MULTIPLICATION

Fourth Grade

ARIELLE SKINNER
NOVEMBER 21, 2018
GVSU
Unit Introduction: I chose to write this unit for fourth grade because I am
currently placed in a fourth grade classroom. I see my students struggling with higher
level multiplication because they do not have the background knowledge to act as a
foundation for more skills to be built upon.

I chose 4.NBT.5 as my standard because the many strategies involved are crucial to
helping the students learn multiplication. Having those skills will help the students when
they move on to more difficult multiplication problems. Each lesson focuses on a
different strategy. They increase by difficulty level to build confidence in the students.
The confidence will then carry into the next week of this standard when the students do
2-digit by 2-digit multiplication. The students will have to persevere through multi-step
problems. Having confidence in their skills will make that multi-stop problems less
difficult for the students.

1
 Lesson 1: Place Value Review

Grade Level Introduction: In third grade you learned about place value and
4 adding and subtracting four-digit numbers. Today we are going to
review those skills because they will be very important for the new
Time Needed lessons we are going to learn about this week.
45 minutes
Background: In third grade students should have learned the
Materials Needed below standards. To ensure all students have the necessary
-Dry erase boards background knowledge I will re-cover to important information.
-Dry erase markers
3.NBT.1 - Use place value understanding to round whole numbers to
the nearest 10 or 100.
3.NBT.2 - Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
3.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.

Mathematics CCSS(s): 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.

***I will only be focusing on four-digit by one-digit multiplication this

week to make sure the students understand the process before
adding more steps with two-digit by two-digit.

Engagement: I will play this video of a place value song and

stop it once the song gets to the thousands place. If the kids want to
listen to the end of the song, I will just explain that we only need to
know up to the thousands place for now. But in the future, they will
need to know more place values, so it does not hurt to get a little
exposure now.

https://youtu.be/a4FXl4zb3E4

2
Exploration: The students will pass put dry erase boards and markers. To model
what I want the students to do I will write a number on the board (example: 4,627), so
everyone can see it. I will then label each place value. As I am writing I will be thinking
out loud, so the students understand the process. I will then erase the board and give
another four-digit example. This time the students will write the number on their write
boards as well. I will ask for raised hands for help labeling the place values and the
students will also write the place values on their boards. Once the number is labeled, I
will ask for a volunteer to come up to the board and read the number (example: 4
thousands, 6 hundreds, 2 tens, and 7 ones). The students will then do a number on
their own. While working I can walk around to monitor progress. Once they are
finished, I will ask the students to show their white boards. This will allow me to scan
all of their work in case I missed anyone while I was walking around. I will give one
more example for the students to complete on their own and then show their white
boards. This should be enough to show me if the students understand or not since it is
review from last year.

If there are students who are struggling with their place values, I will pull them aside
for some reteaching during the extension.

Explanation: I will explain to the students that we are reviewing place value
because it is very important in addition and multiplication! If we do not line up the place
values of the two numbers in our equations, then we will not get the correct answers.

Extension: I will have the students partner up. If I have to do small group
reteaching, I will write all of these examples on the board. The students will write their
answers on lined paper so they can be turned it and I can check them. If I do not need
to do reteaching, then I will put these problems up with addition first. The pairs will
have time to complete the problems and then they will volunteer to share answers with
the class. Then I will put the multiplication problems on the board for the pairs to work
on and then share with the class. I will ask the students to label the place values like
the /// indicate below. That will help them to know which numbers need to be lined up
when they rewrite the problem to solve it. Ones place on top of ones place and so on.

//// ///
5324 + 655 =______ 3758 + 436 =________ 6495 + 637 =______

// /
20 x 5 =______ 60 x 3 =_______ 70 x 4 =______ 80 x 6 =_____

3
Evaluation: I will use an exit ticket to make sure the students are understanding
place value and 2-digit by 1-digit multiplication. Making sure the students have
mastered the 2-digit by 1-digit multiplication will help the students with the rest of the
unit. I will explain to the students that exit tickets are not scored for points. They just
let me know if you understand the problems of if you need more examples from me.

Name____________________________

Directions: Solve the equation then label the solution’s place values. Show your work.

1. 6735 + 328 = ________

2. 8753 + 444 = ________

3. 90 x 7 = __________

4. 60 x 6 = __________

5. 40 x 7 = _________

4
 Lesson 2: Arrays

Grade Level Introduction: Yesterday we reviewed place value and 2-digit

4 by 1-digit multiplication that was learned in third grade. Today we
are going to learn a new method that will help with multiplication
Time Needed
45 minutes called an array.

Materials Needed
-Counters (goldfish
Background: The students already know how to multiply.
crackers) Exposing them to strategies such as using arrays will help them to
-document camera picture the problems. Being able to visualize the equations will help
when the problems start to get more complicated.

Mathematics CCSS(s): 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.

