Multiplying Two Digit by One Digit Numbers with Regrouping: Abstract Level

More Teaching Plans on this topic: Concrete, Representational

 Introduction Phase 1 Initial Acquisition of Skill Phase 2 Practice Strategies Phase 3 Evaluation Phase 4 Maintenance

Introduction

Math Skill/Concept: Two digits by one digit multiplication with regrouping using numbers and symbols.

Prerequisite Skills:

• Concrete understanding of the multiplication process.
• Multiplication fact families
• Understanding that multiplication is repeated addition
• Grouping of ones and tens
• Multiplying tens
• Multiplying two digit by one digit numbers without regrouping
• Use of place value mats and materials
• Identification of factors and product in a multiplication problem,
• Multiplying two digit by one digit numbers with regrouping using drawings
• Previous experience using the DRAW and FIND strategies

Learning Objectives:

1) Solve two digits by one digit multiplication problems with regrouping by using the algorithmic process.

Important Ideas for Implementation:

1) Because students with learning difficulties often have difficulty performing math skills at the abstract level, it is important that explicit links are made between both their concrete and drawing experiences and their abstract level instruction.

2) This teaching plan is written for the skill of two digits by one digit multiplication with regrouping. Following the same sequence of steps as outlined below, students would have had previous experience with using base ten materials and place value mats to complete multiplication problems involving multiplying tens by 1 digit and 2 digit by 1 digit numbers without regrouping.

3) This teaching plan outlines the steps for teaching two digits by one digit multiplication with regrouping. If additional instruction at the concrete level is needed for problems involving multiplying three digit numbers by one digit or two digit factors, the same sequence of steps as outlined in this plan can be followed. Use story problems to provide context.

4) Model estimating products.

5) Color code numbers according to place value and then fade.

6) Use story problems to provide context.