Math lesson plan · 5th grade (Year 6 in England) · 60 minutes
Long multiplication: four-digit by two-digit
Multiplication and division
CCSS 5.NBT.B.5England: Y6 Multiplication and division
Objective and success criteria
Students will: Long multiplication: four-digit by two-digit.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Long multiplication: three-digit by two-digit
Leads to: the next skill in this area.
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Long multiplication: three-digit by two-digit). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 342 × 83 = ? → 28386Prompt: Multiply 342 by the ones digit of 83, then by the tens.
- A farm packs 492 boxes of strawberries with 12 strawberries in each box. How many strawberries is that? → 5904Prompt: Work out 492 × 12.
- Noah worked out 190 × 42 and got 1140. Noah forgot that the second row is 190 × 40, not 190 × 4. What is the correct answer? → 7980Prompt: The tens row needs a zero placeholder.
Hook · 6 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Long multiplication: four-digit by two-digit. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 1803 × 85 = ?
- Step 1: 1803 × 5 = 9015
- Step 2: 1803 × 80 = 144 240
- Step 3: 9015 + 144 240 = 153 255
- Answer: 153255
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 1690 × 52 = ? → 87880Prompt: Use long multiplication: ones row, then tens row.
- A stadium has 2895 seats. It is full for 49 matches. How many tickets is that altogether? → 141855Prompt: Work out 2895 × 49.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A stadium has 2111 seats. It is full for 14 matches. How many tickets is that altogether? → 29554Prompt: Work out 2111 × 14.
- 2039 × 69 = ? → 140691Prompt: Use long multiplication: ones row, then tens row.
Watch out for
- Thinking multiplying always makes a number bigger.
- Dropping a zero in long multiplication when moving to the tens row.
Support and stretch
Support
- Review first: Long multiplication: three-digit by two-digit.
- Use concrete materials: counters for arrays.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder