Methods for Multiples of 10

Mrs.G
3rd Grade Math

Common Core Standards:

NBT.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.

Lesson Summary:
This lesson will provide students with a core understanding for solving multiplication problems involving
multiples of 10 by arranging them in groups using base ten blocks. Students will be introduced to visibly
seeing the problem laid out on their desk. They will be interacting in a group setting during this first part.
Once the students work on a couple of problems, we will move on to the second part, where they will
individually learn different ways to back up the answers they got.

Estimated Duration:
This lesson will take three 50 minute sessions spread out in two days.

Commentary:
This lesson can be very simple if teachers continue to use language that students can understand clearly and
apply the knowledge given by the teacher using visual demonstration of each method taught. I believe that
my students will be engaged with the lesson due to the attachment of the activity in this first part. They will
be able to understand the problems presented in a way that they can use in the future for any problem. I
think that if I first put them together in a group they will be able to guide each other to solve the task at
hand. Any challenges they may have, they will be able to talk amongst themselves to try and solve the
problem. I will be able to help them visually get the answers. It may be a challenge to monitor all the groups
to make sure everyone is staying on task.

Instructional Procedures:
Day 1:
First 10 minutes: Review key terms that we will use during activity. Followed by an introduction to the activity
we will participate in. I will introduce students to materials they will use. Students will be divided into four
groups of four randomly.
20 minutes: Students will watch as I demonstrate the arrangement of the base ten block magnets on the
board for the first problem (2X20). Then I will ask the students to demonstrate the same problem on their
laptops using the base ten software.
30 minutes: Each group will receive four different problems and will solve each problem using base ten blocks
on their laptop.
33-40 minutes: I will walk around the classroom to encourage and guide the students to solve the problems.
41-50 minutes: Students will present to the entire class the problems they received and how they arranged
their blocks.
Day 2:
First 10 minutes: Students will pull up their work on their laptop from the group activity. I will remind the
students about the activity and show on the board how we solved the first problem. 2x20, using base ten
block magnets.
20minutes: On the board I will demonstrate a way to back up my answer we received for 2x20 by using a new
method, the number line. After arranging the ticks by tens, I will show the students how to get the product
40.
30 minutes: Students will individually demonstrate on their laptops by drawing a number line, and adding
appropriate ticks for each counting number to find the product and back up their answers to the problem
their group received. Each group member will get one of the four questions from day 1.
45-50 minutes: Students will submit their work to the teacher via laptop.
Day 3:
First 10 minutes: students will pull up their work on their laptop from the individual work yesterday. I will
remind the student how we used a number line to back up our answers to the problems.
20 minutes: I will introduce to the students the lattice method where we will use a grid with diagonal lines on
the board by placing the numbers from our first problem 2x20 on the grid. I will place the numbers into their
place values, and show the students how to solve the problem using the diagonal lines on the grid.
30 minutes: Teacher will represent each student with their question from day 2. Students will demonstrate
their understanding by using grids with diagonal lines on their laptops, to split the numbers from their
problem so they can be multiplied into their correct place value and to show how their answers can be
backed up from the previous day.
45-50 minutes: Students will give feedback on which method best helped them solve their problems, and
which method they need help on.

Pre-Assessment:
Students should be able to recognize groups, whether its base ten blocks, balls, or pizza slices. Prior learning
should provide the student with the knowledge that multiplication is repeated addition. I will have a
conversation with the students regarding the use of multiplication and terms that are appropriate for
multiplication as it pertains to our lesson. The students prior understanding of single digit multiplication and
their scores from previous tests will be utilized for this activity.
 Scoring Guidelines:
For part one I will assess the students as a group. They will be given points on participation and effort
put in by all group members. For day 2 and 3 I will grade the students on how they adapted the
methods for their problems. Watching to see if the students are understanding the methods and how
it applies to the problem is the most important aspect of my grading.

Post-Assessment:
This lesson will provide me with a look at each student's understanding of multiples of 10 by using the
methods taught. Students will receive homework after each method followed by a math test at the end of
the week on problems using all methods taught. The test questions will reflect similar questions given during
the lesson.

Scoring Guidelines:
The students' math test will be scored on a 100% grading scale. The test will determine if students can
perform alternative ways to solve problems. For any score, 75% and above will be considered passing.
Any student that scores lower than 75% will receive extra time to grasp the concepts during a free
period.

Differentiated Instructional Support

This lesson plan can be altered for students at any school. Teachers could exchange the use of the laptop and
can either use 3D objects or mini dry erase boards for all students. Students will move around more and
interact with the objects during the activity. Which might be a bit challenging since the students are in groups
and can get loud or disorganized. For schools that may not have the materials to perform this lesson, we can
substitute the use of objects around the classroom. For example, students can gather pencils together and
arrange them in groups to solve the problem.

Extension
Here is a link to a youtube video that explains many different methods used in 3rd grade classrooms to solve
multiplication problems involving multiples of ten.
https://www.youtube.com/watch?v=NqxuS9NnIuw

Homework Options and Home Connections

For homework after day 1 students will get a link to abcya.com to play a base ten blocks game to answer
questions on the worksheet provided. Day 2, and 3, students will receive additional worksheets that will be
given after the class has learned that particular method. The worksheets will have enough space for each
question where the student uses number lines provided with numbered ticks by tens along with grids where
they can display how they got their answer. Math homework will be worth 5points each.

Interdisciplinary Connections
This lesson can be connected to almost any mathematical problem that will arise in future lessons. The use of
the methods will help students solve two and three digit multiplication in 4 grades or multiplying fractions.

Materials and Resources:

For teachers
Ipad, pencils, dry erase board, ruler, dry erase markers, base ten block magnets, large
square grid.

For students Touch laptops with smart notebook software, Pen for laptop, pencils, rules, drawing
paper, color pencils, grid design software.

Key Vocabulary
Multiples, Product, Decompose, Base-Ten, Lattice Multiplication, Grid, Diagonal, Place Value

Additional Notes