Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm.
Step 1: Lesson Standards & Learning Goals
In this standard, students extend their understanding of multiplying a single digit factor times a multiple of ten (NC.3.NBT.3) to multiplying a single-digit factor times up to a three-digit factor, and multiplying two two-digit factors. Students are expected to apply their understanding of place value and various forms of a number to compute products. Students will also use area models, partial products and properties of operations to solve multiplication problems.
Parentheses are not expected until grade 5, so students should record multiplication using partial products without parentheses. Connections should be made between models and written equations (as shown below), but it is not necessary for fourth grade students to use the standard algorithm. The standard algorithm for multiplication is not an expectation until fifth grade.
How can arrays and area models be used to find products of multi-digit numbers?
How does understanding place value help when multiplying multi-digit numbers?
Why is it important to be able to break down a multi-digit multiplication problem into smaller, manageable steps?
What are efficient strategies for multiplying multi-digit numbers?
How can different multiplication methods be used to solve multi-digit multiplication problems?
Area model
Array
Distributive property
Equations
Expanded form
Factor
Multi-digit
Multiply
Partial products
Product
Properties of operations
Multiply a single digit factor by up to three-digit factors.
Multiply two two-digit factors.
Use knowledge of place value and expanded form as strategies to compute products.
Use area models, partial products, and properties of operations to solve multiplication problems.
Illustrate and explain multiplication calculations using equations, rectangular arrays, and/or area models.
Make connections between models and written equations.
Making an array with place-value blocks or area model provide ways to visualize and find products.
Basic facts and place value patterns can be used to find products when one factor is 10 or 100.
Partial products can be found when numbers are broken apart using place value. The partial products are then added together to find the product.
Step 2: Assessment
NC.4.NBT.5 - CO - Howell - Nov.18, 2022
NC.4 - Cluster 4 Review - CO - Howell -Mar. 3, 2023
NC.4 Benchmark Review Practice - CO - Howell - Mar. 31, 2023
Step 3: Lesson Instructions
Prompt:
The following equations have the same product: 240 X 9 and 90 X 24. How is this possible? Explain your thinking in your own words.
Quick Write or Think - Pair - Share
Anchor Chart
*Note: Under Distributive Property, the word "fact" should read "factor."
Image: https://ccwes.wilkescountyschools.org/apps/pages/index.jsp?uREC_ID=429152&type=d&pREC_ID=1854577
Video Clip
Tools 4 NC Teachers
Cluster 4 Lessons
Math Expressions - (Barnes and Hearne) - Standards Alignment
Motivation Math
Think Up! Math
Khan Academy - 4th Grade Math
Eureka Math/Engage NY Free Resources
Embarc Online (Eureka Math) -
Zearn Math - Online Support Practice for Eureka Math (Requires free account)
Khan Academy Eureka Math Grade 4
North Carolina Collaborative for Mathematics Learning - Grade 4 Instructional Framework
NCDPI Resources
Thinking Blocks - Word Problem Practice with Bar Diagrams
YouTube Videos
Fact Practice
