Lesson 1: Break-Apart Products

Estimated Class Sessions: 1

Big Idea: Understand that multiplication can be broken into smaller products to make solving
problems easier.

I can solve multiplication problems using rectangular arrays drawn on grid paper.

Launch: Introduce the problems to the kids that are going to be solved.
“Clap once if you can hear me. Clap twice if you can hear me. Clap three times if
you can hear me. Ok boys and girls thank you for your attention. Today we are going to
learn how to break-apart products. We are going to do this by solving multiplication
problems using rectangular arrays drawn on grid paper by breaking products into sums.
What do you think the definition of an array is? Turn to a partner and talk about what
you might think an array is.” (Student response: an array is an arrangement of elements into a
rectangular pattern of horizontal rows and vertical columns.)
“Good brainstorming. Now I am going to pass out a worksheet that has four
rectangular arrays on it. In your student guide, please turn to page 286 so we can do some
problems together. Let’s take a look at rectangle A on our worksheets. How many squares
are there when we count down?” (Whole group response: 7) “Good. How many squares
are there when you count across?” (Whole group response: 5) “Yes. So this rectangular
array would be represented by what multiplication number sentence? Turn to a partner to
figure out the number sentence.” (Student response: 7 x 5) “Perfect. Now, can you all take
out a green and a red colored pencil or crayon. I am going to ask you to color in the
rectangle so that a 5 x 4 rectangle is red and a 2 x 4 rectangle is green.”
“How many square centimeters are there in the rectangle before we colored it?”
(Student response: 28 sq cm.) “Good. How many square centimeters are there in the red
rectangle and how did you figure that out?” (Student response: 20 sq cm and because 5 x 4
equals 20.) “How many square centimeters are there in the green rectangle and how did
you figure that out?” (Student response: 8 sq cm because 2 x 4 equals 8) “Since we have
colored in our rectangles separating the two, the picture shows a way to solve 7 x 4. What
is a number sentence that describes a way to get the same answer of 7 x 4 but use the two
equations from the colored in triangles? Turn to a partner to discuss a possible number
sentence.” (Student response: 7 x 4 = 5 x 4 + 2 x 4)
“With a partner, I want you to discuss ways to solve the following three problems: 4
x 8, 12 x 9, and 17 x 3. Use your rectangles on your rectangular arrays chart. I want to
encourage you guys to break apart the products in ways that provide easier products.
“Before you get to work let’s go over our big idea for the whole lesson: Understand
that I can solve multiplication problems by breaking products into the sum of simpler
products using rectangular arrays drawn on grid paper.
Pass out manipulatives (cubes) for the students to use while solving the problems.
“Go ahead and start working and I will be making my way around the classroom to
listen and ask questions.”

Explore: Students work in partners or small groups to solve the problem. There should be
multiple solutions or multiple ways to solve the problem.
● How will the students be grouped?
○ Cooperative Learning Heterogeneous Groups
○ Individual Accountability: One person uses red to color the area and another
person uses green to color the other area correctly.
○ Group goal: Be able to work on 1 array together.
● Key Questions
○ Clarifying: “What are you doing in this problem? What does the 8 represent in
this problem? Why is multiplication useful in this situation?”
○ Eliciting: “Why did you multiple this number by that number? What strategy did
you use to come up with this number sentence? What did you do first? Can you
explain how you got your answer?”
○ Extending: “Can you explain what your partner did in the problem? How is it like
what you did? How is it different?”
● Assessment: This is what you will be looking for in the lesson to show what the students
understand.
○ 7x4
○ 4x8
○ 12 x 9
○ 17 x 3
○ 7x2+7x2
○ 7x3+7
○ Number sentences that show how the broke up the problems to make the sums
simpler.

