 ten and 2 ones. Put 2 under
the tens place and place 1 over the 4.
Example:
1
462
× 2
24
Step 3: Multiply 2 ones times 4 tens and add the renamed ten. So 2 × 4 + 1 = 9. Write the 9
under the hundreds place.
336
1
462
Example: × 2
924
Tell the students that they are going to do two problems the same way, writing in words the steps
to solving the problems. Lay one card on the table and give the students four to five minutes to
write the answer to the question. When the time is up, show the students the written answer.
This paper may not be exact as to the right answer: use teacher judgement. Say: The answer
is…… Store the index card and written answer key in the 9 ½” x 6 ½” envelope. Repeat this
process with the second card.
337
Correlations (SG,CAS,CFS): 6C2; 6D1,2
ITBS/TAP: ISAT:
multiplication with whole numbers
Unit Focus/Foci
Assessing multiplication of 2- and 3-digit numbers by 1-digit numbers
Materials
Teacher-prepared test
Test (See attached.)
338
Test
Multiply
1) 24 2) 83 3) 97 4) 65 5) 43
x 7 x 4 x 5 x 8 x 6
6) 385 7) 409 8) 620 9) 487 10) 248

x 3 x 7 x 4 x 6 x 5
11) 400 12) 93 13) 322 14) 153 15) 48

x 7 x 6 x 3 x 5 x 9
16) 523 17) 74 18) 207 19) 59 20) 457

x 8 x 4 x 6 x 8 x 9
21. A T-shirt costs $18. How much will 8 T-shirts cost?
22. An auditorium has 39 rows. Each row has 7 seats. How many seats are there?
23. Dave planted 9 rows of corn. Each row had 253 plants. How many plants did Dave have?
Estimate to get the approximate answers to solve these problems.
24. Ken had 27 boxes of baseball cards. He had 319 cards in each box. His goal was to save
10,000 cards. Has he reached his goal?
25. The zoo bought 3832 kilograms of bananas. Each month the zoo uses 479 kilograms of the
bananas. Will they have enough bananas for 7 months?
339
Ten Statements
lesson.
No Ten Statements for this lesson.
Free Choice Lesson
Six- Group Activity
Math Workshop

SS: Read and interpret maps, charts, table s, graphs, and cartoons
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
340
Technology:
Assessment
Formal assessment: Teacher-prepared test.
Homework
Teacher Notes
Answer key for test:
1. 168 2. 332 3. 485 4. 520 5. 258
6. 1,155 7. 2,863 8. 2,480 9. 2,922 10. 1,240
11. 2,800 12. 558 13. 966 14. 765 15. 432
16. 4,184 17. 296 18. 1,242 19. 472 20. 4113
21. $144 22. 273 seats 23. 2,277 24. no 25. yes
341
ITBS/TAP: ISAT:
numbers
Unit Focus/Foci
Multi-digits Multiplication
Multiplying two-digit numbers by two-digit numbers
Materials

Coins and nickels
Quarters
Warm-up Activity:
Write the following problem on the chalkboard. Have students solve the problem.
Jamal is the best basketball player on the team. He made 156 two-point goals, 47 three-point
goals and 132 free throws for one-point each. What is Jamal’s total number of points scored?
(585)
Next try a mental math game. List several items on the chalkboard and have students voluntarily
price the items. The first set of items should be items popular with the age group doing the
pricing. The second group of items should be from the basic needs group. Compare the
accuracy of the pricing of the two groups of items. (Ask how the answers were derived.)
342
Present the following multiplication rules.
Multiplication Rules
36 Say: Start at the right, multiply the top number by the digit in the
x18 ones column, 8 x 36 = 288. Write 288 so that the digit on the right
288 (8) is in the ones column.
36 Multiply the top number by the tens digit.
x18 1 x 36 = 36. There are 36 tens. Write 36 so that the digit in the
288 right (6) is in the tens column.
36
36 Add to get the answer.

