| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | multiplying whole numbers by a two digit number |
| What length (min) | 30 |
| What age group | Year or Grade 5 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Mathematics
Multiplying Whole Numbers by a Two-Digit Number
Grade 5 (Ages 10-11)
30 minutes
20
This lesson plan corresponds to the Common Core State Standards for Mathematics (CCSS.MATH.CONTENT.5.NBT.B.5) focusing on multiplying multi-digit whole numbers.
| Step Number | Step Title | Length (mins) | Details |
|---|---|---|---|
| 1 | Check Homework | 5 | Review and provide feedback on homework without presentations. Check for understanding through guided questioning. |
| 2 | Introduction to the Topic | 5 | Introduce the concept of multiplying whole numbers by two-digit numbers. Explain the steps using a sample problem. |
| 3 | Distribution of Printable Cards | 5 | Hand out printable cards to students, which they will use throughout the lesson to practice multiplication. |
| 4 | Guided Practice | 10 | Work through several multiplication problems as a class, encouraging participation and checking for understanding. |
| 5 | Individual Practice | 3 | Students fill out the printable cards with answers while practicing problems individually. |
| 6 | Random Check and Collection | 2 | Collect or randomly check students' cards to assess understanding. |
| 7 | Assign Homework | 2 | Briefly explain the homework assignment related to multiplying whole numbers by two-digit numbers. |
| 8 | Closing and Review | 3 | Summarize key concepts learned, answer any remaining questions, and remind students about the homework. |
“Good morning, class! Before we dive into today’s lesson, let’s take a moment to check your homework from yesterday. I will be looking at your understanding of the concepts we discussed. Please take out your homework and pass it to the front. As I look through your work, I want you to think about these questions:
I’ll ask a few of you to share your experiences once I finish checking. I’ll be walking around, so feel free to raise your hand if you have specific questions or areas you want me to look at.”
“Now that we’ve checked your homework, let’s move on to today’s lesson! Today, we are going to learn about multiplying whole numbers by two-digit numbers.
This might sound a bit challenging at first, but don’t worry; I will guide you through the process!
Let’s look at a sample problem together: What is 23 multiplied by 5?
First, we can break this down. You can think of it as 20 times 5 and 3 times 5.
Now, we add those two results together: 100 plus 15 gives us 115. So, 23 times 5 equals 115!
Does everyone understand how we broke that down? Great! Let’s move on to the next step.”
“I have some printable cards for each of you! These cards will help you practice the multiplication problems we will be covering today.
Please raise your hand when I come to your desk, and I’ll hand you one. Once you have your card, make sure your name is on it, and keep it handy; you’ll need it for our next activities.”
“Now it’s time for guided practice. I will write several multiplication problems on the board, and we will solve them together as a class.
Here’s the first problem: What is 34 times 6?
Who can help me break this one down? (Encourage responses) Yes, we can think of it as 30 times 6 and 4 times 6!
Let’s calculate those separately, shall we? (Write down calculations as students respond.)
30 times 6 is 180, and 4 times 6 is 24.
Now let’s add them together. What do we get? (Wait for responses) Excellent; that’s 204!
Let’s try another one: What is 47 times 8? Work together in pairs, and I’ll walk around to assist. You have 5 minutes!”
“Now it’s time for some individual practice. I want you to use your printable cards to fill out the answers to the problems I’m going to write on the board.
I will write down three multiplication problems for you to solve on your cards. Remember to show your working out just like we practiced.
Here are your problems:
You have 3 minutes to complete these. Go ahead!”
“Time’s up! I’d like to collect your cards to see how you did. I’ll randomly check them, so please pass them to the front when you’re done.
As I check them, think of any questions you might have about the problems or the strategies we learned today.”
“Great job today, everyone! Before we finish, I want to assign you some homework.
For your homework, please complete the worksheet I will hand out. It will have more practice problems on multiplying whole numbers by two-digit numbers.
Make sure to show your work, and you’ll turn this in next class! Are there any questions about the homework?”
“Alright, as we wrap up today’s lesson, let’s quickly review what we learned. We practiced multiplying whole numbers by two-digit numbers and learned how to break a problem down into simpler parts.
Does anyone have any last questions or anything they want to go over one more time? (Pause for questions)
Remember, if you find something difficult while doing your homework, don’t hesitate to ask for help.
So, just to remind you, complete your homework and bring it back next class. Have a fantastic day, everyone!”
What is the process to multiply 23 by 5? Break it down into simpler parts and show your work.
Calculate the following in the same way we practiced in class:
Explain the strategies you used for each of the multiplication problems above.
Did you encounter any challenges while completing these multiplication problems? If so, describe one.
Reflect on today’s lesson. What is one thing you learned about multiplying whole numbers by two-digit numbers that you did not know before?
Think of a real-life scenario where you might need to multiply a two-digit number by a whole number. Write a short paragraph explaining the scenario and the calculation involved.
Choose one of the multiplication problems from class (e.g., 34 times 6). Write out the problem and solve it in a different way than we did in class. Explain your method.
Create your own multiplication problem involving a two-digit number and a whole number. Solve it and show your work.
Trade your created problem with a classmate and solve their problem. Write down the answer and the method they used to solve it.
What are some tips you can give to someone who is struggling with multiplication of whole numbers by two-digit numbers? Write down at least three tips.
| Question | Answer |
|-------------------------------------------------------------------|--------|
| What strategies did you use when completing your homework? | |
| Did you encounter any challenges while working on your homework? | |
| What is 23 multiplied by 5? | |
| How do you break down the multiplication of 23 times 5? | |
| What is 34 times 6? | |
| How can we break down 34 times 6? | |
| What are the results of 30 times 6 and 4 times 6? | |
| What do we get when we add 180 and 24? | |
| What is 47 times 8? | |
| What were the three multiplication problems assigned for individual practice? | |
| How do you show your working out for multiplication problems? | |
| What is 52 times 4? | |
| What is 36 times 7? | |
| What is 21 times 9? | |
| How will you demonstrate your understanding of today's lesson in your homework? | |
| What have we learned about multiplying whole numbers by two-digit numbers? | |