Jordan Going

MLA Lesson Plan

Multiplying Large Numbers
CO: SWBAT multiply large numbers without manipulatives.
LO: SWBAT state the correct names of large numbers without manipulatives.
AS: Students are able to multiply and state large numbers without manipulatives.
CCSS:
Math:
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal
groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol
for the unknown number to represent the problem.
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and
explain them using properties of operations.
Language Arts:
CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.

CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.

Technology:

Use manipulatives to work towards meeting the CO goal.

Warm-up Activity: With a partner, take turns creating multiplication problems and multiplying
them together, repeating as often as possible, using interactions in order for the students to learn
from one another and practice.

Explore & Experiment

TEACHER STUDENT/STUDENTS
Hi students, come gather in a circle around Yes!!!!

our manipulative area!

I love your activities!!!!
We are going to do a new activity to practice
multiplication. Sure!!!!

Student, come over and help me

demonstrate.
Ill roll the dice and you multiply the dice and
tell me the answer. (illustration of dice)
3 x 4 = 12!
Ready? Here goes!

Now you roll the dice for me and Ill state the
sum.

Yes! 3 x 2 = 6 (illustration of dice)

Ready?
(illustration of dice)
4 x 6 = 24
(Repeat several times.)

Turn to a partner and tell him/her how to play

this game. (Children tell each other the rules)

Everyone ready to play? Grab a partner and Yes!

dice.

(Children work in pairs)

Ready? Set? Go!

(about one minute)

Stop! Find another partner! Ready? Set? Go!

(about one minute)

Stop! Find another partner! Ready? Set? Go!

(about one minute)
When are we going to add larger numbers?
What? You want to multiply larger numbers!
Everyone come here! Lets multiply larger
numbers!

Lets use the hierarchal materials here.

Student, give me a large number!

Okay, you make it with the base 10 blocks.

Student, give me a large number! 536!

(illustration of 536 with hierarchal materials)

Okay, you make it with the hierarchal
materials. 719!
(illustration of 719 with hierarchal materials)

Since we are adding these two numbers, what

do we need to show that this is a
multiplication problem?

Go, for it!

You need a x and = symbols. Can we
also label the blocks so we know what we are
What do we do now? adding?

(illustration of 536 x 719 = with hierarchal

Boy, what a mess! What should we do now? materials)

We can multiply using the numbers we have

shown with the hierarchal materials !
Okay! What now?

Go for it!!
(Teacher wanders around and ask children to
tell them how they are solving the problems.
Teacher watches language by stating the Big
Ideas such as Partial Product and Multiply
by 10s.)
Teacher states: Lets keep an organized
record to those who look very comfortable
solving large numbers using the
manipulatives.
Teacher asks children in their small groups or
individually: What patterns do you see?
Oh no! There are too many greens! Ill make
a trade when ever we get to 10 for a blue.
Hey! Ill add the tens and make a trade for a
red.
Hey! Ill add the 100s and make a trade for a
green again!
We should now label the final answer!
(illustration of 1385 in base 10 with label with
1385 written)
Can we work together and make problems for
each other?
(illustration of two large numbers with the
hierarchal materials with + and =)
(illustration with final answer with hierarchal
materials labeled with handwritten answer)
(By now children are working in small
groups, creating problems for each other
using base 10 manipulatives. The children
also label the set-up and the final answer.)
Keep an Organized Record
Teacher: Lets keep an organized record!

Students: 108
x 11
______
1,188

Identify Patterns
Teacher: What patterns do you see?

Students:
It seems that the final answer is bigger than the original numbers.
We sometimes can multiply by 10s to make finding the answer easier.
Whenever we have 10 of anything we make a trade.
Even though were doing multiplication, its still easier if we remember to make
trades.

Teacher writes down their patterns and post it on the patterns wall.

State the Hypothesis

TEACHER STUDENT/STUDENTS
Hey, we think we know how to multiply large
numbers without manipulatives!
You do! Show me. Write a problem and
show me and teach me.

Okay!

136
x 12
_____

First we multiply the ones. 2 x 6 =12, but its

too many to write, so write the one in the ones
under the ones category, and write the one ten
up in the tens column to keep track of the
tens.
 1
136
x 12
_____
2

Now we the do tens column. 3 tens + 4 tens +

1 ten = 8 tens. We write 8 in the tens column.

1
136
+245
_____
81

Now we add the hundreds. 1 hundred + 2

hundred = 3 hundred. We write 3 in the
hundreds column.

1
136
+245
_____
381

Wow! I love it! Do you and your buddies

want to test your hypothesis?

Yes! We are ready!!!!

Test the Hypothesis

Students will have the following choices from where to obtain their problems to test their
hypothesis:

1. From page 202-206 in their math text book.

2. They can choose problems from the ball cap of problems.
3. They can generate problems by using an app on an I-pad.
 4. They can also create problems for each other.

The students will work in foursomes, one student will solve the problem using his or her
hypothesis, a second student will solve the problem using manipulatives, a third will use a
calculator to check the problem, and a fourth will solve the problem using his or her hypothesis
and check everyones work. They will then rotate responsibilities.

The students will determine when they are sure that their hypothesis works.

The teacher will come by occasionally to ask questions and casually check their work.

(Check Answers)

Practice

App: Zap Zap Math

http://www.smartappsforkids.com/2016/11/best-app-for-math-zap-zap-math.html#more

Review: This is a great math app! It is very engaging, but still maintains a focus on the skills.

Application

App: Operation Math

https://www.edutopia.org/blog/10-apps-for-math-fluency-monica-burns

Review: This is a very fun math app! It allows for students to choose how they will learn, but

within a topic.

Assessment

App: Splash Math

http://www.mrshynst.com/2013/01/top-10-math-apps.html

Review: This is my favorite app! Its great test format with multiple-choice with scratch paper

built in.
Remediation

Activity: Tucker Activity 6.12: Another One Like the Other One

Remediation: (Instead of having the students use the manipulatives to solve the problems on the

large cards, have them complete as many as possible according to memory or quick mental math,

vocally with a partner).

Instructions: Have the student demonstrate vocally by reciting to their partner what is on the

large card.

Extension

App 1: Motion Math: Hungry Fish

https://elearningindustry.com/13-free-addition-ipad-apps-for-kids

Review: This app is fun for all ages, including feeding fish and playing with numbers I love it!

App 2: Cloud Math

https://www.tcea.org/documents/PD/Free%20MustHave%20Apps%20for%20Elementary%20M

ath.pdf
Review: This is a great app for providing inviting visuals and requiring attention from the

player.

App: Math in a Flash

https://elearningindustry.com/13-free-addition-ipad-apps-for-kids

Review: This app is awesome: it has an eagle theme and records a students progress.