Foundations Math Unit of Study

Pre-Assessment
Solve for the missing factor:
1. 10 x ______ =180
2. ______ tens = 650
3. 3460 x 10 = ______
4. 2080 = ______ tens
5. 10 x 1000 = ______
Solve:
1. (2 x 3) x 10 = _______
2. (6 x 6) x 10 = _______
3. (5 x 8) x 10 = _______
4. (20 x 2) x 10 = _______
Solve:
1. 5 x 80 = _______
2. 6 x 40 = _______
3. 7 x 30 = _______
4. 50 x 3 = _______
1
Solve:
1. 30 x 50 = _______
2. 80 x 40 = _______
3. 20 x 60 = _______
4. 70 x 50 = _______
Read and solve the problem:
Jane is taking 4 classes online. Dan is taking 3 times as many classes as Jane. How many more
classes is Dan taking than Jane?
George buys 3 bags of chips. Jenny buys 5 times as many bags as George. How many more bags
of chips does Jenny have than George?
Bonus Question:
Would you rather live in Rigby for the rest of your life or move somewhere else? Why or why
not?
2
Multiply by 10 Lesson Plan
Topic: Multiply by 10 Grade Level: 9-12th Name: Anna Head
Lesson Type: #1 in a Performance Level: Group Size: Small

series: New Material Below
Standards:
CCSS.MATH.CONTENT.HSN.Q.A.1
Use units as a way to understand problems and to guide the solution of multi-step problems
Objective:
Using the Math 180 curriculum online on an iPad and in a workbook, students observe the
pattern in products when 10 is a factor and apply the pattern to calculate any number times 10.
Assessment plan for each objective:

Use informal assessment to check the work of each student against the answers in the teacher
workbook.
Key vocabulary terms and definitions:
Multiple - A product of a given number and a whole number.
Multiple of 10 - A number that has a factor of 10.
Tens place - The second place to the left of the decimal point, which shows how many tens are
in a number; the digit’s value in that place is the digit times 10.
Materials: Student workbooks, teacher workbook, whiteboard, dry erase markers, iPads,
paper, pencils.
Differentiation/Accommodations:
1st hour:
TC - has a health plan and may use the restroom at any time.
RD - tends to sit and stare at her work. If necessary, sit down beside her and help her/give
words of encouragement. Allowed to use calculator if needed.
BB- will probably finish before anyone else. If JM shows up late, ask BB to explain to JM
what we’re learning in the workbooks. Ask him to work him through the problems.
JR- may distract HI and JI. If so, redirect her.
CB- Allowed to use calculator if needed. Frequently check for understanding
HI- Give him extra time to answer a question or complete work as needed.
MS- If something feels off, talk to her in the hallway. If her hands are shaking, allow her to
take a break.
3
2nd hour
CH- make sure he covers all of the problems except for the one he’s working on. This helps
prevent him from getting overwhelmed by all the problems. Don’t let him go to the bathroom
unless he’s working on his problems. Remind him if he is gone too long this privilege will be
taken away.
CM and CO - remind them to be off their phones or they will lose free time at the end of class.
CM- If an off day, ask him to talk outside the classroom and see if he needs anything
SJ- Keep him away from CB and CM. Remind him to stay on task. If he gets
angry/overstimulated, ask him if he wants to talk outside or take a break outside.
CJ - Allowed to work on tests for other classes if necessary. If he has an anxiety attack, allow
him to take a walk outside to calm down.
CB- make sure she doesn’t jump ahead. Check that she is accurately solving her problems
before allowing her to move on.
JM- Sit with him and read the problems out loud to him as much as possible. Allowed to use
calculator.
Management Decisions
Behavioral Expectations: Students Transitions: when there is Fast Finishers: will
will raise their hand to ask or about half of the class begin working on an
answer a question. Students will period left. iPad.
remain sitting at table throughout
the lesson.
Attention Signal: stand at the front Material Management: Grouping: Small

