Lesson Planning of Multiplication

Lesson Planning of Multiplication

Subject Mathematics

Grade 5th

Students` Learning Outcomes

  • Multiply numbers up to 6 digits, by 10, 100, 1000

Information for Teachers

  • When multiplying (or dividing) by 10, 100, 1000, etc. count the zeros to find out how much larger (or smaller) your number must be.


  • Product: The answer of multiplication.
  • Multiplicand: Number which is to be multiplied.
  • Multiplier: Number by which to be multiplied.
  • While teaching the lesson, the teacher should also consult the textbook at all steps where and when applicable.

Material / Resources

Writing board, chalk / marker, duster, textbook


  • Write a few numbers on the board up to 6-digits.



  • Ask students how many digits are there in each number?
  • Write a statement on the board e.g. “It takes 750 bricks to build one wall of a house. How many bricks will be needed to build 10 walls?”
  • Ask students;
  • What are we doing here?
  • We are multiplying value with 10 as;

(750 x 10 = 7500)

  • Can we get answers quickly, without using pencil and paper? Let students think.


Activity 1

  • Write any 3 digits number, as such; 456.
  • Ask the class, “If we multiply this with 10”. Write on the board 456 x 10
  • Ask the students, “If we multiply this with 100”. Write on the board 456 x 100
  • Ask the students, “If we multiply this with 1000”. Write on the board 456 x 1000
  • Ask the students, “If we multiply this with 10000”. Write on the board 456 x 10000
  • Let think and respond to these questions;
  • Ask the students to tell the number of zeros of multiplicand, multiplier and the product.
  • Let the students deduce that when multiplying by 10, 100, and 1,000, etc. we multiply the non- zero numbers and add as many zeros, in the ends, as are there in the multiplicand and multiplier
  • Tell the students that zeros at the end are telling that how greater the value has become.
  • With each zero value is moving one place higher.

Activity 2

  • Draw the following place value chart on the board.
  • Ask students to draw the same chart in their notebooks.
  • Write a 2-digit number on the board.
  • Ask them to show the number on their place value chart.
  • Multiply with 10, 100, 1000, 10,000, etc.
  • Explain how the value increases with the multiplication with 10, 100 or 1000 etc.
  • Demonstrate the movement of digits to the left as zeros is added at the end.
  • Repeat the activity for a 6-digit number.

Sum up / Conclusion

  • Discuss a few examples on the board to recap the lesson.
  • Conclude that multiplication with 10 and multiples of 10 increases the value as many places as zeros are there in the multiplier.


  • Make two teams and with a quick session of multiplication ask 10 question orally (Multiplication of 10, 100, 1000, 10,000)

Follow up

  • Following questions will be given to solve.

1.      There is room in a multi-story car park for 45 cars on each of 10 floors. How many cars are there if the car park is full?

2.      It takes 750 bricks to build one wall of a room. How many bricks will be needed to build all four walls?

3.      If 28 people take their dinner in a restaurant. On average, each has paid Rs. 90. How much money was paid in total?

4.      There are 8 classes in school, each with 40 pupils in them. For annual school program how may invitation letters needed to be photocopied if each student is to take one home?

5.      A teacher drives 20 miles to school. How far does he travel in month?

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