x18
288
36
648
Lesson:
H students read and discuss ways to recognize if a problem is correct or incorrect. Take this time
to point out clues to indicate if an answer is correct or not. By now the students should have a
good grasp of how to multiply by two-digit numbers. Explain that the process of elimination is
one way to determine the correctness of a given answer. Looking at the last digit in a product
may be an indicator. Example: 42 x 16 = 672. When you multiply the digits in the ones place, 6
x 2 = 12, there will be a 2 in the last digit of the product. No other answer has a 2 in the ones
place.
After explaining some strategies that can be used to determine students complete the problems
assigned individually. Have students check the problems to make sure they are correct. Collect
students’ papers for evaluation. Once the papers have been collected, ask for volunteers to solve
problems of the teacher’s choice. (Do not allow more than 5 to 10 minutes for this activity.)
When a student solves a problem, have him/her explain the reasoning or rationale used, and why.
Have the students turn to a page in their textbook with multiplication problems, 2-digit by 2-digit
multiplication.
343
Ten Statements
lesson.
1) The first step in multiplying 2-digit by 2-digit numbers is to start at the far right of the
problem and multiply the digits in ones place first. (yes)
2) Always multiply from right to left. (yes)
3) When the first row has been multiplied, you must move over one place under the tens column
and place your next answer. (yes)
4) The last step in multiplying 2-digit by 2-digit numbers is to add the partial products. (yes)
5) Approximating is a way to find the upper or lower boundaries when solving problems. (no)
6) When using multiple guess to solve multiplication problems, the digit in the ones place in the
product can sometimes be the clue needed to solve. Example: 42 x 16 = 672 a) 720
b) 255 c) 672. (yes)
7) Knowledge of the metric system helps when we shop. (no)
8) When multiplying by zero, write the answer 0 directly under the 0 in the problem. (no)
9) 27 x 58 is an example of a two-digit number multiplied by a two-digit number. (yes)
10) There are three parts to a division problem: quotient, divisor, and dividend. (no)
Free- Choice Lesson
Six- Group Activity
Math Workshop

344
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity sheet: Multiplication (2-digit by 2-digit).
Technology:
Assessment
Homework
Teacher Notes
345
Six-Group Activity
Multiplication (2-digit by 2-digit)
Materials:
1 black marker
1 pencil
Chart paper
1 envelope (9 ½” x 6 ½”)
62 27 33 21 42
×23 ×35 ×62 ×15 ×34
Answers:
62 27 33 21 42
×23 ×35 ×62 ×15 ×34
186 135 66 105 168
1240 810 1980 210 1260
1426 945 2046 315 1428
Copy the study board and use it with this reteaching activity.
Multiplying 2-digit by 2-digit
Say: Step 1: Multiply the ones first. (8 × 2 = 16. Rename the 16 as 1 ten + 6 ones. Write the 6
in the ones column and write the 1 over the tens column.
Example: 1 62
A
× 48
6
Step 2: Multiply 8 times 6. (8 × 6 = 48). Add the renamed 1 to the

8 × 6 + 1 = 49. (49 tens = 4 hundreds + 9 tens.) Write the 9 in the tens place and the 4 in the
hundreds place.
Step 3: Write zero under the 6 in the ones column. This is to hold the place because you are
now multiplying in the tens place.
346
Step 4: Multiply 4 times 2 (4 × 2 = 8). Write the 8 under the 9 in the tens place.
1
62
× 48
496
80
Step 5: Multiply 4 times 6 (4 × 6 = 24). Write the 4 in the hundreds column and the 2 in the
thousands column. (24 hundreds = 2 thousands and 4 hundreds)
62
× 48
496
2480
Step 6: Add the totals.
62
× 48
496
+ 2480
2976
Solve a sample problem with the students, showing step-by-step process. Use this example:
25 × 95. Write the problem on a large sheet of paper.
25
×95
Ask the following questions:
1. What two numbers are you going to multiply first? (5 × 5)

