Unit: Math: Grade 4

2-Digit by 1-Digit Multiplication

Sample Lesson 3:
So Many Balloons:

Solving party store multiplication Problems

T ea c h in g P o in t

I can solve 2-digit times 1-digit word problems.

Lo n g T er m T a r g ets

I can use multiplication for real-world situations.

I can identify key words in math word problems.
S u ppo r tin g Lear n in g Tar g ets

SWBAT
Students will be able to solve 2-digit by 1-digit multiplication word problems utilizing
varying requisite strategies.
Students will be able to distinguish words that are indicative of multiplication in word
problems.
Students will be able to explain their mathematical processes by showing their work
and discussing their strategies including the use of multiplicative comparisons.



N Y S S ta n d a r d s

CCSS.MATH.CONTENT.4.OA.A.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement
that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of
multiplicative comparisons as multiplication equations.
CCSS.MATH.CONTENT.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers using mental computation and estimation
strategies including rounding.

Unit: Math: Grade 4

2-Digit by 1-Digit Multiplication
Sample Lesson 3:
So Many Balloons:
Solving party store multiplication Problems

V o c ab u lar y

M a ter ia ls

product
partial
product
algorithm, multiplication
factor

Examples of Multiplication Keywords:

Per, of, double, by, multiplied, as much,
product, times, twice

Oversized chart paper (with word

problem written prior to lesson)
Dry erase markers
So Many Balloons Ditto
Multiplication Keywords Handout (to be
taped in students math journals)
Math journals
Pencils
Linking Cubes/Base-ten blocks
Scrap paper
Balloon(s) (optional)

O pen in g /M o tiva tio n (5 m in u tes)

Students have reviewed the times tables and completed lessons and homework pertaining
to solving one-digit times one-digit word problems. Students have also had the opportunity
to create their own one-digit times one-digit multiplication word problems. Students have
been practicing the T.I.N.S. strategy for dissecting and analyzing mathematical word
problems. Students are just recently being exposed to 2-digit times 1-digit problems and
strategies.
The teacher will tell a brief story about her first job when she was a teenager, a balloon
blower at a party store. The teacher will explain that math is EVERYWHERE. The teacher will
question: Can you think of any ways math might be applied in a balloon store? She used
to count the balloons, divide them into groups, multiply to find out how many balloons she
needed in total, etc. We need math in our everyday lives. The teacher will ask the students,
Do you think that you can help me solve a problem that I faced when I was a teenager
working in a party store? The teacher can even bring in a balloon for greater effect.


T ea c h /M o d el (I w ill ) (10 m in u tes)

The teacher will ask the students to gather in the meeting area for a mini-lesson. The
teacher will tell a story as a motivation. The student friendly AIM will be written on the
board prior to the lesson. The teacher will ask the students to read their AIM aloud.
The teacher will let the students know that they are going to be solving a multiplication
word problem very similar to the challenges that she faced every day. Before the
problem is revealed on pre-written chart paper, the teacher will ask the students to turn

Unit: Math: Grade 4

2-Digit by 1-Digit Multiplication
Sample Lesson 3:
So Many Balloons:
Solving party store multiplication Problems

and talk to a partner about the T.I.N.S. strategy, a word problem solving strategy.
The teacher will reveal the multiplication word problem. She will invite students up to
the board to demonstrate the first two steps of the T.I.N.S. strategy (Thought and
Information). The teacher will continue to prompt the students by asking:
o Who would like to remind me of the first two steps in the T.I.N.S. strategy?
o What are the next steps in the T.I.N.S. strategy?
o Why is it important to use this strategy?

The teacher will do a think aloud to solve the problem. The teacher will ask the students
to display a thumbs-up or thumbs-down if they agree or disagree with the
teachers method. The teacher can purposely make a mistake to see if the students
will catch it.
After the teachers think aloud is complete, the teacher will ask two students to
complete the last two steps of the T.I.N.S. strategy (Number Sentence and Solution
Sentence).
o Who can provide the class with a number sentence?
o Who can provide the class with a solution sentence?

A c tiv e E n g a g e m e n t (W e w ill )

Accountable Talk/Turn and Talk: Students will be asked to recall the steps of the TINS
strategy and why it is important to have a strategy when approaching a word
problem.
All students will participate by showing agreement or disagreement

In d e p e n d e n t P r a c tic e (Y o u w ill ) (3 0 m in u tes)

The teacher will tell the students that they have 15 minutes to complete the So Many
Balloons ditto. The steps before closure will be listed on the board for students to reference.
The teacher will ask the students to return to their desks to work on a balloon-themed
multiplication word problem. Students may continue to work on the balloon-themed ditto
during this time if needed. Students that have completed the ditto can create their own
grab-bag style multiplication problems. Students selected for closure will write their problems
on the board.

Unit: Math: Grade 4

2-Digit by 1-Digit Multiplication
Sample Lesson 3:
So Many Balloons:

Solving party store multiplication Problems

G u id ed W r itin g G r o u p

D iffer en tia tio n

A small group of students that may be

demonstrating the same misconceptions or
who are facing similar struggles. The teacher
assists the students in using manipulatives to
visualize the problem such as arrays and
linking cubes.

Students that require additional

scaffolding will receive small group
instruction as well as access to hands
on manipulatives.
Students that require an additional
challenge are being provided with an
extension that requires higher order
thinking through creation of their own
math problems.
Turn and Talk provides students with
the opportunity to learn from and
speak with their peers.
Assessments such as So Many
Balloons Worksheet and exit ticket will
allow the teacher to further
differentiate in future lessons.
Helpful handouts have been provided
to all students such as Multiplication
Keywords and TINS Strategy.

C lo sin g /S h ar e (5 m in u tes)

The students will be asked to return to the meeting area. Selected students will explain their
strategies to the class. The teacher will hand out an exit card in which students can share
what they took away from the lesson or if they have any confusion after the lesson. The
teacher will ask a few students to share out what they learned from this lesson. The teacher
will reiterate that math is everywhere.
Can you explain how you reached your answer?
Did anyone use a different strategy for this problem?
What did you learn from todays lesson? What stuck with you most?
Are there any concepts that are still a bit unclear?

Unit: Math: Grade 4

2-Digit by 1-Digit Multiplication
Sample Lesson 3:
So Many Balloons:

Solving party store multiplication Problems