Engagement and Explanation: An array is a way of

writing a multiplication equation with rows and columns to represent
the numbers. If we have the equation 3 x 6 = ___ we could draw an
array with 3 rows of 6. I would draw this array on the board and
label the rows and columns. I would then ask for a volunteer to tell
the class what 3 x 6 equals. I would then ask another students to
skip count the dots of the array. I would explain that we are using
multiplication and arrays but since the numbers in the equation were
small, we were able to double check our math by just skip counting
the dots. I would then write 7 x 5 =____. I would ask a student to
come draw the array on the board. I would have the class help by
asking how many rows do we need and then how many columns. I
would ask the class to do the multiplication in their head. I would
then ask one student to skip count the array. I would ask the class if
they agree that the skip counting, and multiplication came up with
the same answer. I would then write 8 x 50 = _____ on the board.
Someone would likely say something about that being too big of a
number and they would be right! This time I would have the students
solve 8 x 50 first and ask them if they would want to draw 400 dots.
Then I would ask them if they thought 1 dot could stand for 10 dots
instead if just 1. I would then draw and think out loud as I did. We

5
would still have 8 rows. But we would only need 5 columns. Once the array was drawn,
I would ask the students to count the dots in one row with me. 10, 20, 30, 40, 50.
Which proves we have 8 rows of 50 which we already know is 400. I would then pass
out cups of goldfish crackers for the exploration and extension.

Exploration: I will tell the students that the goldfish I just passed out are for
making arrays. You will be able to eat them just please wait until the end of math time!
I will have students complete three one-digit by one-digit arrays alone. This will allow
me to circulate and see if anyone needs reteaching. The reteaching would happen in a
small group while the other students work in pairs during the extension.

Extension: Students will work together in pairs to create arrays for four one-digit
by two-digit multiplication sentences. This will force them to have each cracker count as
more than one. Once they are finished, they can eat their crackers.

Evaluation: An exit ticket will be used. I will write two equations on the board and
ask the students to draw arrays for each one and solve the equation. If they have to
have one dot count for something else, make sure they label it. 1 dot = ??

9 x 3 = ____ 7 x 80 = _____

6
 Lesson 3: Area Model

Grade Level Introduction: There are many ways to solve multiplication

4 sentences. Today we are going to learn a new strategy called the
area model. This will help us because we are going to start using
Time Needed
45 minutes bigger numbers in our multiplication equations.

Materials Needed
-dry erase boards
Background: Students will use their knowledge of multiplying
-dry erase markers 1-digit by 2-digit numbers to multiply 1-digit by 3 and 4-digit
numbers.

Mathematics CCSS(s): 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.

Engagement: I will explain that the area model can be used on

many different size numbers like 2-digit, 3-digit, 4-digit and even
bigger! But this video is showing 3-digits. When we practice, we will
start with 2-digit and go up to 4-digits. Then I will play this video
explaining the area model.

https://youtu.be/wJYJhukiBqg

Exploration and Explanation: For the first example I

will model what to do and the students will only watch. I will write
the equation 5 x 32 = ____. I will then draw the rectangle and split it
into two parts. Then I will explain that the smaller box is for the ones
place and the larger box is for the tens place. The five goes on the
left side. Then I will explain that to get 5x30 we can do 5x3 and add
a 0 at the end to get 150. Then 5x2=10. Then we take the two
boxes 150 and 10 and add them together. We are actually finding
the area of the two rectangles and adding them together to get the
area of the large rectangle. I will then do a problem on the board
with support from the students. 2 x 356 = ____. I will ask them how
many sections the rectangle will need. After I have the three boxes
drawn under then I will write ones, tens, and hundreds. I will then

7
ask the students which number to write in each box and which number goes on the left.
I will then ask for volunteers to do each step of the multiplication problem. I will remind
them that 2x3 is actually 2x300, so you have to stick on the two zeros. And the same
thing for 2x50. Once the boxes are filled in, I will ask the students what we do now.
Then I will write the numbers 600+100+12=____. I will ask a student to come rewrite
and solve this addition equation on the board. I will talk about how well the student did
if they line up the place values appropriately but if not, I will ask if anyone has another
way to line up the numbers. I want to emphasize the fact that the values must be lined
up to get the correct answer. Next, we will do a 1-digit by 4-digit area model problem
3x2465. I will ask the students again to help be fill the boxes and ask why each number
goes in each box (place value). But by breaking the number into smaller parts it makes
the big number easier to multiply. I will ask students to give a thumbs up if they
understand the area model, thumbs sideways if they are almost there, and thumbs
down if they are still confused and need more examples. I will pair the thumbs up with
the thumbs sideways to work together during the extension and I will pull a small group
for reteaching.

Extension: Students will work in pairs to solve four more 1-digit by 4-digit area
model equations on white boards. They will label their rectangles with ones, tens,
hundreds, and thousands. They will also have to line up their place values to add. I will
again mention this is why it is so important that we reviewed our place values on
Monday. These students will work on the problems while I work with the small group
that needs more help.