3. Do we have to rename? (yes)
4. What are we renaming and to what? (25 to 2 tens and 5 ones)
5. Where do we write the renamed numbers? (write the 5 in the ones place and the 2 over the
tens place)
6. What are the next numbers being multiplied? (5 × 2 = 10 = one hundred and zero tens)
7. Where do we write the 12? (write the 2 in the tens and the 1 in the hundreds)
8. What is the next step? (place a 0 in the ones place)
347
9. Why do we write a zero in the ones place? (to serve as a place holder because we are
multiplying in the tens column)
10. What are the next two numbers to be multiplied? (9 × 5 = 45)
11. Do we rename the 45? (yes)
12. To what? (4 tens and 5 ones)
13. What do you do with the 2 already over the 2? (cross it out)
14. Why? (because it was already used)
15. What is the position of the numbers in 45? (write the 5 in the tens place and the 4 over the 2
in the tens column)
16. What are the next two numbers to be multiplied? (9 × 2)
17. Do we need to rename? (no)
18. Why? (because there are no other numbers to be multiplied in the hundreds place)
19. What do we do with the 4? (add it to 9 × 2 = 18 + 4 =22; two thousands + 2 hundreds)
20. Where do we put the 22? (write one 2 in the hundreds place and the other 2 in the thousands
place)
21. What is the last step in this problem? (add)
22. What two numbers are being added? (125 + 2250)
Tell the students that they are going to do five problems that are similar to the problem they just
completed. Show the students a card and tell them there will be a one-minute time limit on each
problem. Place a card on the table and give the students the time allotted to answer. When one
minute has elapsed, turn the card over to reveal the answer. While doing that say: The answer
is… Complete the rest of the cards in the same manner.
Store the study board and index card in the 9 ½” x 6 ½” envelope.
348
Correlations (SG,CAS,CFS): 6A3; 6C2; 6D1
ITBS/TAP: ISAT:
numbers
Unit Focus/Foci
Multiplying three digit numbers by two-digit numbers
Materials
Six-Group Activity: Multiplication (Multiplying tens)

Meter sticks
Warm-up Activity:
Write the following problems on the chalkboard. Have students solve each problem.
1) 43 2) 84 3) 53 4) 81 5) 57
x 29 x 76 x 36 x 93 x 42
Lesson:
Have students open their textbooks to a page that shows multiplication of three-digit numbers by
two digit numbers. Using the text example, walk the students through the algorithm for
multiplying a three-digit multiplicand by a two-digit multiplier. (This may be a good time to
review estimation.) Emphasize the importance of the correct placement of each partial product.
Once you have reviewed the regular algorithm, show the students how to use a shorter method.
349
Demonstrate the following problems.
312 Multiply the top number by the ones digit.

x 30 0 x 312 = 0 (next)
0 Write the zero in the ones column.
312 Multiply by the digits in the tens place

x 30 3 x 312 = 936 There are 936 tens.
0
936 Write 936 with the 6 placed in the 10’s column.
Next: Add 312

x 30
0
+ 936
9360
Shorter way:
312 Multiply the top number by the ones digit.
x 30 0 x 312 = 0
0 Write the 0 in the ones column.
312 Multiply by the tens digit.

x 30 3 x 312 = 936
9360 Write the 936 next to the 0.
Now that the students have a long and short way to multiply, allow the students to solve
problems one through 26 within 15 minutes. This timed activity may be used as a mini-
assessment. Introduce the term perimeter. Ask if a student can define the term.
Perimeter: The distance around a figure is called the perimeter. (Give a few examples.)
Then ask the student what area is.
Area: the number of square units inside a figure
Length: the measurement from end to end. (the longer length)
Width: the measurement from side to side
After reviewing terms and working through the examples, the students should be ready to solve
problems that the teacher assigns. When students complete the assignment, have them write
anything that seemed difficult to them in the math journals. (Before introducing the next lesson,
have students read their entries and review what is necessary to clarify any deficiencies.)
350
Ten Statements
lesson.
1) The area is the number of square units inside a figure. (yes)

2) In this lesson, we were taught to solve multiplication problems with a three-digit
multiplicand and a two-digit multiplier. (yes)
3) Multiplication can be done using the short or long methods to solve. (yes)
4) The perimeter is found by adding the length and the width of all sides of a square or
rectangle. (yes)
5) 7 is a prime number. (no)
6) The area of a square is found by multiplying the length times the width. (yes)
7) A rectangle can have measurements of 2 inches in length and 5 inches in width. (yes)
8) The opposite of multiplying is dividing. (no)
9) In the problem 60 x 70 = 4200, the product is an example of a power of 10. (no)
10) When multiplying 3-digit numbers by 2-digit numbers multiplication and addition are used to
solve the problem. (yes)
Free Choice Lesson
Six-Group Activity
sheet: Multiplication (Multiplying tens).
Math Workshop