Summarize: Teacher guided discussion of the key math concepts from the problem. Students
share what they learned and are actively involved in the summary.
“Clap once if you can hear me. Clap twice if you can hear me. Clap three times if
you can hear me. Ok boys and girls, now that we have completed the problems using our
rectangular arrays worksheet, I would like us to share our answers and how we came up
with them.”
“Now let’s look at the problem 12 x 9. I would like to have a few of you come to the
board and show how you broke the numbers apart. Can I have another volunteer come up
to the board and show how they solved the problem?” One volunteer comes up to the board
to demonstrate how they solved the problem. “Wonderful work. Can someone tell me how
they came up with these numbers for their number sentence?” (Student response: they did
10 x 9 + 2 x 9 to equal 108.) “Good critical thinking. Raise your hand if you came up with
the same number sentence. Raise your hand if you came up with a different number
sentence. Can I have another volunteer come to the board and show how you did it with
different numbers? How did they solve this problem? (Student response: they did 6 x 9 + 6 x
9 and 6 x 9 is 54 and 54 + 54 equals 108.) “Finally can I have one last volunteer who did it a
different way come to the board?” (Student response: they did 4 x 9 + 8 x 9 and I know that 4
x 9 is 36 and 8 x 9 is 72 and 36 +72 equals 108.)
“Thank you to those of you who were willing to come up and share. We will have
more opportunities like this very soon. But lastly, boys and girls, I need someone to tell me
what we learned today.” (Student response: We figured out how to solve multiplication
problems using rectangular arrays drawn on grid paper by breaking products into sums.) “Yes!
And how did we figure that out?” (Student response: by using our rectangle arrays worksheet
and cubes (manipulatives) to help us.)
“You guys did great today! Thank you for figuring out how to break apart products
and make them smaller numbers.”

Evaluation: This is an individual assignment that is separate from what was done during the
lesson. Some examples might be homework, quiz, journal, performance assessment, etc.
● Exit Ticket: Give them an array and have them divide the array up into products

Accommodations: Enrichment: What are you going to do to stretch the thinking of the students
who already understand? It should not be more work, but deeper work.
Remediation: What are you going to do to help those who struggle? Some examples are smaller
numbers, shorter assignments, work with a partner, use manipulatives, use a graphic organizer.
● Enrichment: students will find multiple strategies for breaking numbers apart.
● Remediation: students will be able to describe patterns in 2 digit numbers.

Worksheets Used in this Lesson

 Lesson 2: More Multiplication Stories
Estimated Class Sessions: 4

Part 1: Writing Multiplication Stories

Big Idea: Understand that I can represent multiplication in other ways besides using a number
sentence.

I can write a multiplication story to go along with two-digit by one-digit problems.

Launch: Introduce the problems to the kids that are going to be solved
“Alright boys and girls, one, two, three, eyes on me! Today we are going to write
multiplication stories to represent two-digit by one-digit multiplication problems. We are
first going to do one together and then I am going to have you do some on your own. This
lesson will take more than one day, but each day we will add something new to it.”
“To start today, we are going to read the book 2 x 2 = Boo!” Show the class the cover
of the book. “What do you see on the cover of this book? Turn to a partner and come up
with a couple of things you see here” (Student response: a bat, a moon, a witch, a house,
multiplication problem) “From what we see on the cover and what we know about the title,
what do you think this book is going to be about?” (Student response: halloween, a bat, a
witch, math etc.) “Awesome brainstorming guys! Now as we read this book, we are going to
see several math problems along our way and how they are solved.” Read the book to the
class.
“Before we begin, I am going to pass out the small multiplication tables and a paper
with four shirts on it for you to use during our lesson today.”
“Now that we have read the book and we saw examples of how stories can be made
into number sentences, let’s look into making our own. First, let’s examine this paper with
the four shirts on it. With a partner, come up with some stories you could write about how
many buttons are on each shirt.” Student answers will vary. “Good brainstorming and
creative ideas! Let’s look at this problem in the way that there were 4 shirts, and each shirt
has 8 buttons. The total number of buttons on the shirt was _____. Can anybody tell me
how we would figure out the total number of buttons on the shirt?” (Student response: The
number sentence would be 4 x 8 which equals 32 so the answer would be 32.) “Good use of
story clues! Would anybody like to share their stories and number sentences they came up
with with your partner?” Students share stories that they came up with with their partners.
“Thank you for sharing. So, what did we just do there?” (Whole group response: we came
up with a multiplication story for a one-digit by one-digit number.) “Yes!”
“Now that we have done one together, I want you to do one with a partner. I am
giving you the problem 4 x 26. I want you to draw a picture and write a story about the
number sentence. Use your multiplication tables to help you and use your calculator to
check your answers.”
“Before you get to work, let’s go over our big idea for this lesson today: I can write a
multiplication story to go along with two-digit by one-digit problems.”
Pass out calculators for the students to use while doing the problems.
“You can start working with your partner now while I come around and pass out your
calculators.”

