Fluently multiply multi-digit whole numbers using the standard algorithm.

[divider] [/divider] Students are able to… 

  • Estimate the product before solving to help determine if their solution is reasonable.
  • Connect strategies like partial products and area model to the standard algorithm.
  • Explain their reasoning when using the standard algorithm, which should include use of the properties of multiplication and place value.

[divider] [/divider] Students are able to…because teachers:

  • Provide a variety of activities and experiences in which students multiply multi-digit whole numbers explicitly connecting strategies like partial products and area model to the standard algorithm.
  • Present students with various problem solving situations for multiplication.
  • Facilitate student discussions in which they explain how thinking about numbers flexibly and using conceptual strategies help us understand the standard algorithm for multiplication.

[divider] [/divider] Questions to ask students:

  • Ask a student who estimated and then solved if their solution is reasonable and how they know if it is reasonable or not.
  • Ask students why they wrote a zero before multiplying the second partial product (Example: 372 x 46)
    • Sample answer that indicates understanding: Before multiplying the second partial product I write a zero because I’m not multiplying 372 x 4, I’m multiply 372 x 40. The zero is needed to reflect the actual value of the 4.
    • Sample answer that indicates an incomplete understanding or misconception: Before you multiply the second partial product you must write a zero to get the correct answer.
  • Ask students why the second partial product in the standard algorithm is always greater than the first when multiplying by a 2-digit number.
    • Sample answer that indicates understanding: The second partial product is always greater because now we are multiplying a number with a value in the tens place, when before we were multiplying a number with only a value in the ones place.

[divider] [/divider] FSA Notes

Cognitive Complexity Level: Level 1- Recall

 

Achievement Level Descriptors:

2:  multiplies two two-digit numbers using the standard algorithm

3:  fluently multiplies two-digit by up to five-digit numbers using the standard algorithm

4:  determines the missing digit in a factor of a multiplication problem when given the product

5:  analyzes an error in the multiplication computation using the standard algorithm and justifies the reasoning

 

Assessment Limits: Multiplication may not exceed five digits by two digits.

 

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Additional Resources:

Additional in depth content knowledge:

Video Lesson: Connecting Partial Products to the Standard Algorithm

Video: Multiplying multi-digit numbers using the standard algorthm  

 

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Sample Formative Assessment Task: 

 

[divider] [/divider] Resources/Tasks to Help Your Child at Home:

Task: What are some strategies to find the product of 34 x 23?

 

Task: Look at this strategy that was started how does it connect to the standard algorithm for multiplication?

Kahn Academy Video: Connecting the Area Model to the standard algorithm for multiplication https://goo.gl/84RB2X

 

Learn Zillion Video: Connecting partial products to the standard algorithm for multiplication https://goo.gl/uPbKY5

 

Task: Provide multiple opportunities for your child to practice:

376 x 8

26 x 28

263 x 37

9,246 x 14

35,082 x 62

 

Kahn Academy Video: Using the standard algorithm for multi-digit multiplication https://goo.gl/NnfzoL

 

Task: The shirt store sells shirts in whole dollar amounts starting at $5.00. If you were going to buy 82 of the same t-shirts for the 5th grade class and you could spend up to $1100, what is the most you could spend on one shirt?

 

Task: Use estimation to explain how you know there is an error in the equation below:

32 x 84 = 393

 

Kahn Academy Video: Example of using estimation to find a near product https://goo.gl/YCg538