351
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity sheet: Multiplication (Multiply tens)
Technology:
Assessment
Assess students’ ability to apply the algorithm to multiply two-and-three digit numbers correctly.
Homework
Teacher Notes
352
Six-Group Activity
Multiplication (Multiply by tens)
Materials:
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
35 62 80 255 380
×10 ×10 ×10 × 10 × 10
Tell the students that when you lay a card on the table they are going to multiply by tens.
Answers:
380 62 80 255 380
× 10 × 10 × 10 × 10 × 10
350 620 800 2550 3800
Copy the study board and use it with the lesson to reteach.
Multiply by Tens
Do the following sample problem with the students.
Say: Step 1: Think of 40 as 4 tens or 4 × 10.
268
× 40
Say: Step 2: Write a zero in the ones place because 0 × any number equals zero.
268
× 40
0
353
Say: Step 3: Multiply by 4.
268
× 40
10720
Ask these questions:
1) What should we think of 90 as? (9 tens or 9 × 10)

2) What do we write in the ones place? (0)
3) Why not multiply 0 times all the numbers? (because 0 × any number is 0)
4) What is the next step? (multiply 9 × 3)
5) What is the answer? (27)
6) What do we do with the 27? (rename it as 2 tens and 7 ones.)
7) What goes in the tens column? (7)
8) What is done with the 2? (renamed over the 2)
9) What is the last step? (multiply 9 × 2 + 2)
10) What is the final answer? (2070)
Tell the students that they are going to do an activity, Multiplying by Tens. When a card is
displayed on the table, tell the students they have one minute to complete the problem. When the
time is up, turn over the card to reveal the answer and say: The answer is… Complete the rest of
the cards the same way. Store the study board and index cards in the 9 ½” x 6 ½” envelope.
354
Correlations (SG,CAS,CFS): 6A2; 6C2; 6D1
ITBS/TAP: ISAT:
Solve single-step problems using addition or
subtraction with whole numbers
Unit Focus/Foci
Exploring multiplication uses
Materials
Six-Group Activity: Division (Word problems)

Centimeter rulers
Meter stick
Cruncher
One 0-5 cube
Roll a Problem Game
Players: 2 or more
Materials: one 0-5 cube
Object: To get the greatest product
Focus: Multi-digits multiplication, place value and mathematical reasoning
355
Rules
Discuss these rules with the students:
1. Use blanks to outline a multiplication problem on your paper.

_____ _____
x _____ _____
_____________
2. The first player rolls the cube four times.
3. Each time the cube is rolled, write that number in one of the blanks in your outline.
4. When all the blanks have been filled, find the product of the two numbers.
5. The player with the greatest product wins the round.
Write the following on the chalkboard. Have students solve each problem.
1. Mrs. Jones ordered 10 boxes of pencils. There are 120 pencils in each box. How many
pencils did she order? (1,200)
2. There 50 rows of seats in the auditorium. There are 30 seats in each row. How many seats
are in the auditorium? (1,500)
Lesson:
Have the students attempt to solve the following problem. Say: You have a piece of cloth 10
centimeters long and 7½ centimeters wide. Do you have enough cloth to make a pencil box that
requires a piece of cloth 20 centimeters long and 15 centimeters wide? (yes/no) How much
more cloth do you need to make 3 pencil boxes?
One box requires a piece of cloth 20 centimeters long and 15 centimeters wide. The piece I have
is only 10 centimeters long and 7½ centimeters wide. I only have enough to make ½ a box, I
need to get a piece of cloth 50 centimeters long and 37½ centimeters wide. If one box requires a
piece of fabric 20 centimeters by 15 centimeters 20c x 15x = 1 pencil box.
x 2 x 2
40 by 30c 40 by 30 = 2 pencil boxes
I already have a piece 10 centimeters long and 7½ centimeters wide. (½ + ½ = 1)

7½cm + 7½cm = 15cm 10cm + 10 cm = 20cm.
Answer any questions that will clarify the algorithms used to solve the problem.
356
Students may play the “Roll a Problem” Game. Allow students to engage in the Roll a Problem
Game for about 10 minutes longer. Allow students about five minutes to start on the homework
assignments. Select a problem from the assignment and solve on the chalkboard to explain
unclear algorithms.
Ten Statements
lesson.
1) Multiplication is a faster way of adding. (yes)

