my homework lesson 8 multiples of 10

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McGraw-Hill My Math Grade 4 Volume 1 Answer Key

McGraw-Hill My Math Grade 4 Answer Key Chapter 1 Place Value

• Chapter 1 Place Value
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• Lesson 2 Read and Write Multi-Digit Numbers
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McGraw Hill My Math Grade 4 Answer Key Pdf Chapter 2 Add and Subtract Whole Numbers

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McGraw-Hill My Math Grade 4 Volume 1 Answers Key Chapter 3 Understand Multiplication and Division

• Chapter 3 Understand Multiplication and Division
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• Lesson 4 Compare to Solve Problems
• Lesson 5 Multiplication Properties and Division Rules
• Lesson 6 The Associative Property of Multiplication
• Lesson 7 Factors and Multiples
• Lesson 8 Problem-Solving Investigation: Reasonable Answers
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McGraw Hill My Math Volume 1 Grade 4 Answer Key Chapter 4 Multiply with One-Digit Numbers

• Chapter 4 Multiply with One-Digit Numbers
• Lesson 1 Multiples of 10, 100, and 1,000
• Lesson 2 Round to Estimate Products
• Lesson 3 Use Place Value to Multiply
• Lesson 4 Use Models to Multiply
• Lesson 5 Multiply by a Two-Digit Number
• Lesson 6 Model Regrouping
• Lesson 7 The Distributive Property
• Lesson 8 Multiply with Regrouping
• Lesson 9 Multiply by a Multi-Digit Number
• Lesson 10 Problem-Solving Investigation: Estimate or Exact Answer
• Lesson 11 Multiply Across Zeros
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McGraw-Hill My Math 4th Grade Volume 1 Answer Key Chapter 5 Multiply with Two-Digit Numbers

• Chapter 5 Multiply with Two-Digit Numbers
• Lesson 1 Multiply by Tens
• Lesson 2 Estimate Products
• Lesson 3 Use the Distributive Property to Multiply
• Lesson 4 Multiply by a Two-Digit Number
• Lesson 5 Solve Multi-Step Word Problems
• Lesson 6 Problem-Solving Investigation: Make a Table
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McGraw Hill My Math Grade 4 Volume 1 Pdf Chapter 6 Divide by a One-Digit Number

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• Lesson 2 Estimate Quotients
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• Lesson 4 Problem-Solving Investigation: Make a Model
• Lesson 5 Divide with Remainders
• Lesson 6 Interpret Remainders
• Lesson 7 Place the First Digit
• Lesson 8 Distributive Property and Partial Quotients
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• Lesson 10 Quotients with Zeros
• Lesson 11 Solve Multi-Step Word Problems
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McGraw-Hill My Math, Grade 4 Volume 1 Teacher Edition Chapter 7 Patterns and Sequences

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• Lesson 6 Multiplication and Division Rules
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• Lesson 9 Equations with Multiple Operations
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McGraw-Hill My Math Grade 4 Volume 2 Answer Key

McGraw Hill My Math Grade 4 Pdf Answer Key Chapter 8 Fractions

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McGraw Hill My Math Grade 4 Answers Chapter 9 Operations with Fractions

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McGraw Hill My Math Grade 4 Volume 2 Pdf Chapter 10 Fractions and Decimals

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McGraw-Hill My Math, Grade 4 Volume 2 Teacher Edition Chapter 11 Customary Measurement

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• Lesson 3 Metric Units of Mass
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McGraw Hill My Math Volume 2 Grade 4 Answer Key Chapter 13 Perimeter and Area

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• Lesson 5 Relate Area and Perimeter
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McGraw-Hill My Math 4th Grade Volume 2 Answer Key Chapter 14 Geometry

• Chapter 14 Geometry
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Multiplication by Multiples of 10

Our Multiplication by Multiples of 10 lesson plan teaches students several methods for multiplying whole numbers by multiples of 10. Students complete practice problems in order to solidify their understanding of the lesson material.

Included with this lesson are some adjustments or additions that you can make if you’d like, found in the “Options for Lesson” section of the Classroom Procedure page. One of the optional additions to this lesson is to have students play a memory game where they keep their card if they can correctly answer the problem. The person with the most cards at the end of the game wins!

Description

Additional information, what our multiplication by multiples of 10 lesson plan includes.

Lesson Objectives and Overview: Multiplication by Multiples of 10 lesson plan teaches students strategies for multiplying whole numbers by multiples of 10. This lesson is for students in 3rd grade and 4th grade.

Classroom Procedure

Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the orange box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand. The supplies you will need for this lesson include small markers for the bingo game and the handouts. To prepare for this lesson ahead of time, you can copy the handouts and gather the materials.

Options for Lesson

Included with this lesson is an “Options for Lesson” section that lists a number of suggestions for activities to add to the lesson or substitutions for the ones already in the lesson. The first suggested adjustment is to have students use a dice or spinner to roll for multiples of 10 to practice with. You can also have students play a memory game where they keep their card if they can correctly answer the problem. The person with the most cards at the end of the game wins! Finally, you can have students begin the lesson by reviewing their multiplication skills.