Explore: Students work in partners or small groups to solve the problem. There should be
multiple solutions or multiple ways to solve the problem.
● How will the students be grouped?
○ Cooperative Learning Heterogeneous Groups
○ Individual Accountability: Both draw part of the picture, write on the story, and
one person writes the number sentence and one person writes the answer.
○ Group goal: Be able to complete all parts.
● Key Questions
○ Clarifying: “Who are you helping in this story problem? Why is multiplication
useful in this situation?”
○ Eliciting: “Why did you multiply this number by that number? How did you come
up with this story line? How did you come up with this number sentence?”
○ Extending: “Were you able to solve the problem using the manipulatives or could
you count it in your head? Does this strategy always work? Can you explain
what your partner did?”
● Assessment: This is what you will be looking for in the lesson to show what the students
understand.
○ 4x8
○ 4 x 26
○ Draw accurate pictures.
○ Write a story.
○ Give a number sentence.
○ Look for different stories and pictures to go with the number sentence.

Summarize: Teacher guided discussion of the key math concepts from the problem. Students
share what they learned and are actively involved in the summary.
“Alright boys and girls, one, two, three, eyes on me! I heard some great stories as I
was walking around. Now that we have all come up with a story, we are going to share our
stories.”
 “I am going to ask a few of you to share your stories out loud. If you aren’t sharing
your story, you are going to be listening very carefully to see how other students may have
a story different than yours.”
“Can I get my first volunteer to read their story out loud?” Student volunteers to
read their story out loud. “Good job! Turn to a partner and talk about how it is like your
story and how it is different. How are some of your stories different? How are they alike?”
Students respond by telling me how they are different and how they are alike. “How does the
picture and the story match in this example?” Student responds by telling me how they
match. “Can I have a second volunteer share their story with the class?” Student volunteers
to read their story out loud to the class. “Good story! Turn to a partner and talk about how it
is like your story and how it is different.” Students respond by telling me how they are
different and how they are alike. “How does the picture and the story match in this
example?” Student responds by telling me how they match.
“You guys are really getting the hang of this! Now can I have one last volunteer
read their story out loud for the class?” One last volunteer shares their story with the class.
“Awesome job! Turn to a partner and talk about how it is like your story and how it is
different. How are some of your stories different? How are they alike?” Students respond
by telling me how they are different and how they are alike. “How does the picture and the
story match in this example?” Student responds by telling me how they match.
“So, we see that the story, number sentence, and pictures can all come together to
make one problem.”
“Thank you to those of you who shared your stories. We will have more sharing
opportunities in the future for those of you who didn’t get to share.”
“Lastly for today boys and girls, I need someone to tell me what we learned.”
(Student response:Understand that I can represent multiplication in other ways besides using a
number sentence.) “Correct! And how were we able to do that?” (Student response: by
working with our partners to come up with stories and figuring out how they go together.)
“You guys did a super good job today! Thank you for using your creative brains
and minds to come up with stories that we could use.”

Evaluation: This is an individual assignment that is separate from what was done during the
lesson. Some examples might be homework, quiz, journal, performance assessment, etc.
● Journal: can you come up with another story that involves multiplication?

Accommodations: Enrichment: What are you going to do to stretch the thinking of the students
who already understand? It should not be more work, but deeper work.
Remediation: What are you going to do to help those who struggle? Some examples are smaller
numbers, shorter assignments, work with a partner, use manipulatives, use a graphic organizer.
● Enrichment: students will come up with more multiplication stories without using their
multiplication tables.
 ● Remediation: students will work with manipulatives to solve problems.

Worksheets used in the Lesson

 Lesson 3: More Multiplication Stories
Estimated Class Sessions: 4

Part 2: Break-Apart Products and Their Matching Stories

Big Idea: Understand that I can break a number into 10's and ones can make it easier to multiply.