of classroom and call out to students Materials will be on tables
to redirect their attention back to the for students when they enter
whiteboard. the classroom.
Lesson Sequence
Time What the teacher is doing What the students are doing
Gain Attention/Activate prior knowledge: Students writing their
Write on the board: “What can you tell me about the responses on a piece of
number 10?” paper about what they know
Ask several students to share their solutions. about the number 10.
(Responses may include: 10 is an even number; It’s a 2-
digit number; Markers come in packs of 10; The factors Sharing their responses.
of 10 are 1, 2, 5, and 10; There are 10 basketball players
on court.)
Ask:
What does it mean if a number is in the “tens place”?
Why is this important when talking about place value?
4
Today, we’ll build on what we know about
multiplication to multiply by the number 10.
“I Input & Modeling: Sitting at tables.

do” *Break class into two groups. One group will work on
iPads while the other group will work in their Listening.
workbooks. After about 30 minutes switch the groups.
Asking questions when they
Play Instructional Video don’t understand or need
clarification.
Step 1: Understand multiples
When we count by 4s, the numbers we name are Following along in their
multiples of 4. When we count by 6s, the numbers we workbooks.
name are multiples of 6 (Count aloud and record the
multiples of 4 and 6 on the whiteboard). Writing down answers in
their workbook.
Step 2: List multiples of 10
Now we are going to list products that have 10 as a
factor (Display the list on whiteboard and review it with
students).
How many tens in 6 times 10? (6)
What is 6 × 10? (60)
Ask the same questions for 7 × 10 and fill in the table
on screen.
Step 3: Identify a pattern

Point to the factor 2 in 2 × 10. The product is 20, which
is 2 tens and 0 ones.
When I multiply 8 times 10, the 8 is in tens place and
the 0 is in ones place. So, 8 × 10 equals 80.
Complete the row for 8 on screen.
*MODEL REASONING When I look at the product

column, I see that all of the products have a zero in the
ones place. I also notice that the one-digit factor is now
in the tens place.
Step 4: Apply the pattern to greater factors

We’ll apply this pattern to multiply 10 times factors
greater than 10.
Let’s multiply 12 × 10. I know that 12 × 10 means 12

tens. I can count by tens until I have 12 tens.
*Count aloud from 10 to 120 by tens. Then display 120
in the table.
5
Now I’ll multiply 20 × 10, which is 20 tens or 200.
That’s 20 with another zero in the ones place.
*Complete the row for 20 on screen.
“We Guided practice: Sitting at tables.

do” Step 1: Solve for a missing factor
We are going to solve three types of problems related to Listening.
multiples of 10. First, we’ll solve for a missing factor
(Point to the first expression and read it aloud). Asking questions when they
don’t understand or need
We need to solve for the factor that belongs in the clarification.
blank. Let’s use the pattern we just learned to fill in this
factor. What times 10 equals 320? (32) Following along in their
workbooks.
How did the pattern help you solve for 32? (When you
multiply by 10, the digits in the other factor move to the Writing down answers in
next higher place value.) *ask 1 student to answer. their workbook.
Record the missing factor on whiteboard and have

students do the same in their workbooks.
Step 2: Solve for a product

Now we’ll solve for a product (Point to the second
expression and read it aloud).
Let’s use the pattern we just learned to find the product.

What is 10 × 17? (170)
How did the pattern help you solve this expression?

(When you multiply by 10, there is always a 0 in the
ones place of the product.) *ask 1 student to answer.
Record the product on whiteboard and have students

record the product in their workbooks.
Step 3: Identify the number of 10s

Now we’ll solve problems where we identify the
number of 10s in a number (Point to the third expression
and read it aloud).
We’ll use the pattern to solve this problem. How many

