Wake County Public School System, 2013

Mathematics Alignment Lesson

Grade 4 Quarter 1 Day 40
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

None Referenced
Materials Needed:

Transparencies/Blackline
Masters, Multiplication
Reasoning,
Multiplication
Reasoning Story
Problems
Chart Paper

Alignment Lesson: Multiplication Reasoning
1. Display Transparency/Blackline Master, Multiplication Reasoning
and explain the task to students being careful not to make sense of the
problem for them. You may need to discuss the word dozen with
students, but do not talk about multiplication as a way to solve the
problem.
2. Give students ample time to solve the problem and record their
supporting solution strategies.
3. Strategically divide students into groups of 2 or 3 and instruct them to
each share their written responses and supporting solution strategies.
Do not spend more than 2-3 minutes on this step.
4. Explain that each group will create a final copy on chart paper that
includes a written explanation and two other solution strategies to share
with the class. Each groups final copy can include combined
explanations and solution strategies from all members of the group, or
group members can choose to use one persons work that they think
accurately reflects the problem.
5. As students are working, circulate and choose 4-5 groups who will
verbally share their final copies with the class later in the lesson. Be
sure to choose different solution strategies to enhance discussion. Also
consider how you will sequence the group sharing so that students can
make connections between different solution strategies.
6. Display final copies around the room as groups finish. Invite each of
the groups of students you strategically selected to share their final
copies. As students share, engage the class in Math Talk, incorporating
some of the following questions as appropriate:
How did you know you should use multiplication to solve this
problem? Stay away from key words in this discussion.
Highlight student thought processes regarding the context of
the problem.
Why did you decide to solve the problem that way? How did
you know this strategy would help you find the answer to the
problem?
What connections do you notice between the different solution
strategies? How are they alike and how are they different?
Probe students to help them make mathematical connections
based on partial products and place value.
Which solution strategy best reflects the thinking you did to
find the solution to the problem? Why?
How do the solution strategies help you make sense of the
problem?
7. Use the remaining time for students to practice and discuss using
Transparency/Blackline Master, Multiplication Reasoning Story
Problems.
8. Students should finish any remaining problems for homework.
Homework

Finish Multiplication
Reasoning Story Problems
Assessment

Informal:
Students individual
representations of the problems
Math Talk discussion

Standards for Mathematical
Practice

Standard 1 - Make sense of problems
and persevere in solving
them.
Standard 3 - Construct viable
arguments and critique
the reasoning of others.



Source: Teacher Created from NCDPI Unpacking Document
Draft and Final Copy activity adapted with permission from Project
AIM (NCSU & Horizon Research, Inc.)

Transparency/Blackline Master Grade 4 Day 40 Standard 4.NBT.5
Wake County Public School System, 2013

Name: ________________________
Date: ________________________

Multiplication Reasoning

There are 25 dozen cookies in the bakery. What is the total
number of cookies at the bakery?




Individually, solve the problem using the following steps:

1. Reread the problem and determine what the problem is
asking you to find.

2. Determine the solution to the problem using a method of
your choice, and write an explanation of your thinking in
words.

3. Support your answer to the problem using two additional
solution strategies.

4. Review your solution and determine if it is reasonable.

Answer Key Grade 4 Day 40 Standard 4.NBT.5
Wake County Public School System, 2013
Multiplication Reasoning
Answer Key
Possible Explanations in Words:

Student 1 25 x 12 I broke up 12 into 10 and 2. Then, I multiplied 25 x 10 to get 250 and 25 x 2 to
get 50. Since 250 + 50 is 300, I know the answer is 300.

Student 2 25 x 12 I broke 25 up into 5 groups of 5. I multiplied 5 x 12 to get 60. Then, I
multiplied 60 x 5 to get 300.

Student 3 25 x 12 I doubled 25 and cut 12 in half to get 50 x 6 which is equal to 300.

Students may also have chosen one of the solution strategies they learned in class during this unit and
explained how they applied it to this problem.

Possible Solution Strategies:

Area Model (Rectangle Sections):

10 2

20 10 x 20 = 200 2 x 20 = 40



5 10 x 5 = 50 2 x 5 = 10


12 x 25 = 200 + 40 + 50 + 10 = 300




Distributive Property (Algebraic Notation):

12 x 25 = (10 + 2) x (20 x 5)
= (10 + 2) x 20 + (10 + 2) x 5
= 10 x 20 + 2 x 20 + 10 x 5 + 2 x 5
= 200 + 40 + 50 + 10
= 300







Base Ten Blocks:

25 x 12


240 + 60 = 300



Expanded Notation:

12 = 10 + 2
x 25 = 20 + 5

20 x 10 = 200
20 x 2 = 40
5 x 10 = 50
5 x 2 = 10

= 300


Transparency/Blackline Master Grade 4 Day 40 Standard 4.NBT.5
Wake County Public School System, 2013

Name: ________________________
Date: ________________________

Multiplication Reasoning Story Problems

Directions: Solve the following story problems. For each problem, show or explain your
solution strategy in the space provided.

1. Matt has 67 boxes of chocolate. Each box holds 32 pieces of chocolate. How many
pieces of chocolate does Matt have?





2. Each row at the Wake County theatre seats 54 people. If there are 39 rows in the
Wake County theatre, how many people can be seated in the theatre?





3. One case of water contains 48 bottles. How many bottles of water are in 73 cases of
water?





4. There are 29 classrooms at Millslane Elementary School. If there are 24 students in
each classroom, how many students attend Millslane Elementary School?





5. If a car travels 65 miles per hour for 12 hours, how many miles has the car traveled?





Answer Key Grade 4 Day 40 Standard 4.NBT.5
Wake County Public School System, 2013

Multiplication Reasoning Story Problems
Answer Key

Note: Student explanations and solution strategies will vary.


1. Matt has 67 boxes of chocolate. Each box holds 32 pieces of chocolate. How many
pieces of chocolate does Matt have?

67 x 32 = 2,144 pieces of chocolate



2. Each row at the Wake County theatre seats 54 people. If there are 39 rows in the
Wake County theatre, how many people can be seated in the theatre?

54 x 39 = 2,106 people



3. One case of water contains 48 bottles. How many bottles of water are in 73 cases of
water?

48 x 73 = 3,504 bottles of water



4. There are 29 classrooms at Millslane Elementary School. If there are 24 students in
each classroom, how many students attend Millslane Elementary School?

29 x 24 = 696 students



5. If a car travels 65 miles per hour for 12 hours, how many miles has the car traveled?

65 x 12 = 780 miles