Wake County Public School System, 2013

Mathematics Alignment Lesson

Grade 4 Quarter 1 Day 30
Common Core State Standard(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.



Vocabulary

Factor: One of two or more numbers
multiplied to find a product.
Product: The answer to a multiplication
problem.
Rod: A base ten block that represents ten.
Unit: A base ten block that represents one.
Materials Needed:

Teacher Guide, Making Sense of
Models of Multiplication
Transparency/Blackline Master,
Models of Multiplication Practice
Blackline Master, Models of
Multiplication Extra Practice
Base Ten blocks pre-bagged for students
(20 rods and 20 units per student pair)

Alignment Lesson: Models of Multiplication
Prior to Lesson: Prepare bags of base ten blocks (see Materials).

1. Distribute base ten blocks to pairs of students and ask student pairs
to arrange their base ten blocks to represent the problem 3 x 5.
Circulate to check for understanding and select pairs with various
representations to share.
2. Invite student pairs to use the document camera or overhead
projector to share the various ways they represented the problem.
Students should show 3 groups of 5 or 5 groups of 3 in some way.
Students may use an array (turned either way), show separate
groups of 3 or 5, arrange them in one straight line (explaining that
the groups are there but already put together), etc. Engage the class
in discussion about the various representations by encouraging them
to ask probing questions of each other. Pose questions to help
students make mathematical connections between the different
representations, arriving at the conclusion that all are valid
representations of the same problem. Remind students that the
Commutative Property allows us to solve 3 x 5 and 5 x 3 the same
way.
3. Ask student pairs to arrange their base ten blocks to represent the
problem 23 x 6. Circulate to check for understanding and select
pairs with various representations to share.
4. Invite student pairs to use the document camera or overhead
projector to share the various ways they represented the problem.
Engage the class in discussion using the questions and thoughts
presented on Teacher Guide, Making Sense of Models of
Multiplication.
5. Display Transparency/Blackline Master, Models of Multiplication
Practice, and have students work in pairs to represent and solve
each problem using base ten blocks. After modeling with the base
ten blocks, students should draw sketches of their base ten blocks
representations for each problem so they can better explain their
thinking in the class discussion.
6. Engage the class in Math Talk about their various representations of
the problems by inviting different student pairs to come to the
document camera or overhead projector to share their work.
Encourage students to ask probing questions of each other. Pose the
following (or similar) questions as appropriate during discussion:
How does this representation match the parts of the
multiplication problem?
Why are some of the numbers in the problem represented
with rods and some represented with units?
How could you use these models to help you solve a 2-digit
by 1-digit multiplication problem in your head? Talk
through an example of this using another problem.

7. Use the remaining time for students to independently practice, and
engage the class in discussion of various problems using Blackline
Master, Models of Multiplication Extra Practice. Students should
finish any remaining problems for homework.
Homework
Blackline Master, Models of
Multiplication Extra Practice
Assessment
Informal:
Student representation of problems using
base ten blocks
Student discussion during Math Talk

Standards for Mathematical Practice

Standard 4 - Model with mathematics.
Standard 7 - Look for and make use of
structure.
Standard 8 - Look for and express regularity
in repeated reasoning.



Source: Teacher Created from Math Expressions
Teacher Guide Grade 4 Day 30 Standard 4.NBT.5
Wake County Public School System, 2013

Making Sense of Models of Multiplication

Students may have chosen to represent the problem 23 x 6 multiple ways. A few examples are shown below.

Example 1: 6 groups of 23




Example 2: 6 groups of 20 and 6 groups of 3



Example 3: 20 x 6 and 3 x 6


Encourage the class to ask questions of students who are presenting that invite detailed sharing of their thinking.
Examples of these types of questions are:
How did you use your arrangement of base ten blocks to help you find the answer?
o Note: Ask further probing questions here to ensure students share exactly how they used their
arrangement to find the answer (i.e. counted all the tens, counted all the ones, added the results
together or multiplied the number of rods times 10, counted the units, added the results together or
rearranged the base ten blocks to group them a different way to help make counting easier, etc.).
Why did you decide to arrange your base ten blocks that way?
How did you know this arrangement would help you find the answer to the multiplication problem?

After all chosen groups have presented, ask further questions to help students make connections between the
various solution approaches. Examples of these types of questions are:
How are the various arrangements the same? How are they different?
How do the representations match the parts of the multiplication problem?
o Note: This question is meant to draw connections between the base ten blocks representations and
the place value in the multiplication problem. Ask further probing questions to help students
connect the rods (tens) to the 20 in 23 and the units (ones) to the 3 in 23. Students should make the
connection that they have broken the multiplication problem apart (since 23 = 20 + 3, the problem
can be solved as 20 x 6 plus 3 x 6).
o A follow-up question to help students achieve this level of understanding might be, Why are some
of the numbers in the problem represented with rods and some represented with units?
How could you use these models to help you solve a 2-digit by 1-digit multiplication problem in your
head? Talk through an example of this for the class using another problem.

Note: Tomorrows lesson, Math Expressions 5-3, introduces an area model of a 2-digit by 1-digit multiplication
problem. The Alternate Approach on page 515 in the Teacher Edition connects todays learning with the area
model by showing how a concrete base ten blocks representation can be arranged to look like the area model.
Sharing the Alternate Approach with students will connect todays learning and tomorrows learning together for
stronger conceptual understanding.

Transparency/Blackline Master Grade 4 Day 30 Standard 4.NBT.5
Wake County Public School System, 2013

Name: ______________________________
Date: _______________________________

Models of Multiplication Practice

Directions: Use base ten blocks to represent and solve each problem. After you have created your model, draw a
sketch of your base ten blocks representation using the key below.











1. 33 x 4 = _____





2. 6 x 13 = _____





3. 9 x 21 = _____





4. 15 x 4 = _____





5. 67 x 2 = _____




6. 3 x 54 = _____





7. 5 x 42 = _____





8. 26 x 3 = _____





9. 92 x 2 = _____





10. 8 x 22 = _____





Base Ten Blocks Sketch Key


= ten = ones
Answer Key Grade 4 Day 30 Standard 4.NBT.5
Wake County Public School System, 2013

Models of Multiplication Practice
Answer Key

1. 33 x 4 = 132





2. 6 x 13 = 78





3. 9 x 21 = 189





4. 15 x 4 = 60





5. 67 x 2 = 134




6. 3 x 54 = 162





7. 5 x 42 = 210





8. 26 x 3 = 78





9. 92 x 2 = 184





10. 8 x 22 = 176



Blackline Master Grade 4 Day 30 Standard 4.NBT.5
Wake County Public School System, 2013

Name: _____________________________
Date: ______________________________

Models of Multiplication Extra Practice

Directions: Draw a base ten blocks sketch to represent and solve each problem.











1. 14 x 7 = _____





2. 6 x 38 = _____





3. 7 x 41 = _____





4. 29 x 4 = _____





5. 58 x 3 = _____





6. 9 x 23 = _____





7. 5 x 54 = _____





8. 92 x 5 = _____





9. 64 x 8 = _____





10. 2 x 87 = _____







Base Ten Blocks Sketch Key


= ten = ones
Answer Key Grade 4 Day 30 Standard 4.NBT.5
Wake County Public School System, 2013

Models of Multiplication Extra Practice
Answer Key


1. 14 x 7 = 98





2. 6 x 38 = 228





3. 7 x 41 = 287





4. 29 x 4 = 116





5. 58 x 3 = 174


















6. 9 x 23 = 207





7. 5 x 54 = 270





8. 92 x 5 = 460





9. 64 x 8 = 512





10. 2 x 87 = 174