10s are in the number 290? (29)
6
How did the pattern help you solve the problem? (The
number of 10s in a multiple of 10 is the number without
the zero at the end of it.)
Record the solution on screen and have students do the

same in their workbooks.
Closure/Summary: Working on the exit ticket

“Today we learned about multiples of 10 and how to in their workbook.
mentally multiply any number by 10.”
“As your exit ticket, complete the equations and then

explain your reasoning.”
“You Independent practice: Working on the rest of the

do” *Remind students if they work hard and stay off their problems in their workbook.
phones, they will have 10 minutes at the end of class to
work on whatever they want. Putting workbooks away
and working on iPads.
Students work on Solve Problems in Pairs (pg. 38-39).
When students have completed the problems, exit ticket
or when the class period is half over, have them clean
their work areas and switch to working on an iPad.
Items to be collected as a result of this lesson: None.
Tic Tac Toe Game Lesson Plan

Topic: Multiplying Digits Grade Level: 9-12th Name: Anna Head
by 10

series: Review Below
Standards:
Objective:
Students practice finding products for 1-digit factors and multiplying those products by 10.

workbook.
7
paper, pencils, markers for game.
1st hour:
take a break.
2nd hour
taken away.
calculator.
the lesson.
8
Lesson Sequence
Gain Attention/Activate prior knowledge: Students listening to the
Ask “Who knows how to play Tic Tac Toe? Today we teacher.
are going to be playing Tic Tac Toe by multiplying the
numbers by 10”. Asking questions for
clarification.
Pair students up. Have them open their workbooks to
page 40. Opening workbooks to pg. 40.

How to play the game: “Player A will choose two don’t understand or need
numbers from the bottom row (4-9) and multiply them clarification.
together. Then they will multiple that answer by 10.
They will then find the answer on the board and put a Students listening to the
marker on the answer. Then they will write the equation instructions of how to play the
out in the column on the next page. Then it will be game.
player B’s turn. Player B will follow the same pattern as
player A”.

do” Students are paired up with another student playing the
Tic Tac Toe game to review how to multiply a 2-Digit Asking questions when they
factor by 10. don’t understand or need
clarification.
When the students have finished playing one game, they
can play another game with a different partner or they Playing the game in their
can switch and work on Math 180 on the iPads. workbooks.
Writing down the equations in

their workbook.
Closure/Summary: Sitting at their table.
9
Have students work on the exit ticket in their workbooks
on page 43. Answering the question.
Ask “What did we learn how to do today”. Responses Completing the exit ticket in
should include, playing a Tic Tac Toe game, the workbook.
multiplying a 2-Digit factor by 10.
“You Independent practice: Playing another Tic Tac Toe

do” *Remind students if they work hard and stay off their game with another partner.
phones, they will have 10 minutes at the end of class to Putting workbooks away and
work on whatever they want. working on iPads.
Students playing another Tic Tac Toe game with a

different partner. When finished, have students switch to
work on Math 180 on the iPads.
Multiply by Multiples of 10 Lesson Plan

Topic: Multiply by Grade Level: 9-12th Name: Anna Head
Multiples of 10

Standards:
Objective:
Students learn to multiply multiples of 10 using a strategy of renaming the multiple of 10 as a
factor times 10.

workbook.
10
Factor – The number you multiply to find a product.
Associative Property of Multiplication – The way we group three or more numbers doesn’t
change the product.
paper, pencils.
1st hour:
take a break.
2nd hour
taken away.
calculator.
the lesson.
11
Lesson Sequence
Gain Attention/Activate prior knowledge: Students writing their
*Display the Brain Teaser (pg. 36) on the board. Hand responses on a piece of
out pieces of paper to each student. paper.
Brain Teaser:
“I am an even factor of 24. I have only 2 factors. Which Sharing their responses.
number am I?”. How many factor pairs of 24 are there?
(1.24, 6.4, 8.3, 2.12)
We recently learned to multiply any number times 10.