I can break-apart numbers and their matching stories to make them represent the same thing.

Launch: Introduce the problems to the kids that are going to be solved.
“Alright boys and girls, one, two, three, eyes on me! Today we are going to continue
our lessons on multiplication stories. We are going to break-apart products and their
matching stories. We are going to do that by reading Peter’s story in your student guide,
talk about Peter’s story, do some more breaking-apart numbers ourselves, and some more
revisions. But before we do that can someone tell me what we did yesterday?” (Student
response: we figured out that a picture, number sentence, and story can all match up together to
make one problem.) “Good job.”
“Can you all please turn to page 290 in your student guide. What do we see on this
page?” (Student response: Peter’s story of how he wrote a story for 4 x 26) “Yes! Turn to a
partner and discuss how Peter came up with a story problem to go with 4 x 26. What are
some ideas that you came up with to see how Peter came up with a story?” (Student
response: he changed 26 to 25 and multiplied that by 4 and then added 4 because he changed 26
four times.) “Good job. So what did Peter do here?” (Student response: he revised his story
to reflect the way he broke apart the numbers of his solution.) “Raise your hand if you think
Peter’s strategy for revising his story was good and helped him figure out the answer.”
Students raise their hands depending on their opinions. “If you didn’t raise your hand can you
raise your hand now and tell me how you would’ve figured it out and why you didn’t think
Peter’s way was helpful.” Students who didn’t raise their hands share their ideas and how they
figured it out and why they didn’t like Peter’s way.
“Now that we have broken up Peter’s story and talked about other ways to solve it,
with a partner I want you guys to solve problems 1-8 in your student guides.”
“Before you get to work let’s go over the big idea for the whole lesson from today: I
can break a number into 10's and ones can make it easier to multiply. Good and how did
we do that?” (Whole group response: by breaking-apart Peter’s story and then our own stories.)
“You can start working now and I will be around to help and listen and ask
questions!”
Explore: Students work in partners or small groups to solve the problem. There should be
multiple solutions or multiple ways to solve the problem.
● How will the students be grouped?
○ Cooperative Learning Heterogeneous Groups
○ Individual Accountability: be able to break the numbers into 10’s to solve the
problems.
○ Group goal: be able to solve problems 1-8.
● Key Questions
○ Clarifying: “Who are we helping in this problem? What are you doing in this
problem? Who is the problem about?”
○ Eliciting: “What did you do first? Can you explain how you got your answer?
Can you tell me how you got this?”
○ Extending: “Does this strategy always work? Can you describe the pattern you
used? Can you explain what your partner did? How is it like what your partner
did?”
● Assessment: This is what you will be looking for in the lesson to show what the students
understand.
○ 4x 26
○ The students were able to digest Peter’s story and talk through how the problem
was done.
○ The students were able to correctly come up with a multiplication story for the
problem.

Summarize: Teacher guided discussion of the key math concepts from the problem. Students
share what they learned and are actively involved in the summary.
“Alright boys and girls, one, two, three, eyes on me! I heard a ton of awesome
stories and multiplication problems to go along with them. Now that we have all completed
problems 1-8 I want to hear how some of you solved a few of the problems.”
“Let’s look at number 1. What is the problem?” Whole group response: 3 x 54.
“Good. Can I have a volunteer come to the board and show your work on how you solved
the problem?” Student volunteers to come to the board and solve the problem. “Nice work.
Can someone else explain to me what they did?” Student raises their hand to tell me how the
problem on the board was solved. “Good explanation. Put your hand on your head if you
did the problem this way. Put your hand in the air if you solved it differently. Good, there
are different ways to solve all of these problems and as long as you get the same answer and
show your work, you will be fine.”
“Let’s skip to number 3. What is this problem?” Whole group response: 5 x 67.
“Correct. Can I have a volunteer come to the board and show your work on how you
solved the problem?” Student volunteers to come to the board and solve the problem.
“Awesome! Can someone else explain to me what they did?” Student raises their hand to tell
me how the problem on the board was solved. “Good explanation. Put your hand on your
head if you did the problem this way. Put your hand in the air if you solved it differently.”
“Let’s look at number 6. What does this problem say?” Whole group response: 62 x
5. “Yes, can I have a volunteer come to the board and show your work on how you solved
the problem?” Student volunteers to come to the board and solve the problem. “Good! Can
someone else explain to me what they did?” Student raises their hand to tell me how the
problem on the board was solved. “Good thinking. Put your hand on your head if you did
the problem this way. Put your hand in the air if you solved it differently.”
Go over the other answers with the students out loud.
“Thank you to those of you who volunteered. We will have more sharing
opportunities in the future for those of you who didn’t get to share.”
“And to wrap things up, I need someone to tell me what we learned today.” Student
response: Understand that I can break a number into 10's and ones can make it easier to multiply.
“You guys did an awesome job today! Thank you for working with your partner’s
to figure out numbers 1-8 in your student guides.”