Evaluation: I will ask the students to do an exit ticket with two 1-digit by 4-digit
multiplication problems. They must be solved using the area model.

2 x 4762 = __________ 5 x 3697 = __________

8
 Lesson 4: Equations with Carrying

Grade Level Introduction: I will start by telling the kids that there are still
4 many strategies for completing a multiplication problem. Today we
are going to learn a quick and efficient strategy to help when
Time Needed
45 minutes problems start to get longer and more complicated. Instead of having
to do any extra steps we are going right to doing the multiplication!
Materials Needed
-Dry erase boards
-Dry erase markers Background: The students learned how to multiply with arrays
and the area model. Now they will take those principles and only use
the equation to solve the problems. Learning the new strategy will
help the students save time and will give them another way of being
able to solve multiplication questions.

Mathematics CCSS(s): 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.

Engagement: I will play the below video for the students. It

nicely shows the students how to carry with graphics that highlight
the important steps of carrying in multiplication.

https://youtu.be/FJ5qLWP3Fqo

Exploration: I will do some 4-digit by 1-digit examples on the

board in the same way the video explained. I want the students to
be able to help me solve the problems. I know sometimes watching a
video is confusing because the steps may not be at the students’
pace. By me showing examples I will be able to ask questions to
make sure the students do understand how the carrying actually
works. I will then have the students try two examples on their own
with their dry erase boards. I will check their answers one question
at a time by having the students hold up their boards. I will then ask
for thumbs up if students understand how to solve equations with
carrying. Thumbs sideways if they almost understand but could use a
little more help. Thumbs down if they need some more examples

9
from me. I will take the students who showed thumbs down to a small group for
reteaching while the rest of the class works during extension.

Explanation: This strategy for solving multiplication problems is much less time
consuming than drawing arrays or rectangles for the area model. All of the strategies
will give a correct answer but solving the equations with carrying is the most efficient.
Knowing the best way to solve problems will help save time but knowing many
strategies for solving problems will help if you ever get stuck on a problem.

Extension: A thumbs up student will be paired with a thumbs sideways student.

They will work together on four problems to see if they understand. Once the pairs
have finished, I will come back to full class instruction and we will go over the
problems. When the students have agreed on what the correct answers are, I will have
a pair volunteer to come up to the board to solve a problem. One student will tell the
other student how to solve the problem. This forces the student to think out loud so the
entire class sees how they solved the problem. I will then ask if any of the pairs solved
the problem differently. No one should say yes since they were all supposed to use the
same method, so we will then move onto the evaluation.

Evaluation: To make sure all of the students fully grasp how to solve the
equations without any arrays or area model I will give an exit ticket. This will also prove
to me that the students are ready to move onto the more difficult 2-digit by 2-digit next
week. The equations on the exit ticket will be:

7398 x 4 =_____ 4256 x 5 =_____ 6358 x 9 = _____ 9431 x 6 =_____

10
 Game: Check Your Multiplication

Grade Level Introduction: Today we are going to be reviewing how to

4 complete multiplication equations with the area model and carrying.
But we are going to do so by playing a game called Check Your
Time Needed
Up to 45 minutes. Multiplication! The game is like checkers or chess but with an extra
Less if all games are point system.
finished early.

Materials Needed Rules: If playing checkers, use all normal checkers moves. The
-Enough games of board will be set up with sticky note equations on the black squares.
checkers for entire class The square where your checker lands is the equation you must
to play. answer. If the equation is solved using the area model, 1 point is
-Small Sticky Notes
awarded. If the equation is solved by carrying, 3 points are awarded.
Another 5 points are awarded to the player who wins the checkers
game. The player who has the most total points wins the overall
game.

If playing chess, use all normal chess moves. The board will have
sticky note equations on all black and all red squares. The black
squares will be solved using the area model. The red squares will be
solved by carrying. If the wrong method is used and the answer is
incorrect the player is awarded 0 points for that turn. If the method
used was correct one point is awarded. If the answer to the equation
is correct, then 2 points are awarded. The winner of the chess game
receives 10 points. The player who has the most total points wins the
overall game.

Mathematics CCSS(s): 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.

Evaluation: The games will be a way for the students to review

their skills in a fun low-pressure environment. It should boost
confidence in the students’ skills, so they will know they can do the
2-digit by 2-digit multiplication next week.

11
 References

DeCamp, M. (2015, December 5). Area Model 3 Digit by 1 Digit. Retrieved November 21, 2018,

from https://youtu.be/wJYJhukiBqg

Math Antics. (2012, April 16). Multi Digit Multiplication Part 1. Retrieved November 21, 2018,

from https://youtu.be/FJ5qLWP3Fqo

Number Rock. (2016, December 12). Place Value Song for Kids. Retrieved November 21, 2018,

from https://youtu.be/a4FXl4zb3E4

12