Lesson 14
Ways to Represent Multiplication of Teen Numbers
Lesson Purpose
Lesson Narrative
The work of this lesson connects to previous work because students have solved problems involving multiplication of teen numbers in ways that make sense to them. In the previous section they also used the distributive property to find products of single-digit factors using facts they know. In this lesson, students consider and connect different representations of a strategy used in the previous section that can also be used to multiply a teen number. This will be helpful in the next lesson when students solve these types of problems and choose how to represent the problem.
- Representation
- MLR8
Activity 1: A Factor Greater than Ten
Learning Goals
Teacher Facing
- Make sense of representations of multiplication (base-ten blocks and area diagrams) where one factor is a teen number.
Student Facing
- Let’s make sense of some ways to represent the multiplication of teen numbers.
Required Materials
Materials to Gather
Required Preparation
Lesson Timeline
| Warm-up | 10 min |
| Activity 1 | 20 min |
| Activity 2 | 15 min |
| Lesson Synthesis | 10 min |
| Cool-down | 5 min |
Teacher Reflection Questions
Suggested Centers
- Compare (1–5), Stage 2: Add and Subtract within 20 (Supporting)
- How Close? (1–5), Stage 4: Add to 1,000 (Supporting)
Print Formatted Materials
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Additional Resources
| Google Slides | For access, consult one of our IM Certified Partners. |
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