Evaluation: This is an individual assignment that is separate from what was done during the
lesson. Some examples might be homework, quiz, journal, performance assessment, etc.
● Worksheet

Accommodations: Enrichment: What are you going to do to stretch the thinking of the students
who already understand? It should not be more work, but deeper work.
Remediation: What are you going to do to help those who struggle? Some examples are smaller
numbers, shorter assignments, work with a partner, use manipulatives, use a graphic organizer.
● Enrichment: students will work with heterogeneous partners to help them.
● Remediation: Students will work with a partner solving problems using manipulatives.

Worksheet Used in the Lesson

● Evaluation Worksheet - https://images.app.goo.gl/BZWPVrrMt5h4ufxs5
● During the Launch -
 Lesson 4: More Multiplication Stories
Estimated Class Sessions: 4

Part 3: Breaking Factors Into Tens and Ones

Big Idea: Understand that breaking numbers into tens and ones can make multiplying easier.

I can break apart factors into tens and ones.

Launch: Introduce the problems to the kids that are going to be solved.
“Alright boys and girls, one, two, three, eyes on me! Today we are going to continue
our lessons with more multiplication stories. We are going to do this by breaking factors
into tens and ones. We are going to look at more multiplication stories in your student
guide and then do some your own. But first who can tell me what we learned yesterday?”
(Student response: we learned that I can break a number into 10’s and ones and make it easier to
multiply.) “On page 294 you will see an example of how Maria solved the problem 37 x 4.
It shows how she broke it up into tens and ones. This is how you are going to solve the
problems we do together and with your partners. Take a minute to discuss with a partner
what Maria did. How did Maria solve the problem?” (Student response: she changed the 37
into 30 + 7 and multiplied 4 by 7 and 30 and then added the sums together to get 148.) “Good
work.”
“Can you all please turn to 291 in your student guide. We are going to take a look at
Libby’s and Alex’s multiplication stories. Let’s first take a look at Libby’s story. What is
the multiplication problem that Libby is using in her story?” (Whole group response: 72 x
3) “Good. Now, with a partner, take a few minutes to talk over what Libby did. Can
someone raise their hand and tell me what you and your partner talked about?” (Student
response: she showed that 70 + 2 = 72 and that 70 x 3 is the same as 3 x 7 tens which is 21 tens,
which is equal to 210. 2 x 3 = 6. So, 72 x 3 = 210 + 6 = 216.) “Yes! Now why was she
changing all the numbers and using tens?” (Student response: it is easier to figure out the
problem when you break it apart into tens and ones.) “Awesome, which we know is the main
part of our lesson for today.”
“Now, let’s move on to Alex’s story before you guys do some on your own. What is
the multiplication problem that Alex uses in this story?” (Whole group response: 63 x 4)
“Good. Turn to a partner and talk about how Alex broke this into tens and ones to make
the problem simpler. What did you and your partner come up with?” (Student response:
make 63 into 60 and multiply that by 4 and get 240 shoes. Then multiply 3 x 4 because we took
3 away from 60 to get 12 shoes and then add 240 + 12 to get 252 shoes.) “Awesome job! Why
do you think it is easier to solve the problem when you break the numbers into tens and
ones? Turn to a partner to discuss why you think that.” (Student response: it is easier
because then you are multiplying by zeros or fives which we have learned is easier than
multiplying other numbers.)
 “Now that we have done two together, it is time for you guys to do some on your
own. With a partner I want you to complete problems 9-16 in your student guides. Then
we will go over the answers when everyone is done.”
“Before you get to work let’s go over the big idea for the whole lesson from today: I
can break apart factors into tens and ones. Good and how did we do that?” (Whole group
response: by breaking-apart Libby and Alex’s stories and their number sentences into tens and
ones.)
“You can start working now and I will be around to help and listen to all of your
ideas!”

