MULTI-DIGIT MULTIPLICATION

Unit Title: Multiplication

Content Area/Grade Level(s): Math/4th
Frame: 3 weeks

Implementation Time

Stage 1 Desired Results

Established Goals:
4.NBT.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.
Enduring
Understandings

SWUT 1:
Math can be
represented
visually with
rectangular arrays
and/or area
models,
and manipulatives.
SWUT 2:
The windows
method of
multiplication gives
a broken down,
step-by-step
visualization of
multiplication
SWUT 3:
Lattice and the
traditional
multiplication
structures both
provide
alternatives to the
windows method

Essential Questions

Essential Question 1:
How does representing a mathematical situation
with visual representation increase your
understanding of a problem?
sub-question: How do you see math?
Essential Question 2:
Which multiplication model makes the most sense
to you? Visual? Computational? Both? Neither?
sub-question: Do you have a different model?

Prior Knowledge/Misconceptions
-Students should have a basic knowledge of multiplication
basic facts. They should have the 2-9 times tables
memorized at least through 12.
However, this class struggles with facts so it will be a
teaching point
-Students will have a basic foundation for the traditional
multiplication method, windows and lattice
-Students may have a preferred method already
and may struggle with the introduction of new ones
-Students will have a feel for place values up to the ten
thousands place

Materials:
-Worksheets from
commoncoresheets.c

om
-Mini white boards
-Markers
-Paper towel/erasers
-Ipads/chromebooks
-Pre/postassessments
-Formative
assessments
Students will be able to.
SWBAT: Use the Windows Method of multiplication to solve for 4x1 digit and 2x2
digit multiplication problems (NBTB.5)
SWBAT: Use the traditional method of multiplication to solve for 4x1 digit and
2x2 digit multiplication problems (NBTB.5)
SWBAT: Use the Lattice of multiplication to solve for 4x1 digit and 2x2 digit
multiplication problems (NBTB.5)
Stage 2 Assessment Evidence
Performance Task(s):
Other Evidence
*See attachments
Worksheets found on
Post-assessments attached
commonscoreheets.com
(Posts are the same as prehttp://www.commoncoresheets.com/
assessments but with different
Math/Multiplication/Vertical
numbers) and they are 2x1,3x1
%204x1/English/9.pdf
and 4x1.
The students move up according
*1 Example attached
to their level groups
Stage 3 Learning Plan
Date
Learning Activities:
2/29

Give pre-assessment

3/1

Introduce 3 level groups based off of assessment and work in

small group rotations on old school multiplication methods
with the rotations being pencil and paper, technology and
teacher and me. There is an emphasis on the fact that the
teacher can change groups according to comprehension and
work ethic
*Group A begins with 2x1, group B with 3x1 and group C with
4x1

3/2
3/3

Continue working with level groups on old school method of

multiplication
Introduce old skool reasoning. (Multiply the first two numbers
and put the remainder up top in a safe; the secret code is the
next set of multiples)
3/4

Introduce windows method. Windows refers to breaking down

large numbers based on their place value (i.e. 4,548 is
equivalent to 4,000+500+40+8). Introduce Mrs. Lees version of

3/7
3/83/10
3/11
3/143/17

3/18

windows where you draw a big ol box and give each number
their own rooms and have their uncle watching over them. It
looks something like: https://www.google.com/search?
q=windows+method+multiplication&rlz=1C1CHMO_koUS586US
586&espv=2&biw=1366&bih=599&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwjvgImN5MzLAhVisYMKHWOBCcoQ_AUIBygC#im
grc=M5oVUDNjX3NL2M%3A
Continue same rotations with level groups in the morning and
give formative assessment in the afternoon
*Group Switch Up* Groups change according to the formative
scores and the digits change so that groups are working on
3x1,4x1 and 2x2 digit multiplication
Work with new groups based on their levels *highest level
introduced to lattice and 3x2 whereas the others stay with the
same level
Formative assessment
*Group Switch Up* Groups change according to the formative
scores and the digits change so that groups are working on 4x1,
2x2 and 3x2 digit multiplication
Post-assessment

Name_____________________#____ Date_____________
Multiplication POST-Assessment

84
x7

27
x8

45
x3

93
x6

Pick one of the problems above and describe how you

solved it.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________
4.NBT.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. M

Name_____________________#____ Date_____________
Multiplication Formative Assessment

84
x 37

27
x 18

95
x 83

73
x 46

Pick one of the problems above and describe how you

solved it.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
_________________________
4.NBT.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. M

Name_____________________#____ Date_____________
Multiplication Formative Assessment

584
x 37

297
x 18

975
x 83

673
x 46

Pick one of the problems above and describe how you

solved it.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________________________
4.NBT.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. M

Name_____________________#____ Date_____________
Multiplication Post-Assessment

5,12
4
x
7

6,89
7
x
8

9,47
5

6 27
44
3
x
x 26
x
13
46

x3

Pick one of the problems above and describe how you

solved it.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________________________
4.NBT.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. M