Name: Ashley R Martin
Class: 3-411
Date: December 7, 2023
Subject Math
Title of Lesson Multiply by multiples of 10
Standards NY-3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range
10-90 using strategies based on place value and properties of operations.
MP.1 - Make sense of problems and persevere in solving them
MP.4 - Model with mathematics
MP.5 - Use appropriate tools strategically
MP.7 - Look for and make use of structure
MP.8 - Look for and express regularity in repeated reasoning
Objectives Students will multiply by 10.
Four components: Students will use different strategies to solve equations.
Learner, Behavior, Students will complete step by step multiplication problems.
Condition, Criterion
Prior Instruction Fact families and basic multiplication facts
Academic Language Multiple
Demands and prior Number lines
knowledge Multiplication facts
List academic Associative Property of Multiplication
vocabulary required
Assessments iReady data has determined that this small group still needs on-going support to
solve equations. Students will be reminded to use a number line, skip counting and
Indicate ongoing equal groups as strategies to solve.
assessments Data and student performance allow for flexibility of grouping.
throughout the lesson
as well as the final
check for
understanding
Materials Grid Paper
Procedure
Gain Student Find the products of 4 x 50, 2 x 40, and 9 x 20. Solve these problems using any
Attention strategy you choose. Turn and talk with your partner to describe the patterns you
find. You can look for relationships. Think about how patterns can help you solve
problems. Show your work.
Review Critical To check for understanding, students should be able to show ability to perform
Prerequisite Skills basic multiplication facts.
All students should
show ability to
perform skill
State the daily lesson I can use different strategies to find products when one factor is a multiple of 10.
objective that will be
communicated to the
students
This needs to be
written in student
friendly language.
“I do” (Continuation from Gain Student Attention) What tools and strategies can you use
Explicit Modeling to solve this problem? Number lines, basic multiplication facts, multiplication
Time required is properties and counters. What do you notice about each multiplication problem?
based on objective Each problem is a 1-digit number multiplied by a multiple of 10. Remove the 0
requirements. from each problem and multiply. What are the products? 20, 8, 18. Now write a 0
Think aloud of the in the ones place of each product. What pattern do you see in the products? Each
skill. Including clear, product is made up of a basic fact followed by a zero.
consistent and concise
language.
Provide several
models.
Involve students in the
later models (ask
questions in which the
answers rely on
knowledge from the
first model or previous
knowledge)
“We do”
Prompted or Guided
Practice
(taking them through
guided practice). More
than one practice
opportunity.
Indicate faded
prompts. (TAR: Tell
the students how to do
it, Ask them how to
do it, Remind them
out to do it)
Let’s look at 5 x 30. Why would you use multiplication to find the total? There are
Physical prompts to 5 groups with 30 crayons in each group. Multiplication is used to join equal
verbal prompts when groups. What are some multiples of 10? 10, 20, 30, and so forth. Why does 5 x (3
applicable. x 10) = (5 x 3) x 10? The Associative Property of Multiplication says that you can
change the grouping of the factors and the product will be the same. What basic
fact is used to help find 5 x 30? 5 x 3 = 15. Why are there two zeros in the answer
to this problem? The basic fact is 5 x 6 = 30. One of the zeros comes from 30.
Let’s look at number 3.
2 x 70 = 2 x (7 x 10)
2 x 70 = (2 x 7) x 10
2 x 70 = 14 x 10
2 x 70 = 140
Let’s look at number 5.
7 x 8 = 56
So, 70 x 8 = 560
“You do” Quick Check:
Unprompted
Practice Now you will do questions 10, 16 and 26.
Demonstration of the 10. 6 x 70 = 6 x (7 x 10)
skill while being 6 x 70 = (6 x 7) x 10
monitored. Some 6 x 70 = 42 x 10
lessons will not have 6 x 70 = 420
an opportunity for
independent mastery. 16. 60 x 9 = 540
Small groups do not
count as independent 26. Mr. Ridley owns a clothing store. The table shows how many pieces of
performance. clothing fit on each rack, and the number of racks. Complete the bar graph to show
(small groups may be how many articles of clothing fit in Mr. Ridley’s store.
to keep students at a
level of higher
prompting)
Closing Review the connection between multiplying basic facts and then multiplying by
1) Brief review of 10.
what was learned.
2) Preview the next Depending on number of questions answered correctly from the quick check,
lesson students go to assigned groups as followed:
3) Assign Independent
Work Amber – students answered 3/3 questions correctly. Students will do
Tip: This should the following questions independently: 18-24
bring lesson to full Orange- students answered 2/3 questions correctly. Students will do the
circle and address following questions independently: 12-15, 17-24
the daily objective Indigo- students answered 1/3 or no questions correctly. These students
and the language will go to a small group with teacher.
function (s)
- Small groups are pulled according to level of understanding.
Review of the Amber, Orange, Indigo work by pulling the class together:
Ok Class. Let’s review number 10.
6 x 70 = 6 x (7 x 10)
6 x 70 = (6 x 7) x 10
6 x 70 = 42 x 10
6 x 70 = 420
Targeted Students If students have difficulty understanding how to find the product, then have them
Modifications/ start by removing the zero from the 2-digit number in the expression. After
Accommodations removing the zero from the 2-digit number, what basic fact remains? 9 x 8. What
(IEP) is the product of 9 x 8? 72. Now write a 0 after that product. What is the product
(e.g., extended time) of 9 x 80? 720.
Small Group Manipulatives and white boards will be available for students.
Modifications/ Have students draw 5 circles to represent 5 groups. Then have them draw or place
Accommodations if 3 ones blocks into each group. Ask students what multiplication fact is
applicable represented. 5 x 3 = 15. Next, have students replace the 3 ones blocks with 3 tens
(e.g., simplified blocks and write a multiplication equation to represent the tens blocks. Discuss
vocabulary read how 15 tens is the same as 150, and have students name the multiplication
aloud). problem represented 5 x 30 = 150. Repeat with 8 x 20, 6 x 40, and 9 x 70.
Technology Visual Learning Video
Applications Used
Blooms Taxonomy How can you use multiplication facts to determine the basic fact of an equation?
Please indicate the How can you use different strategies to find products when one factor is a multiple
levels of questioning of 10?
addressed in this
lesson.