Teacher Notes

The teacher notes page includes lines that you can use to add your own notes as you’re preparing for this lesson.

MULTIPLICATION BY MULTIPLES OF 10 LESSON PLAN CONTENT PAGES

Multiplication of multiples of 10.

The Multiplication by Multiples of 10 lesson plan includes two pages of content. The lesson begins with an example of how you can multiply a whole number by ten. The example problem is 3 x 70. To solve this problem, you could use repeated addition (70 + 70 + 70). This is easy, but we have an even easier way to solve it.

First, you think of 70 as 10 x 7, leaving you with 3 x 7 x 10. We haven’t changed the value of the numbers, because 70 is equal to 10 x 7. The commutative property of multiplication means that we can multiply these numbers in any order that we want, and the answer will stay the same. Therefore, we’ll first multiply 3 x 7, which equals 21. We then have 21 x 10. We just need to add a 0 to 21 because when you multiply a number by 10, you increase the place value by one space. The final answer is 210! This method will help you solve problems faster (and even in your head).

The lesson includes two additional examples: 2 x 80 and 4 x 50. For 2 x 80, we can break it down in 2 x 8 x 10, which becomes 16 x 10, which means the answer is 160. For 4 x 50, we break it down into 4 x 5 x 10, which becomes 20 x 10, which equals 200. That’s all it takes!

MULTIPLICATION BY MULTIPLES OF 10 LESSON PLAN WORKSHEETS

The Multiplication by Multiples of 10 lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. You can refer to the guide on the classroom procedure page to determine when to hand out each worksheet.

BINGO ACTIVITY WORKSHEET

Students will create their own bingo card using the answers to given multiplication problems. The teacher will call out the answers and the student who gets bingo first wins!

FIND THE PRODUCT PRACTICE WORKSHEET

The practice worksheet asks students to find the product of each multiplication problem.

MULTIPLICATION BY MULTIPLES OF 10 HOMEWORK ASSIGNMENT

For the homework assignment, students will find the product of each multiplication problem, showing their work as needed.

Worksheet Answer Keys

This lesson plan includes answer keys for the practice worksheet and the homework assignment. If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits these pages. Otherwise, you can simply print out the applicable pages and keep these as reference for yourself when grading assignments.

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Multiplying by multiples of 10

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Tens times problems

Multiplication worksheets with one factor being whole tens (10, 20, 30 ..) and the other factor being 1-3 digit numbers. A mixture of place value practice (adding zeros) and mental math (multiply numbers by single digits).

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Multiples of 10

• The multiples of 10 are numbers that can be divided exactly by 10, leaving no remainder.
• The first few multiples of 10 are the numbers in the 10 times table.
• For example 5 × 10 = 50 and so, the fifth multiple of ten is 50.
• For example 100 × 10 = 1000 and so, the hundredth multiple of 10 is 1000.
• All multiples of 10 have a final digit of 0.
• If a number does not have a final digit of zero, it is not a multiple of 10.

Multiples of 10 Flashcards

• Multiples of 2
• Counting to 20 on a Number Line
• Multiplication as Equal Groups
• Multiplication as Grouping Arrays
• Multiplication as Repeated Addition

Multiples of 10: Interactive Questions

Multiples of 10 worksheets and answers.

What are Multiples of 10?

• 1 × 10 = 10
• 2 × 10 = 20
• 3 × 10 = 30
• 4 × 10 = 40
• 5 × 10 = 50
• 6 × 10 = 60
• 7 × 10 = 70
• 8 × 10 = 80
• 9 × 10 = 90
• 10 × 10 = 100
• 11 × 10 = 110
• 12 × 10 = 120

How to Find Multiples of 10

Multiples of 10 up to 100

Why do all multiples of 10 end in 0.

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Lesson 8 Multiply by Multiples of 10

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McGraw-Hill My Math Grade 4 Volume 1

Textbook: mcgraw-hill my math grade 4 volume 1 isbn: 9780021150236.