2) In the problem 5 × 3 the 5 is the multiplicand. (yes)
3) The product is the result of multiplying two numbers together. (yes)
4) The problems using algorithms for constructing pencil boxes is a good example of
application of multiplication. (yes)
5) A triangle is a polygon that has three sides. (no)
6) Using multiples of ten is one way to practice multiplication. (no)
7) Multiples of 4 can be found by doubling multiples of 2. (yes)
8) 3 × 7 = 14 + 7 = 21 (yes)
9) The number being divided is called the dividend. (no)
10) The mental math approximation exercise is helpful when students need practice with
approximation. (yes)
Free Choice Lesson
Six-Group Activity
sheet: Division (Word problems).
Math Workshop
357
LA: Understand ing explicit, factual information

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Division (Word problems).
Technology:
Assessment
Assess students’ understanding informally by monitoring classroom participation.
Homework
Teacher Notes
Have students review their math journals and classroom activities to prepare for the formal
assessment/test.
358
Six-Group Activity
Division (Word problems)
Materials:
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
the index cards. Use the pencil to write the answers on the back of the index cards.
Tell the students that when you lay an index card on the table they are going to solve the problem
using their problem solving skills.
1) The students plan to rent boats at the lake. How many boats will the 20 students need if each
boat holds 4 students?
2) James cut a glass 12 feet long into 4 equal pieces. How long was each piece?
3) Ms. Giles made 7 telephone calls. She spent 35 minutes on the telephone. What was the
average length of each call?
4) Ray received a free festival ticket for every 6 tickets he sold. How many free tickets did he
receive if he sold 36 festival tickets?
5) Jordan scored 72 points in the last 8 basketball games he played. What was the average
number of points he scored in each game?
Answers: (5 boats), (3 feet), (5 minutes), (6 free tickets), (9 points)
Copy this study board to use with the reteaching of this lesson.
359
Word problems
Review the following key words which indicate that a word problem requires division.
Division key words:
divided (evenly) average

split every
each out of
cut ratio
equal pieces shared
Review the study board with the students and use this sample word problem:
Mrs. Alfred has 20 candles to use for table decorations. She wants to decorate 5 tables. How
many candles can she put on each table? Ask: What are the key words that let you know this is a
division problem? Can you use multiplication to solve this problem? (yes) If so, what would
the problem be? (5 × 4 = 20)
Tell the students that they are going to do five word problems the same way they did the
example. Tell them they have a minute to solve each problem. While revealing the answer say,
The answer is…… Store the index cards and study board in the 9 ½” x 6 ½” envelope.
360
Correlations (SG,CAS,CFS): 7A2,3; 7B6; 7C2; 8D2
ITBS/TAP: ISAT:
numbers
Unit Focus/Foci
Multiplication Skills
Reviewing mixed skills
Materials
Six-Group Activity: Multiplication (Multiply tens and ones by ones)

Graph paper
Pencils
Math journals
The Cruncher
Warm-up Activity:
Present this problem and provide graph paper for students to work on. Have students draw a
capital letter on the graph paper that has a perimeter of 38 units. (Answers will vary.) Draw the
letter H.
4 + 4
222 + 4 + 4 + 11 + 4 + 4 + 11 + 2 + 2 + 2
11 + 2 + 2 + 2 = 50
11
+ 222
4 + 4
361
Discuss students’ response. Review the definition of perimeter. (perimeter = the distance
around a surface.)
Lesson:
This lesson is designed to give practice for the basic arithmetic operations learned by the
students.
Algebra preparatory problems: (A timed review)

Have students solve for n:
1. n = 15 + 3 2. 27 ÷ n = 3 3. n ÷ 8 = 32
4. n x 9 = 72 5. n - 9 = 9 6. 8 + n = 30
7. n = 72 ÷ 9 8. n = 12 + 23 9. n ÷ 10 = 80
10. 48 ÷ 6 = n 11. n = 10 x 8 12. 10 x 7 = n
Watch for the (x, ÷ , +, -, =, n) signs.
13. 257 × 30 = n 14. 100 x 864 = n 15. 504 + 321 = n
16. 88 x 1000 = n 17. 484 x 25 = n 18. 418 - 405 = n
19. 56 ÷ 7 = n 20. 52 - 7 = n 21. n - 84 = 7
22. Joy and Bobby toured the Grady Caves. The path was marked so that the tourists could tell
how far they had traveled. Joy and Bobby decided to make a graph to show how far they had
traveled. Look at their graph.
12
Distance from cabin
10
6 Miles
0
6 8 10 12 2 4 6 8 10 12
A.M A.M. A.M. P.M. P.M. P.M. P.M. P.M. P.M. A.M.
362
Answer these questions.
a. How far had they gone by 9:00 A.M.?

