# Lesson Planning of Multiplication

Lesson Planning of Multiplication

Subject Mathematics

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

Introduction

• 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?”
• 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.

Development

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.

Assessment

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