What was the pattern we noticed when multiplying a
number by 10?
(There is always a 0 in the ones place; the product of 10
and another factor is always that factor followed by a 0
in the ones place.)
We also learned about multiples of 10, which are any

numbers that have a factor of 10. Today, we’re going to
build on those skills by learning to multiply by multiples
of 10.

do” *Break class into two groups with 3-4 students. One
group will work on iPads while the other group will Listening.
work in their workbooks. After about 30 minutes switch
the groups. Asking questions when they
Play instructional video, if needed. don’t understand or need
clarification.
Our first equation or problem to solve is 4x80. To make
this easier we are going to break down the 80 into 8x10. Following along in their
Then we need to bring the 4 down so the equation is workbooks.
4x8x10. Now we will group the number 4 and 8 like this
(4x8) x10. Now we multiply 4x8=32. *Ask a student to Writing down answers in
share the answer. their workbook.
Now we will multiply 32x10=320. *Ask a student to

share the answer.
12
do” Tell students to open their workbooks to page 44.
Now we’ll solve 6 × 40. First, we’ll rename the multiple Listening.
of 10. Which factor is a multiple of 10? (40)
We’ll split 40 so that one of its factors is 10. How Asking questions when they
should we rename 40? (4 × 10). *Have students record don’t understand or need
in their workbooks. clarification.
Following along in their

workbooks.
Now I can bring the number 6 down so the equation is
6x4x10. Now I am going to group the 6 and 4 together, Writing down answers in
like this (6x4)x10. *Have students record in their their workbook.
workbooks.
Now we multiply the number 6 and 4. What do we get?

(24). Now we will multiply the 24 and 10. What do we
get? (240). *Ask a student to share the answer.
Now we can go back to our original equation:

6x40=240.

Today we built on what we knew about multiplying by in their workbook.
10 to learn how to multiply by multiples of 10. We
know we can rename a multiple of 10 as the product of
a factor times 10. We also used the Associative Property
to make the multiplication easier.
As your exit ticket (pg. 45), find the product of 9 × 50

and then answer the question.

13
Students will complete the problems on pages 44-45.
When students have completed the problems, exit ticket

or when the class period is half over, have them clean
their work areas and switch to work on Math 180 on an
iPad.
Multiply Multiples of 10 Lesson Plan

Topic: Multiply Multiples of 10 Grade Level: 9- Name: Anna Head
12th
Lesson Type: #4 in a series: Performance Group Size: Small

New Material Level: Below
Standards:
Objective:
Students learn to multiply multiples of 10 by multiples of 10 using what they know: the
multiplication facts to 9 × 9 and how to multiply by 10.

workbook.
14
Associative Property of Multiplication – The way we group three or more factors doesn’t
change the product.
Commutative Property of Multiplication - Changing the order of the factors does not change
the product.
paper, pencils.
1st hour:
take a break.
2nd hour
taken away.
calculator.
15
the lesson.

Lesson Sequence
Gain Attention/Activate prior knowledge: Students listening while
Say “In the last lesson, we learned to multiply by sitting at their tables.
multiples of 10. We used the Associative Property of
Multiplication to regroup the factors to make the
multiplication easier. Today, we’ll use what we know
about multiplying by a multiple of 10 to multiply two
multiples of 10”.
Tell students to open their workbooks to page 46.

do” *Play instructional video, as needed.
*Break class into two groups. One group will work on Listening.
iPads while the other group will work in their
workbooks. After about 30 minutes switch the groups. Asking questions when they
Step 1: Rename the multiples of 10. Example: 40 x 70. clarification.
“We’re going to use what we know about multiplying
by 10 to multiply two factors that are multiples of 10. Following along in their
Because both factors are multiples of 10, I’ll rename workbooks.
both as products of 10 and another factor.”
Writing down answers in
their workbook.
Step 2: Rearrange the factors.