b. How far had they gone 3 hours later?
c. At what time were they farthest from the cabin?
d. How fast do you think they traveled?
e. What was the farthest distance they could have traveled?
Say: Write a journal entry using the data from the graph. Make sure the story/narrative agrees
with the graph data.
Ten Statements
lesson.
1) This lesson reviewed addition and subtraction skills. (yes)

2) Solving for “n” is an example of pre-algebra readiness. (yes)
3) In order to correctly solve this problem: 61 x 1000 = n correctly, one needs to know how
place value is utilized. (61,000). (yes)
4) The problems in the pre-algebra section of this lesson can be used in function machines. (no)
5) Problem #22 was an example of graphing. (yes)
6) The journal entry was an example of integrating writing with math. (yes)
7) In order to correctly answer questions about the graphs in this lesson, one needs to be able to
read graphs. (yes)
8) There are many different kinds of graphs: , circle, bar & line are just a few. (no)
9) In this lesson, addition, subtraction, multiplication, and division skills were needed to solve
problems. (yes)
10) Multiples of 10 powers of 10 are algorithms used in multiplication skills. (no)
Free-Choice Lesson
Six- Group Activity
sheet: Multiplication (multiply tens and ones by ones).
363
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity sheet: Multiplication (Multiply tens and ones by
ones).
Technology:
Assessment
Assess students’ understanding using classroom participation and journal entries.
Homework
364
Teacher Notes
Answer key
1. 18 2. 9 3. 256 4. 8
5. 18 6. 22 7. 8 8. 35
9. 800 10. 8 11. 80 12. 70
13. 7,710 14. 86,400 15. 825 16. 88,000
17. 12,100 18. 13 19. 8 20. 45
21. 91
22. a. Approximately 4 miles from the cabin

b. 11 miles total
c. 12 P.M. to 1 P.M.
d. About 2 miles per hour
e. 12 miles
365
Six-Group Activity
Multiplication (Multiply tens and ones by ones)
Materials:
1 black marker
1 pencil
1 envelope (9” x 6 ½”)
26 47 75 56 88
×7 ×8 ×6 ×4 ×3
37 49 21 38 52
×3 ×2 ×4 ×2 ×9
Answers:
4 5 3 2 2
26 47 75 56 88
×7 ×8 ×6 ×4 ×3
182 376 450 224 264
2 1 1 1
37 49 21 38 52
×3 ×2 ×4 ×2 ×9
111 98 84 76 468
Copy this study board on multiplying tens and ones by ones.
Multiplying tens and ones by ones
Say: Multiply 3 by the factor above of it in the ones place.
25
A 3 × 5 = 15
×3
366
Say: Step 2: After multiplying 3 × 5 = 15. The number 15 cannot fit into the ones place. Only 0
- 9 single digits can fit into the ones place. Rename as 1 ten + 5 ones.
1
25
×3 Tip: multiply from right to left.
5
Step 3: Multiply 3 times 2. This gives you the answer.(6) You are not finished because you have
one that was renamed over to the tens place. Add the number 1 to the answer of 2× 3 = 6.
6 + 1 = 7, place the 7 in the tens place.
1
25
×3
75
45
Give the students this sample problem, × 3 , and ask these them write the response:
1. What are the two factors being multiplied? (45, 3)

2. Which way do you start multiplying? (right to left)
3. What is the first number you use to start multiplying the other numbers by? (3)
4. Name the first two numbers being multiplied. (3 × 5)
6. Can 15 fit in the ones place? (no)
7. What must we do? (put 5 under the ones place and carry 1 over the 4)
8. What is the next number 3 is multiplying? (4)
9. What is 3 × 4? (12)
10. Can we put 12 in the tens column? (no)
11. Why not? (because we have to add 1 to it)
12. So, is 3 × 4 + 1 = 13? (yes)
13. Are we finished? (yes)
Tell the students that you want them to try some problems that you are going to show them and
that there is a time limit on each card. (Allow about 1 minute per problem.) When you lay the
card down, tell the students to begin. When the time is up, turn the card over to reveal the
answer and say: The answer is…… Complete the rest of the cards in the same way. Use the 9
½” by 6 ½” envelope to store the activity in.
367
Correlations (SG,CAS,CFS): 6C2
ITBS/TAP: ISAT:
Perform arithmetic operations
Unit Focus/Foci
Assessing multiplication by 2-digit numbers
Materials
Formal Assessment (See attached.)
368
Test
Multiply.
1) 68 2) 40 3) 285 4) 431 5) 30
x 75 x 16 x 24 x 15 x 31
6) 55 7) 346 8) 800 9) 49 10) 29

