Multiplying with Multiples of 10

Grade: 2-3
Small Group Lesson
Name: Tori Budzinski
When do you plan to teach this lesson? Thursday, November 13, 2014
Content Area: Math
Grade Level: 2-3
Topic: Multiplying with Multiples of 10
Standards (Common Core Math; NextGen Science; Michigan GLCEs -- Social
Studies):
Common Core:
CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 80, 5
60) using strategies based on place value and properties of operations.

Thinking about the learning

Objective
What is this lesson about? The objective of this lesson is to teach students how to
multiply with multiples of 10 by using place value as indicated by the Common Core
standard. Students will practice multiplication facts and develop strategies to help them
multiply a one digit number by multiples of 10. They will effectively be able to solve
problems such as (6 x 40 = 240 and 4 x 50 = 200).
Rationale
Why is this important to learn? How does it fit in with the rest of the curriculum?
This is Important to learn because it is a part of basic math concepts and multiplication
which students need to learn in order to continue in math. The strategy I will be teaching
will also be crucial for the development of mental math skills.
Preassessment
What do students already know about the content/topic? How will you figure this
out? Students should know most of their multiplication facts already. We will start with a
small pretest on basic multiplication facts they should know already. I will be able to
better understand where the students are after seeing their work. I will then have
students use multiplication flash cards to refresh multiplication facts before we start the
lesson. I will also review multiplication with 10s and ask students if they recognize any
patterns when we multiply with 10s. Hopefully students will realize that they just add a
zero to the single digit number that is being multiplied by 10.

Summative Assessment
How will determine that students learned what you intended?
What specific evidence will you look for that demonstrates learning?
I will determine that students learned the concept through their homework exercises
towards the end of the lesson in their math workbooks. Apart of the summative
assessment, I will ask them to explain how to solve a problem in words by writing a
journal entry. I give students a problem and ask them to tell me how to solve it using
words.
Thinking about the lesson
Connections
What connections will you make to previous lessons? What ideas or skills will
you need to review before the lesson? What will students need to recall in order
to be successful? Students will need to recall previous multiplication facts from
previous lessons. In order to learn this knew lesson, they will need to recall all of their
multiplication facts 1s-10s. I will ask them to take a pretest and use flashcards to recall
this information. We will also review multiplying single digit numbers by 10. I will ask
students to recognize any patterns they see.
Introduction
How will you engage students in the topic? How will you hook them? How will
you explain idea? How will I put the content in context? I plan to engage the
students and hook them by giving them the math flash cards and allowing them to work
with partners in reviewing their multiplication. I will then put a more complicated problem
on the board in which students maybe startled by. However, I will explain that this
problem can be solved very easily by the key trick I will teach them during this lesson.
Then I will go into and explain that we will be working with multiples of 10 today. I will
ask them if they have ever worked with base 10 blocks and place value. I will use base
10 blocks to help start the lesson and help them visualize the concept.
Task
What will students do during the lesson? What instructional strategy(ies) will you
use? How are students asked to think critically about the content? Give me a
detailed description of what both the teacher and students are doing throughout
the lesson.
I will start the lesson by administering the pretest and having students working on this
pretest individually. I will explain to them that this is not timed or for a grade but that this
pretest will help me see how well they know multiplication facts so far. After the pretest
is complete, I will hand out two packs of multiplication flash cards. I will ask them to pair
up and to take turns quizzing each other on their multiplication facts. I will explain that if
a student is stuck to help one another. While they are working through the flash cards, I
will be grading the pretests to see how well they performed. After I complete that, I will
be listening to the students go through the flash cards and checking for understanding.
As they continue I will write 10 x 5 on the board. I will ask students to regroup and come
back to our table. I will ask them to raise their hands if they know the answer to this

problem. They should know the answer. However, if they do not, we will look at this
problem using base 10 blocks. I will explain to them when a number of ones are
multiplied by 10, the ones become tens. So we will break up this problem into 1 ten x 5
ones = 5 tens. I will also show them with multiplication of 10s that for this problem; it is
5 groups of 10 which equals 50. We will practice with 3 more examples.
Next, I will teach them the trick. On the board, I will write 2 x 30. I will use a tree
method to show that they can start by multiplying 2 x 3 which equals 6. Then they can
multiply 6 by 10 which equals 60. 2 x 30 = 60. We can show this is several ways. I can
also line up the 2 underneath the 30.
Ex:

2 x 30
2x3
6 x 10 = 60
30
x2
60

I will show them this technique as well if they are struggling.