Point to the expression 4 × 10 × 7 × 10.
“Right now, my expression shows 4 × 10 × 7 × 10. I am
going to rearrange the factors so that both 1-digit factors
are next to each other. This will make the multiplication
easier for me. I know I can rearrange the positions of the
10 and 7 because of the Commutative Property. Even
though I rearranged the factors, the product will be the
same.”
16
Step 3: Apply the Associative Property
“Now I’ll group the factors that I want to multiply first.
I want to multiply the tens last, so I’ll group 4 and 7
together. What symbols do I use to group the factors?
(parentheses). I know I can group the factors in any
order I want because of the Associative Property.”
Step 4: Find the product

“Now I can multiply. What is 4 times 7? (28).
I still have three factors: 28 × 10 × 10. Now I’ll group
28 × 10 together.”
“What is 28 times 10? (280). Now I can solve for the

final product because it is only one factor times 10.”
“What is 280 × 10? (2800) So, 40 × 70 = 2800. Using

the Associative Property, I know I can group any pair of
factors without changing the product.”
“We Guided practice: Sitting at tables and

do” Have the students open their workbooks to page 46, listening.
where they will work on the problems following the
same pattern that was taught. This time their problem is Asking questions when they
30 x 50. don’t understand or need
clarification.
When students finish the problems and their exit ticket,
have them switch and start working on Math 180 on the Writing down answers in
iPads. their workbook.

Have students work on the exit ticket. in their workbook.
Ask “Today we learned to multiply multiples of 10 by

multiples of 10. We used the Associative and
Commutative Properties to find the products.”
17
Working on the problems on pages 46-47 in their
workbooks. When students are finished, have them
switch to work on Math 180 on the iPads.
Solve Compare Problems Lesson Plan

Topic: Solving Compare Grade Level: 9-12th Name: Anna Head
Problems

Standards:
Objective:
Students use bar models and a problem-solving routine to represent and solve word problems
involving multiplicative comparison.

workbook.
18
Compare Problem – Finding the difference between two amounts.
paper, pencils.
1st hour:
take a break.
2nd hour
taken away.
calculator.
19
the lesson.

Lesson Sequence
Gain Attention/Activate prior knowledge: Students listening while
“In the last Topic, you learned how to represent and sitting at their tables.
solve word problems using bar models.”
Ask “How does the bar help us write the correct Sharing their responses.
equation to solve the problem? How would we draw the
bar and write the solution differently if we had 4 equal
groups of 3 instead?”
“Today we’ll learn about a new type of problem called

compare problems.”

Read It! Read and identify the problem don’t understand or need
*read the problem and identify if the problem is a clarification.
compare problem.
Following along in their
workbooks.

their workbook.
Show It! Represent the problem

Say “I’ll draw a single bar to represent Amy’s videos.
She posts 4 videos, so I’ll label the bar 4. I know Dan
posts 3 times as many videos as Amy. I’ll draw a bar
with 3 equal parts. Each part is the same size as Amy’s
bar. Each equal part represents 4 videos. I multiply 3 ×
4 to find Dan’s videos. What is 3 × 4? (12)
20
Solve It! Solve the problem
Explain “From the bar model, I see that Dan has two
more equal parts than Amy. These two parts represent
how many more videos Dan posts. This difference is the
unknown, so I’ll label the two parts with the variable d.
Each equal part represents 4 videos. I write the equation
d = 2 × 4. What is 2 × 4? (8) So, d = 8. Dan posts 8
more videos.”
Check It! Check your work

Say “I can check my work by finding the number of
videos that Dan posts, and subtracting the number that
Amy posts. Dan posts 12 videos and Amy posts 4
videos. What is 12 − 4? (8).”

do” Have students open their workbooks to page 48 to
complete the rest of the compare problems. Listening.
Students will be using the same model to solve the Asking questions when they
remaining problems: don’t understand or need
Read It! Read and identify the problem. clarification.
Show It! Represent the problem.
Solve It! Solve the problem. Writing down answers in
Check It! Check your work. their workbook.

“Today, you practiced solving compare problems. You in their workbook.
drew bar models to visualize the information in the
problems and checked your work to make sure it was
correct.” *Exit ticket is page 49.
21
Students work on pages 48-49. When done with those
pages, have students work on the exit ticket. Once they
have completed the exit ticket, have them work on Math
180 on the iPads.
Multiply with a 2-Digit Factor Lesson Plan

Topic: Multiply with a 2- Grade Level: 9-12th Name: Anna Head
Digit Factor

Standards:
Objective:
Students use the strategy of rectangle splitting using an area model to multiply 1-digit factors
by 2-digit factors to 19.

workbook.
Partial Products - Numbers you add when you break one of the factors into a sum of its parts to
calculate a product.
paper, pencils.
22
1st hour:
take a break.
2nd hour
taken away.
calculator.
the lesson.