x 35 x 412 x 80 x 46 x 92
11) 869 12) 74 13) 248 14) 309 15) 84

x 36 x 28 x 39 x 63 x 84
Solve these problems.
16. Claudia can put 10 photos on each page of her album. How many photos can she put on 49
pages?
17. How many minutes are there in 27 hours?
18. There are 15 seats in each row of the auditorium. There are 253 rows. How many seats are
there altogether?
19. A roll of film costs $3.27. How much will 38 rolls of film cost?
20. Ken had 40 jars. He put 500 pennies in each jar. How many pennies does he have?
369
Ten Statements
lesson.
No Ten Statements today.
Free-Choice Lesson
Six-Group Activity
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: No Six-Group Activity today
370
Technology:
Assessment
Formal
Homework
Teacher Notes
Answer key for test:
1. 5,100 2. 640 3. 6,840 4. 6,465 5. 930
6. 1,925 7. 142,552 8. 64,000 9. 2,254 10. 2,668
11. 31,284 12. 2,072 13. 9,672 14. 19,467 15. 7,056
16. 490 17. 1,620 18. 3,795 19. $124.26 20. 20,000
371

Structured Curriculum Lesson Plan Day: 044 Subject: Mathematics Grade Level

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Structured Curriculum Lesson Plan Day: 044 Subject: Mathematics Grade Level

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STRUCTURED CURRICULUM LESSON PLAN

Day: 044 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6C2; 6D1; 8D2

Understanding multiplication as it relates to the power of 10

Six-Group Activity: Multiplication (Multiply by tens)

Educational Strategies/Instructional Procedures

Have students respond to the following problems using mental math.

100 x 7 = (700) 1000 x 7 = (7,000)

1. 100× 7=n 2. 1000× 7=n

3. 1000× 6=n 4. 1000× 65=n

5. 100× 73=n 6. 10× 583=n

7. 583× 10=n 8. 68× 100=n

9. 10,000× 583=n 10. 657× 10=n

11. 10× 392=n 12. 497× 1000=n

13. 16× 1000=n 14. 709× 10=n

15. 200× 1000=n 16. 503× 10=n

17. 100× 783=n 18. 649× 1000=n

19. 594× 1000=n 20. 86× 100=n

21. How many years are there in ten centuries?

Have students write the following rule in their math journals.

10× 7=n 68× 100=n 100× 496=n

LA: Understanding explicit, factual information

Suggest that students use the following questions to guide them.

Remediation: See attached Six-Group Activity sheet: Multiplication (Multiply by tens).

Answer to Enrichment problem:

Or any combination of three tiles in one row and two in another.

Day: 045 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A2; 6C2

Six-Group Activity: Multiplication (Multiply by 10’s)

Educational Strategies/Instructional Procedures

6. The answer to a subtraction problem is called the ______________ .

Review multiplying by powers of 10.

Write these three problems on the chalkboard:

Repeat with more examples.

1) In the answer for 4000 x 80 there are 4 zeros. (yes)

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Day: 046 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6B3; 6C2; 6D1

Practicing multiplication with multiples of 10

Six-Group Activity: Multiplication (1-digit by 3-digit)

Educational Strategies/Instructional Procedures

Write the following on the chalkboard.

1. Centimeter: a unit of measure, one hundredth of a meter

Example: 3200 (two zeroes here)

1. 10 x 10 (100) 2. 100 x 10 (1,000) 3. 10 x 1,000 (10,000)

Free Choice Lesson

Six Group Activity

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Enrichment: Have students solve the following problem:

Remediation: See attached Six-Group Activity sheet: Multiplication (1-digit by 3-digit).

Make a note of those students that still need special help.

2. How would you decide the shape of Bugs Island?

Day: 047 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 7A1; 8B1

Multiplication and Division

Rounding and approximating

Six-Group Activity: Multiplication (Rounding)

Educational Strategies/Instructional Procedures

Write the following problems on the chalkboard.

Find the pattern. Then fill in the missing numbers.

What do the following numbers have in common?