Lesson 6: Using 10 as a Factor

Lesson Overview: This lesson will review finding patterns and use counters to find
multiplication facts for 10.
Resources/Materials Needed:

Instructor
o Smart board with projector or white board
o Two-color counters
o Paper for ELMO projector
o Access to Brain Pop Video: Multiplication
o Multiplication Rock Video (School House Rock: Multiplication Rock [DVD])

Student
o 100 counters per group
o Paper & pencil

Lesson Standards:

3.M.1d: identify multiples of a given number and describe their characteristics

(Mathematic Standards, 2009)

3.E.2b.6: create grade level appropriate writings for different purposes (English
Langauge Arts, 2009)

Lesson and Performance Objectives:

Given paper, pencils and counters, students will fill in tables with 10 as a factor, with
100% accuracy.

Given the UPSL strategy, students will be able to solve a multiplication problem and
explain their thinking, scoring at least 3 out of 4 on a rubric.

Time: Approximately 2 hours

Step 1: Pre-instructional activities:

Teacher will set the purpose by stating: Today you will learn how to multiply by 10.

Teacher will connect prior learning by discussing what things they see in the real world
that use powers of 10.

Teacher will pose the following problem: Luke runs 10 miles each week. How many
miles will Luke run in 5 weeks?

Have students work in pairs to discuss their answer, then invite a few to share their work
with the class.

Teacher will model and array that shows 5 groups of 10. Point to a row and ask how
many counters there are in each row. [10 counters]. Ask: What do the 10 counters in the
row stand for in our problem? [Luke runs 10 miles]. Ask how many rows there are. [5]
What do the 5 rows stand for in our problem? [how many weeks he runs] What
multiplication fact does this array show? [5 x 10]. So, how many miles will Luke run?
[50 miles total]

Have students work in small groups with counters and a recording sheet with the 10s fact
tables [missing numbers to fill in]. Tell the class to work with their group to complete the
table and to look for patterns or make arrays. Allow them time to complete the table
while walking around and checking their work.

Step 2: Content Presentation:

Teacher will present the following information: Multiplying with 10 is a skill that you
will use often when you multiply big numbers. Lets skip count by 10 together.

Skip count with the entire class, several times.

Write the multiples of 10 on the board:

o Ask the students if anybody noticed a pattern
o Write the 10s multiplication facts on the board and ask for a pattern again.
o Note the connection to place valuethe first factor tells how many tens are in the
product.

Explain: To review our knowledge of multiplication, we will watch a Brain Pop video
called Multiplication.
o Have students come to the Smart board carpet
o Watch the video (5 minutes)
o Check for connections the students might have with the video by asking if they
have experienced anything similar to the events in the video.
o Display the quiz at the end of the video and complete as a class (not for an
assessment score). Allow students to come up to the board and choose the correct
answers and discuss (about 10 minutes).

Teacher will then draw problems for students to come to the Smart board and solve. Use
the following examples:
o 2 x 10
o 6 x 10
o 10 x 1
o 10 x 3
o 10 x 7
o 4 x 10

o Remind students to check that the tens place of their answer matches the factor
they are multiplying.
Step 3: Learner Participation:

Teacher will excuse students to go back to their desks

Distribute paper, pencil, and have them do the following problems to turn in for a grade.
This may be used for an assessment:
o Find each product: 4 x 10, 9 x 10, 10 x 6, 10 x 10, 5 x 10, 10 x 7, 6 x 10, 2 x 10, 3
x 10, 10 x 8, 10 x 1, 10 x 9, 10 x 5, 10 x 2, 10 x 4, 10 x 0
o Jim bought 6 tickets for a concert. Each ticket cost $10. What was the total cost of
the tickets Jim bought? [$60]
o Kai had 3 packs of pens. Each pack had 10 pens in it. How many pens did Kai
have in all? [30]
o Brody swam 10 laps 5 days a week. How many laps did Brody swim in one
week? [50]

Prevent Misconceptions: Remind students of the Commutative Property of

Multiplication. If you know that 7 x 10 = 70, you know the product of 10 x 7, as well.
Discuss.

Early Finishers:
o Have student write a problem of their own creation that can be solved using a
multiplication fact for 10. Have them challenge a partner (who is also finished
early) to solve their problem, then switch problems.

Step 4: Assessment:

The assignments done during the learner participation will be collected and used for
assessments to measure the students mastery of completing a 10s table and using their
10s facts.

After time to complete the assignment, the teacher will distribute an assessment with
three multiple choice questions that have 10 as a factor, and one written explanation
question that will be graded with a rubric. Students must score 5 out of 7.
o Written explanation question: Your teacher asks what you know about patterns
when you multiply by 10. Write to explain the pattern and how to use it. Use your
age as one factor and 10 as the other factor. Use the UPSL strategy.

Step 5: Follow-through Activities:

Discuss with the class when they might use their 10s facts outside of the school setting.
Discuss how using multiplication is quicker and easier once youve learned the facts.

Teacher will ask students to watch for situations at home and shopping where they notice
10s facts are being used.

Show Multiplication Rock video (approximately 30 minutes).

Integration into the next days lesson:

o Discuss with your group the situations you observed after school.
o Each group will choose one example to share with the class.
o Teacher will ask four-five students to share with the class.