Lesson Sequence
Gain Attention/Activate prior knowledge: Students sitting at their
tables and listening.
23
“In the last Topic, we split a rectangle in order to
multiply two 1-digit factors. How does the rectangle Sharing their responses.
represent 9 × 6? Why is splitting the rectangle a useful
strategy?
Today, we’ll use the rectangle-splitting strategy, but this

time, we’ll split a 2-digit factor instead of a 1-digit
factor.”

Play instructional video. don’t understand or need
clarification.
Step 1: Split the factor greater than 10.
“I’ll use an area model to multiply 7 × 16. To show 7 × Following along in their
16 as a rectangle, I draw 7 equal rows of 16. workbooks.
I’ll split the factor greater than 10 by rewriting 16 using Writing down answers in
place value because it’s difficult to multiply by 16. their workbook.
How many tens and ones are in 16? (1 ten and 6 ones)
Step 2: Split and label the rectangle.

“Instead of one rectangle with 16 squares in each row, I
have two smaller rectangles. This rectangle has 7 rows
with 10 squares in each row, so I write 7 × 10 inside the
rectangle. I’ll write 7 × 6 in this rectangle because it has
7 rows with 6 squares in each row.”
24
Step 3: Find the partial products.
“Now we can find the product of each part of the
rectangle. What is 7x10? (70). What is 7x6? (42).
Step 4: Add the partial products.

“To find the whole product, or the answer to 7 × 16, I
need to add the partial products. The sum of the partial
products will tell me the total number of squares in the 7
by 16 rectangle. So, I add 70 and 42 to get the whole
product: 112.
What is 7 × 16? (112) A rectangle with 7 rows of 16

squares has a total of 112 squares.
“We Guided practice: Sitting at tables, listening.

do” Have students open their workbooks to page 56 to work
on the other problems by following the pattern that was Asking questions when they
just introduced to them. don’t understand or need
clarification.

their workbook.

Have students work on the exit ticket. in their workbook.
25
“Today we learned how to split rectangles and calculate
partial products to multiply 1-digit factors by 2-digit
factors.”

Students will continue to work on the problems on
pages 56-57 in their workbooks. When students have
finished all the problems and the exit ticket, have them
switch to work on Math 180 on the iPads.
Roll 2 Win Dice Game Lesson Plan

Topic: Develop Reasoning Grade Level: 9- Name: Anna Head
with Multiplication 12th
Lesson Type: #7 in a series: Performance Group Size: Small

Review Level: Below
Standards:
Objective:
Students practice using the strategy of rectangle splitting and develop multiplicative reasoning
skills.

workbook.
Decahedron Dice – a dice with 10 sides
paper, pencils, decahedron dice.
26
1st hour:
take a break.
2nd hour
taken away.
calculator.
the lesson.

Lesson Sequence
Gain Attention/Activate prior knowledge: Students sitting and
“We learned to split factors to multiply. Let’s use that listening.
same strategy to play Roll 2 Win.”
27
Explain the rules and demonstrate a round with a don’t understand or need
partner. clarification.
“Roll the decahedron two times. Record each number in
an empty box. Split the factor greater than 10. Find the Following along in their
partial products. Add the partial products. Record your workbooks.
score. The person with the greatest total score after four
rounds is the winner.”
“We Guided practice: Sitting at tables, listening.

do” Pair the students up. Have them open their workbooks
to page 58. Give each partnership two di. Asking questions when they
clarification.
Opening their workbooks to

page 58.

their workbook.

“Today we practiced multiplying 1-digit factors by 2- in their workbook.
digit factors.” Have students work on the exit ticket.

