4FN14 – Math – Multiplying 10 and 100

How do FreeNode lessons work?

FreeNodes are instructor-led schooling lessons with a unique approach, granting you the freedom to independently teach using a personalized lesson plan. This autonomy enables you to tailor your lessons to suit students’ individual needs, learning styles, and interests.

To use a FreeNode, read the provided class outline & follow the formatting provided for each class. Make sure to touch on the Theocratic Connection in each class. Follow the outline closely so it is aligned with our main at-home curriculum.

How Do I Use the FreeNode?

Read this lesson plan before class to familiarize yourself with the ideas and concepts you’ll be teaching the students. You may print this page out if you need to use it as a reference point during live classes.

This lesson is a guide, but feel free to expand on the content or decrease/increase what you teach depending on the learning levels of the students in your class or the amount of time you have to cover the material.

Can I show videos in FN classes?

Yes, feel free to include additional material to supplement the class lesson material. Videos, Physical Objects, Games, Activities, etc. are okay to share in live classes.

Videos should have no advertisements or logos and should be viewed by you before showing them to the students to ensure no offensive or questionable content is included.

The video should make up only 1-3 minutes of the live class and should not take the place of instructor-led instruction. Videos should be supplementary only.

How do bookmarks work?

Bookmarks help you keep track of lessons you’re going to teach in future live classes. The bookmarks you see are for all your bookmarked lessons across all grades.

You can bookmark a lesson by visiting the lesson you want to bookmark and clicking the “bookmark” button in the bookmark section.

You can remove a single bookmark by visiting a lesson you’ve bookmarked and clicking the “bookmark” button again to unbookmark it.

You can clear all of your bookmarks by clicking the “clear all bookmarks” button. Be careful, this will erase all of your bookmarks.

Class Lesson Plan

Objectives:

Students will understand the concept of multiples and how to identify them through skip counting.
Students will recognize patterns in multiples of 10 and 100 and apply them to multiplication.
Students will learn to multiply by multiples of 10 and 100 using a shortcut.

Materials:

Whiteboard/Chalkboard and markers/chalk
Visual aids (multiplication table chart, place value chart)
Practice problems (for applying the rules in problem-solving)
Manipulatives (optional, for hands-on activities)

Introduction (2 minutes):

Review the concept of skip counting and its connection to multiples.
Explain that multiples are the numbers you land on when skip counting.
Introduce the idea that understanding multiples helps in solving multiplication problems.

Theocratic Connections:

N/A

Activity 1 – Rule 1: What is a multiple? (6 minutes):

Briefly review what skip counting is. (e.g. Skip counting is a way to count by groups of a certain number instead of one by one.) Explain that when you skip count, the numbers you land on as you count are called multiples. Highlight that a number can be a multiple of more than one number. Give an example. (e.g. 12 is a multiple of 2, 3, 4, and 6 because you can skip count by all of these numbers and land on 12.)

Activity 2 – Multiples of 10 and 100 (6 minutes):

Discuss how multiples of 10 always have a zero in the ones place, and multiples of 100 have two zeros. Explain that when you look at multiples of 10 you might notice a pattern. It’s like counting by ones, except an extra zero is added.

Next explain that multiples of 100 also have a pattern. They are also the same as counting by one, but with double zeros added at the end of each number. Seeing this pattern will help students multiply by multiples of 10 and 100.

Activity 3 – Multiplying by Multiples of 10 and 100 (6 minutes):

Explain how to use the pattern as a shortcut. When multiplying by multiples of 10, the process is simplified by adding a zero to the end of the product. For instance, when we multiply 5 by 10, we can view it as multiplying 5 by 1 and then add zero to the result. So, 5 times 1 equals 5, and then we just add the zero back and get the answer (50), which is a multiple of 10.

Extending this method to another multiple of 10, like 5 times 20, we can ignore the zero, multiply 5 by 2, which is 10, and then add the zero to the end. The result is 5 times 20 equals 100. This approach, by focusing on multiplying by one and adding a zero, is a time-saving strategy in multiplication.

The same principle applies when multiplying by multiples of 100. For example, 3 times 100 can be simplified by ignoring the zeros initially, simplifying 3 times 1 to 3, and then adding the two zeros to the end. Thus, 3 times 100 equals 300. This method streamlines the multiplication process, making it more efficient, especially when dealing with multiples of tens and hundreds.

Activity 4 – Review and Practice Problems (8 minutes):

Review key concepts and patterns in multiples.
Present practice problems on the board.
Encourage collaborative learning and peer discussions.

Conclusion (2 minutes):

Summarize the key points of the lesson, emphasizing the importance of recognizing multiples and the shortcuts for multiplying by multiples of 10 and 100.
Reinforce that understanding these concepts can make multiplication more efficient.

Assessment:

Informally assess student understanding through class discussions, observations during activities, and their ability to apply the multiplication shortcuts in practice problems. Encourage students to explain their reasoning when identifying multiples and using the shortcuts.