We can also break down multiplication problems using place value and properties
Ex: 2 x 5 = (2 x 1) x (5 x 1) = (2 x 5) x (1x1) = 10 x 1 = 10
This is just another strategy that could be used.
I will then have students do a few problems in their math workbooks to practice this new
math skill. I will remind them that it is important to practice math skills. To end the
lesson, I will put a few problems on the board and ask them to try and solve it using
mental math. Then I will give each student a sheet of paper and write a new problem on
the board. I will ask them to explain to me in words how to solve the problem. I will ask
them to explain the steps to help me see how they solved the problem. I of course will
be answering any questions they have or better explaining the task they are working on.
I will also be constantly checking for understanding and working with individuals who
are struggling. Asking them to write a journal entry to explain how to solve a problem in
words asks students to really think critically about what they just learned.
Student Thinking
What type of thinking is required of students in this lesson? How is the task
cognitively demanding? How are students asked to think critically, make sense
of the material, etc.? How are students asked to intellectually engage with the
content? If your teacher asked you to teach a lesson that requires only low-level
thinking skills, tell me how you could (if you teach it in your own someday)
increase the complexity/cognitive demand.
For this lesson in particular, higher thinking will be required of each student during this
lesson. The students will be asked to recall past lessons and multiplication facts. They
will then be expected to learn a new concept and solve more complex problems that
they have never been able to solve before. They are also learning how to solve the
problem in multiple ways using place value and properties. Students will also have to

break each problem down to a simpler problem. I will then have them thinking on a
higher cognitive level by asking them to explain what they learned in words through a
journal entry. To increase the complexity, I may have students work with larger numbers
and start introducing two digit multiplications. When working with low level thinkers, I
may need to take this lesson much slower and use manipulatives to help them visualize
the concept.
Formative Assessment
As you teach the lesson, how will you check (at various times throughout)
whether students are understanding the content? How will you elicit and interpret
individual student thinking? What questions will you ask?
I will check for understanding by looking at their work and answers. I am working with a
small group, so it will be fairly easy to work with each student individually and see if they
understand the concept. I will probably ask them show me how to begin the problem. I
will ask them how should we break down the problem and simplify it to solve. I will also
ask them if they can show me their understanding by suing base 10 blocks.
Accommodations
What do you anticipate students might struggle with? Students may struggle with
breaking apart the number to make a simpler multiplication problem and then adding a
zero to it. They might also struggle with the journal entry at the end of the lesson.
What will you do to support students who are struggling? I will continue to practice
with them and re-explain the lesson using base 10 blocks to help them visualize if they
are struggling. I will use different strategies to help them understand.
How will you accommodate different learning styles? I will accommodate different
learning styles by switching up the activities by using manipulatives, the white board,
worksheets and giving them the opportunity to work in pairs.
How will you challenge students who need it? What can students do if they finish
early? I will most likely give them more complex problems that will challenge them and
start introducing double digits.
What accommodations will you need to make for SPECIFIC students in your
class? For ADHD students, I may need to let them use their bounce ball seats while I
teach the lesson do that they can stay focused.
Closure
How will you close the lesson and synthesize the learning? I will close the lesson
by asking them to recall what they learned and explain how to multiply multiples of 10 in
a journal entry. Asking them to put the math into words requires a higher level of
thinking for the students and will show me whether or not they understand the lesson
fully.
How will you come back around to the objective so that students know what they
learned? I think by simply having a discussion about the work with the students will
help students to connect back to the main objective.
Technology

How can technology enhance the lesson? Technology can definitely help with this
lesson. I am sure the iPads may have a game that they could practice with and be more
engaging than a worksheet.
Logistics
What directions will you give? I will ask students to work with partners and review
their multiplication facts with the flashcards. I will then ask them to come back to the
table and listen to my quick lesson. I will then ask them to try a few problems on their
own and challenge themselves by trying to solve the problem in multiple ways. I will be
able to provide 4 ways to solve the problem and I will ask them to try and solve a
problem using each strategy.
What materials will you need? Multiplication flash cards, base 10 blocks, workbook,
whiteboard and markers
How much time do you anticipate the lesson will take? I anticipate this lesson to
take 30-40 minutes