After students have played four rounds of the game, tell
them to switch to work on Math 180 on the iPads.
28
Post-Assessment
Solve for the missing factor:
1. 10 x ______ =180
2. ______ tens = 650
3. 3460 x 10 = ______
4. 2080 = ______ tens
5. 10 x 1000 = ______
Solve:
1. (2 x 3) x 10 = _______
2. (6 x 6) x 10 = _______
3. (5 x 8) x 10 = _______
4. (20 x 2) x 10 = _______
Solve:
1. 5 x 80 = _______
2. 6 x 40 = _______
3. 7 x 30 = _______
4. 50 x 3 = _______
29
Solve:
1. 30 x 50 = _______
2. 80 x 40 = _______
3. 20 x 60 = _______
4. 70 x 50 = _______
Read and solve the problem:
Jane is taking 4 classes online. Dan is taking 3 times as many classes as Jane. How many more
classes is Dan taking than Jane?
George buys 3 bags of chips. Jenny buys 5 times as many bags as George. How many more bags
of chips does Jenny have than George?
Bonus Question:
Would you rather live in Rigby for the rest of your life or move somewhere else? Why or why
not?
30

Foundations Math Unit of Study

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Foundations Math Unit of Study

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Pre-Assessment

Solve for the missing factor:

2. ______ tens = 650

4. 2080 = ______ tens

Read and solve the problem:

Topic: Multiply by 10 Grade Level: 9-12th Name: Anna Head

Lesson Type: #1 in a Performance Level: Group Size: Small

Assessment plan for each objective:

Key vocabulary terms and definitions:

Multiple - A product of a given number and a whole number.

Multiple of 10 - A number that has a factor of 10.

Attention Signal: stand at the front Material Management: Grouping: Small

“I Input & Modeling: Sitting at tables.

Step 3: Identify a pattern

*MODEL REASONING When I look at the product

Step 4: Apply the pattern to greater factors

Let’s multiply 12 × 10. I know that 12 × 10 means 12

“We Guided practice: Sitting at tables.

Record the missing factor on whiteboard and have

Step 2: Solve for a product

Let’s use the pattern we just learned to find the product.

How did the pattern help you solve this expression?

Record the product on whiteboard and have students

Step 3: Identify the number of 10s

We’ll use the pattern to solve this problem. How many

Record the solution on screen and have students do the

Closure/Summary: Working on the exit ticket

“As your exit ticket, complete the equations and then

“You Independent practice: Working on the rest of the

Items to be collected as a result of this lesson: None.

Tic Tac Toe Game Lesson Plan

Lesson Type: #2 in a Performance Level: Group Size: Small

Assessment plan for each objective:

Multiple - A product of a given number and a whole number.

Multiple of 10 - A number that has a factor of 10.

“I Input & Modeling: Sitting at tables.

“We Guided practice: Sitting at tables.

Writing down the equations in

Closure/Summary: Sitting at their table.

“You Independent practice: Playing another Tic Tac Toe

Students playing another Tic Tac Toe game with a

Items to be collected as a result of this lesson: None.

Multiply by Multiples of 10 Lesson Plan

Lesson Type: #3 in a Performance Level: Group Size: Small

Assessment plan for each objective:

Key vocabulary terms and definitions:

Multiple - A product of a given number and a whole number.

Multiple of 10 - A number that has a factor of 10.

We recently learned to multiply any number times 10.

We also learned about multiples of 10, which are any

“I Input & Modeling: Sitting at tables.

Now we will multiply 32x10=320. *Ask a student to

Following along in their

Now we multiply the number 6 and 4. What do we get?

Now we can go back to our original equation:

Closure/Summary: Working on the exit ticket

As your exit ticket (pg. 45), find the product of 9 × 50

“You Independent practice: Working on the rest of the

When students have completed the problems, exit ticket

Multiply Multiples of 10 Lesson Plan

Lesson Type: #4 in a series: Performance Group Size: Small

Assessment plan for each objective:

Multiple - A product of a given number and a whole number.