Explore: Students work in partners or small groups to solve the problem. There should be
multiple solutions or multiple ways to solve the problem.
● How will the students be grouped?
○ Cooperative Learning Heterogeneous Groups
○ Individual Accountability: be able to break apart products into tens and ones.
○ Group goal: complete problems 9-16 in the student guide with a partner.
● Key Questions
○ Clarifying: “Who are we helping in this problem? What are you doing in this
problem? Who is the problem about?”
○ Eliciting: “What did you do first? Can you explain how you got your answer?
Can you count those for me?”
○ Extending: “Can you describe the pattern you used? Can you explain how you
got your answer? Can you explain what your partner did? How is it like what
your partner did?”
● Assessment: This is what you will be looking for in the lesson to show what the students
understand.
○ 72 x 3
○ 63 x 4
○ The students were able to come up with problems on their own where they were
to break apart products into tens and ones.

Summarize: Teacher guided discussion of the key math concepts from the problem. Students
share what they learned and are actively involved in the summary.
“Alright boys and girls, one, two, three, eyes on me! I saw a ton of awesome partner
work and helping each other out. Let’s look at the problem 63 x 4 on page 292. How does
what Alex did match what Maria did? Turn to a partner and talk about how it’s the same.
What did you guys come up with?” (Student response: They changed 63 to 60 and multiplied
that by 4 to get 240 and then multiplied 3 by 4 to get 12 and added 240 + 12 to get 252 as the
final answer.)
 “Good. Now let’s look at number 9 and see how we can do that the same way Maria
did it and the same way it is shown in the picture. What is number 9?” Whole group
response: 21 x 8. “Yes. Can I have a volunteer show their work on the board for the class?”
Student volunteers to show their work on the board. “Can I have someone else explain to me
how they got this answer?” (Student response: well they changed 21 to 20 + 1 and then
multiplied 20 by 8 and 1 by 8 to get 160 plus 8 for the answer of 168.) “Good work!” Read the
other answers out loud to the class.
“Thank you guys for helping me get through Alex and Libby’s stories and doing the
problems the way Maria did. We will have more sharing opportunities in the future for
those of you who didn’t get to share.”
“Awesome job today, everyone. Finally I need someone to tell me what we learned
in this lesson today.” (Student response: we learned how to break-apart products into tens and
ones.) “Yes. And how did we do that?” (Student response: by looking at Libby and Alex’s
stories and using Maria’s way to solve.)
“You guys rocked today! Thank you for working through Libby’s and Alex’s stories
with me and then using Maria’s way to solve the problems.”

Evaluation: This is an individual assignment that is separate from what was done during the
lesson. Some examples might be homework, quiz, journal, performance assessment, etc.
● Journal - can you come with another story that involves bigger numbers to break-apart
their products into tens and ones?

Accommodations: Enrichment: What are you going to do to stretch the thinking of the students
who already understand? It should not be more work, but deeper work.
Remediation: What are you going to do to help those who struggle? Some examples are smaller
numbers, shorter assignments, work with a partner, use manipulatives, use a graphic organizer.
● Enrichment: students will find multiple strategies for breaking numbers apart.
● Remediation: students will work with manipulatives to solve problems on their own.

Work Pages Used in the Lesson

 Lesson 5: More Multiplication Stories
Estimated Class Sessions: 4

Part 4: An Algorithm for Multiplication (Maria’s Way)

Big Idea: Understand that I can use all-partials algorithms to solve multiplication problems.

I can use the paper-and-pencil multiplication algorithm to solve the problem.

