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Follow Stan the Man on a tour through his house and yard as he solves 2-digit by 2-digit multiplication problems with his best friends, Ben & Stella. They'll teach you all about how to do long multiplication with 2 digits while Stan's stuffed animal will shed light on what do to with decimal numbers.
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1 - NUMBEROCK Multi-Digit & 2-Digit Multiplication Fun Pack and Lesson Materials
2 - NUMBEROCK Multi-Digit & 2-Digit Multiplication Printable Task Cards - Set of 30
3 - NUMBEROCK Multi-Digit & 2-Digit Multiplication Google Classroom Digital Task Cards
Aligns With Standards 4.NBT.5 & 5.NBT.5 and TEK Standard 4.4C & 4.4D
Common Core Standards Covered:
CCSS 4.NBT.5 Standard Language:
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.
Simplified 4.NBT.5 Learning Goal:
I can find the product of a 4-digit number by a 1-digit number as well as the product of any two 2-digit numbers and can show my work in a variety of ways.
CCSS 5.NBT.5 Standard Language:
Fluently multiply multi-digit whole numbers using the standard algorithm.
Simplified 5.NBT.5 Learning Goal:
I can find the product of 2 multi-digit whole numbers using the standard algorithm (ie, the good ol’ fashioned way).
TEKS Standards Covered:
TEK 4.4C Standard Language:
The student is expected to represent 2-digit by 2-digit multiplication problems using arrays, area models, or equations, including perfect squares through 15 by 15.
TEK 4.4D Standard Language:
The student is expected to use strategies and algorithms, including the standard algorithm, to multiply up to a four‐ digit number by a one‐digit number and to multiply a two‐digit number by a two‐digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties.
2-Digit by 2-Digit Multiplication Song Lyrics:
Here is how you multiply fifty-nine by twenty-five;
Five times nine is forty-five; carry the four and write the five.
Five times five is twenty five;
then add the four and its twenty-nine.
We write a zero when we multiply the tens.
Two times nine is eighteen;
write the eight, but the one carries.
Five times two equals ten;
then add the one and you get eleven.
Add the numbers up, and that is the product.
I said, "Add the numbers up, and that is the product."
We need to write a zero when we multiply the tens.
Add the numbers up, and that’s the product.
Now coming on the scene is twenty-three times nineteen.
Three times nine is twenty-seven;
write the seven, carry the tens.
Two times nine is eighteen; add the two and get twenty.
Then write a zero when... we multiply the tens.
Three times one is three - two times one is two -
and now we know just what to do...
add the two numbers up and then
get four hundred thirty-seven.
Add the two numbers up and then
get four hundred thirty-seven.
add the two numbers up and then...
When we do long multiplication
we check it with the inverse operation.
The product becomes the dividend.
The divisor is the multiplier or multiplicand.
Then computing with precision, we do the long division;
if the quotient is the other factor,
then we know we’ve got the right answer.
I’m a stuffed animal and I’m here to tell you that...
If the numbers contain decimals, the extra work is minimal.
Simply multiply everything like before,
and there’s just one step more.
Count the number of decimal places,
then move left in the product that many spaces;
that’s where the decimal point’s written,
and every space to the left is dividing by ten.