Ashley Roman

Dr. McKool & Dr. Hester

ELD 308 & ELD 376
Fall 2019
Mathematics Lesson Plan: Multiplication with Partial Products
th
Grade: 4

Time: 7 minutes

New Jersey Student Learning Standards:

4.NBT.B.5 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.

Objective: Students will be able to multiply two two-digit whole numbers and up to four-digit
numbers by a single whole-number.

Materials:
• Anchor Chart – “Multiplication: Partial-Products Method”
• Whole-group exit tickets
• Small-group guided notes
• Small-group worksheet

Lesson Sequence – Connect & Engage:

1. Lesson Introduction (Engagement)
• “Mathematicians, please join me on the carpet for math workshop! Who loves to
bake cookies? When we place our cookies into columns and rows onto a baking
sheet, we can show multiplication!”
2. State Objective and Purpose
• “Mathematicians, today we are going to use a new strategy for multiplication
called the partial-products method. This method will break down large numbers
we must multiply into smaller parts.”
Lesson Sequence – Model
3. Teach and Model
• The teacher will utilize the “partial-products method” anchor chart to review two
example problems with the class.
• The teacher will share that students must consider the place-values of the numbers
being multiplied.
o Example 1: 236 x 4
§ 6 x 4 = 24
§ 30 x 4 = 120
§ 200 x 4 = 800
§ 42 + 120 + 800 = 844
o Example 2: 26 x 43
§ 6 x 3 = 18
 § 20 x 3 = 60
§ 6 x 40 = 240
§ 20 x 40 = 800
§ 18 + 60 + 240 + 800 = 1,118

Lesson Sequence – Practice:

4. Guided Practice
• A multiplication problem will be written on the board. The teacher will guide
students as they work to solve the problem.
• The teacher will remind students to review the place-values of the numbers being
multiplied.
• Problem: 324 x 6
o 4 x 6 = 24
o 20 x 6 = 120
o 300 x 6 = 1,800
o 24 + 120 + 1,800 = 1,944
5. Independent Practice & Assessment
• “Mathematicians, before we head off into our mathematics centers for the day, I
want you to solve this exit ticket.”
o Exit ticket problem: 524 x 3
• Exit tickets will be reviewed, and small groups will be formed based upon
additional instructional needs.

Lesson Sequence – Closure

6. Closure
• “What is the name of the multiplication strategy we used today?”
o Partial-products method
• “When we use the partial-products method, how are splitting numbers?”
o Into parts
7. How will you know if the lesson has been successful?
• The teacher will be able to determine that the lesson was successful if the students
are able to multiply using the partial-product method. Students will be able to
multiply two two-digit numbers and one whole-number by up to four-digits.