Launch: Introduce the problems to the kids that are going to be solved.
“Alright boys and girls, one, two, three, eyes on me! Today we are going to finish up
the final lesson in our multiplication stories unit. We are going to look at an example that
Maria did to solve multiplication problems. We are going to use the paper-and-pencil
algorithm method to show our work and record all particle products.”
“Please turn to page 294 in your student guide. Here is an example of how Maria
solved the problem 37 x 4. Turn to a partner and discuss how she solved the problem 37 x
4. What did you and your partner notice about how she solved the problem?” (Student
response: we noticed she broke the 37 into 30 + 7. Then she multiplied 4 x 7 to get 28 and then
she multiplied 30 x 4 to get 120 and then she added 28 + 120 to get the answer of 148.) “Good
job!”
“Let’s do two more examples together before you do some problems on your own.
With a partner, go ahead and figure out the problem 42 x 6. Can I have a volunteer come
up to the board to show their work?” Student volunteers to come up to the board and share
their work. “Now that there is work on the board, can I have a different person tell me how
the work on the board solved the problem?” (Student response: They broke 42 into 40 + 2
and then multiplied 2 x 6 to get 12 and then multiplied 40 x 6 to get 240 and added 12 to that to
get the final answer of 252.) “Put your finger on your nose if you got 252 as the answer to
this problem...Correct!”
“For our last example let’s do the problem 38 x 5. With a partner work through this
problem together to figure out how to solve it. Can I have a volunteer come up to the
board to show their work?” Student volunteers to come up to the board and share their work.
“Can I have another volunteer example this work on the board to the class?” (Student
response: They broke 38 into 30 + 8 and multiplied 8 x 5 to get 40 and then multiplied 30 x 5 to
get 150 and added 40 to that to get 190.) “Put both hands on your head if the answer you
came up with was 190. Good work boys and girls!”
“Now that we have done three together, I am going to ask you to do numbers 1-4
under the homework section with a partner in your student guides on page 294. You can
use your calculators to check your work.”
“Before I let you go, I need you all to tell me what the big idea for the whole lesson
from today was: I can use the paper-and-pencil multiplication algorithm to record all
partial products. Yes! And how did we do that?” (Whole group response: by using Maria’s
method to solve the problems.)
“Good. You can start working now and I will be around to pass out your calculators
and help you if you need anything.”

Explore: Students work in partners or small groups to solve the problem. There should be
multiple solutions or multiple ways to solve the problem.
● How will the students be grouped?
○ Cooperative Learning Heterogeneous Groups
○ Individual Accountability: be able to use the paper-and-pencil method to solve the
problem.
○ Group goal: be able to use Maria’s way to solve the problems with a partner.
● Key Questions
○ Clarifying: “What does the 20 represent in this problem? What are you doing in
this problem?”
○ Eliciting: “What did you do first? Can you explain how you got your answer?
Does this strategy always work?”
○ Extending: “Can you describe the pattern you used? Can you explain how you
got your answer? Can you explain what your partner did? How is it like what
your partner did?”
● Assessment: This is what you will be looking for in the lesson to show what the students
understand.
○ 37 x 4
○ 42 x 6
○ 38 x 5
○ Problems 1-4 on page 294

Summarize: Teacher guided discussion of the key math concepts from the problem. Students
share what they learned and are actively involved in the summary.
“Alright boys and girls, one, two, three, eyes on me! I heard a ton of great partners
working together on how to solve using the paper-and-pencil method. Now that we have all
done 10-12 from yesterday, I am going to ask that we do them together and have volunteers
come up to the board and explain how they got the answer.”
“What is number 10?” (Whole group response: 84 x 3) “Good. Can I have a
volunteer come to the board and show the class how they solved the problem?” Student
volunteers to come to the board and show their work. “Put your hands on your head if you got
the same answer that is up on the board. Good, can you explain to the class how you solved
this?” (Student response: I broke 84 into 80 + 4 and then multiplied the 4 by 3 to get 12 and
then I multiplied the 80 x 3 to get 240 and added 12 to get 252.) “Good mathematical
thinking!”
 “Let’s move onto number 11. What is the problem in number 11?” (Whole group
response: 75 x 3) “Yes. Can I have a volunteer come to the board and show the class how
they solved the problem?” Student volunteer comes to the board and shows their work. “Pat
your head with one hand if you got the same answer that is on the board. Nice job
everyone, can you explain to the class how you got this answer?” (Student response: I broke
the 75 into 70 + 5 and then multiplied that 3 by 5 to get 15 and then multiplied the 70 by 3 to get
210 and added 15 to that to get 225.) “Awesome work!”
“Finally can you all tell me what number 12 is?” (Whole group response: 61 x 5)
“Perfect! Can I have a volunteer come to the board and show the class how they solved the
problem? Student volunteer comes to the board and shows their work. “Wave both your
hands in the air if you got the same answer that is on the board. Nice work, can you
explain to the class how you got this answer?” (Student response: I broke the 61 into 60 + 1
and multiplied the 1 by 5 to get 5 and then I multiplied the 60 by 5 to get 300 and added the 5 to
get 305.) “Perfect!”
“Thank you to those of you who shared your work with us on the board. We will
have more sharing opportunities in the future for those of you who didn’t get to share.”
“You guys did an awesome job today. Finally, for today’s lesson, I need someone to
tell me what we learned. (Student response: we learned how to use the paper-and-pencil
multiplication algorithm to solve the problem. “Correct! And how did we do that?” (Student
response: We used Maria’s way of solving the problems with paper-and-pencil.)
“Thank you all again for working through Maria’s way to solve the problems. You
guys did an awesome job!

Evaluation: This is an individual assignment that is separate from what was done during the
lesson. Some examples might be homework, quiz, journal, performance assessment, etc.
● Exit ticket - problems 5-9 on page 294 under the homework section.

Accommodations: Enrichment: What are you going to do to stretch the thinking of the students
who already understand? It should not be more work, but deeper work.
Remediation: What are you going to do to help those who struggle? Some examples are smaller
numbers, shorter assignments, work with a partner, use manipulatives, use a graphic organizer.
● Enrichment: students will not be able to use their calculators when doing the problems.
● Remediation: students will use a calculator to solve problems.
Work Pages Used in the Lesson
 Unit Overview
Problem Solving:
● Lesson 1: How can I use rectangular arrays drawn on grid paper to break products into
sums and solve multiplication problems?
● Lesson 2: How can I write multiplication stories to represent two-digit by one-digit
multiplication problems?
● Lesson 3: How can I break-apart products to go along with their matching stories?
● Lesson 4: How can I break apart products by partitioning factors into tens and ones?
● Lesson 5: How can I use the paper-and-pencil method to record all partial products?

Objectives:
● Lesson 1: Students will be able to solve multiplication problems using rectangular arrays
drawn on grid paper.
● Lesson 2: Students will be able to write a multiplication story to go along with two-digit
by one-digit problems.
● Lesson 3: Students will be able to Understand that I can break a number into 10's and
ones can make it easier to multiply.
● Lesson 4: Students will be able to break numbers into tens and ones can make
multiplying easier.
● Lesson 5: Students will be able to use the paper-and-pencil multiplication algorithm to
solve the problem.

Literature: In lesson 2 students will read the book 2 x 2 = Boo! And will break apart the
two-digit and one-digit problems as we read the book.

Enrichment:
● Lesson 1: Students will find multiple strategies for breaking numbers apart.
● Lesson 2: Students will come up with more multiplication stories without using their
multiplication tables.
● Lesson 3: Students will work with heterogeneous partners to help them.
● Lesson 4: Students will find multiple strategies for breaking numbers apart.
● Lesson 5: Students will not be able to use their calculators when doing the problems.

Remediation:
● Lesson 1: Students will be able to describe patterns in 2 digit numbers.
● Lesson 2: Students will work with manipulatives to solve problems.
● Lesson 3: Students will work with a partner solving problems using manipulatives.
● Lesson 4: Students will work with manipulatives to solve problems on their own.
● Lesson 5: Students will use a calculator to solve problems.
Manipulatives: Cubes will be used in lesson 1.

Technology: Students will use a calculator in lesson 2.

Evaluation:
● Lesson 1: Exit Ticket - give them an array and have them divide the array up into
products.
● Lesson 2: Journal: can you come up with another story that involves multiplication?
● Lesson 3: Worksheet
● Lesson 4: Journal - can you come with another story that involves bigger numbers to
break-apart their products into tens and ones?
● Lesson 5: Exit ticket - problems number 13-16 on page 294 in their student guides.