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Chapter 1: Place Value

Lesson 1: place value, lesson 2: read and write multi-digit numbers, lesson 3: compare numbers, lesson 4: order numbers, lesson 5: use place value to round, chapter 2: add and subtract whole numbers, lesson 1: addition properties and subtraction rules, lesson 2: addition and subtraction patterns, lesson 3: add and subtract mentally, lesson 4: estimate sums and difference, lesson 5: add whole numbers, lesson 6: subtract whole numbers, lesson 7: subtract across zeros, lesson 8: solve multi-step word problems, chapter 3: understand multiplication and division, lesson 1: relate multiplication and division, lesson 2: relate division and subtraction, lesson 3: multiplication as comparison, lesson 4: compare to solve problems, lesson 5: multiplication properties and division rules, lesson 6: the associative property of multiplication, lesson 7: factors and multiples, chapter 4: multiply with one-digit numbers, lesson 1: multiples of 10, 100, and 1,000, lesson 2: round to estimate products, lesson 3: hands on: use place value to multiply, lesson 4: hands on: use models to multiply, lesson 5: multiply by a two-digit number, lesson 6: hands on: model regrouping, lesson 7: the distributive property, lesson 8: multiply with regrouping, lesson 9: multiply by a multi-digit number, lesson 10: multiply across zeros, chapter 5: multiply with two-digit numbers, lesson 1: multiply by tens, lesson 2: estimate products, lesson 3: hands on: use the distributive property to multiply, lesson 4: multiply by a two-digit number, lesson 5: solve multi-step word problems, chapter 6: divide by a one-digit number, lesson 1: divide multiples of 10, 100, and 1,000, lesson 2: estimate quotients, lesson 3: hands on: use place value to divide, lesson 4: divide with remainders, lesson 5: interpret remainders, lesson 6: place the first digit, lesson 7: hands on: distributive property and partial quotients, lesson 8: divide greater numbers, lesson 9: quotients with zeros, lesson 10: solve multi-step word problems, chapter 7: patterns and sequences, lesson 1: nonnumeric patterns, lesson 2: numeric patterns, lesson 3: sequences, lesson 4: addition and subtraction rules, lesson 5: multiplication and division rules, lesson 6: order of operations, lesson 7: hands on: equations with two operations, lesson 8: equations with multiple operations.

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What Are the Multiples of 10? | All Multiples of 10 up to 1000

Written by Prerit Jain

Updated on: 05 Dec 2023

Multiples of 10 are a list of numbers that when divided by 10 will leave no remainder. There are an infinite number of multiples of the number 10.

The first 5 multiples of 10 are 10, 20, 30, 40, and 50

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What Are Multiples of 10 for Kids?

Any number that can be written in the 10n form, where n is an integer, is considered a 10 multiple. For example, if there are two values, a and b, where b is the multiple of a, and if b=na for some integer n, In simpler words, the list of numbers that don’t leave any remainder when divided by 10 is the number of 10 multiples.

How To Find Multiples of 10?

To find multiples of the number 10, we have to do repeated addition of the numeral 10 or multiply the digit 10 with a sequence of natural numbers. The steps to find 10 multiples using the repeated addition and multiplication method have been given below:

Finding First 20 Multiples of 10 Using Multiplication Method

In the below table, we have listed 10 multiples up to 20. The detailed steps on how to find the first 20 multiples of 10 are also tabulated below:

What Are the Multiples of 10 up to 1000?

Here are 10 multiples up to 1000:

Properties of Multiples of 10

Here are some properties of 10 multiples to keep in mind:

• The number 10 is a multiple of 10.
• All the multiples of 10 are greater than or equal to the number 10.
• 10 has an infinite number of multiples.
• The smallest multiple of 10 is 10 itself.

Solved Examples on Multiples of 10

Question 1: How do you find multiples of 10? Answer: To find multiples of 10, you will have to multiply the number 10 with a sequence of natural numbers. Alternatively, using the repeated addition method, you can find 10 multiples.

Question 2: What are the multiples of 10 between 20 and 200? Answer: There are 17 multiples of 10 between 20 and 200. 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140, 150, 160, 170, 180, and 190 are the multiples that lay between 20 and 200 of 10.

Question 3: What are the first 6 multiples of 10? Answer: Below is the first 6 multiples of 10: 10 x 1 = 10 10 x 2 = 20 10 x 3 = 30 10 x 4 = 40 10 x 5 = 50 10 x 5 = 60

Question 4: What is the sum of the first 5 multiples of 10? Answer: The first 5 multiples of 10 are 10, 20, 30, 40, and 50. 10 + 20 + 30 + 40 + 50 = 150. Hence, 150 is the 5 multiples sum of the first 5 multiples of 10.

Question 5: Is 72 a multiple of 10 yes, or no? Answer: No, 72 is not a multiple of 10. Because 10 x 7 = 70 and if we divide 10 by 7, we will have (2) as a reminder.

Question 6: What are multiples of 10 that are less than 40? Answer: 10, 20, and 30 are the 10 multiples that are less than 40. 10 x 1 = 10 10 x 2 = 20 10 x 3 = 30

Question 6: Is 360 a multiple of 10 yes, or no? Answer: Yes, 360 is a multiple of 10. 10 x 36 = 360 Hence, 360 is 10 multiple

Question 8: What are multiples of 10 to 100? Answer: Here are the 10 multiples up to 100 10 x 1 = 10 10 x 2 = 20 10 x 3 = 30 10 x 4 = 40 10 x 5 = 50 10 x 6 = 60 10 x 7 = 70 10 x 8 = 80 10 x 9 = 90 10 x 10 = 100

FAQs on Multiples of 10

What are the common multiples of 60 and 10? 60 is the only common multiple of 10 and 60.

What are 5 multiples of 10? 10, 20, 30, 40, and 50 are the 5 multiples of 10.

Are the multiples of 10 always even? Yes, as 10 multiples end with 0, so that means they are even.

What are the multiples of 10 up to 200? 10, 20, 30, 40, 50, 60, 70, 80, 90, 110, 120, 130, 140, 150, 160, 170, 180, 190, and 200 are the 10 multiples that go up to 200.

So, that’s all about multiples of 10. We hope this blog has been informational and easy for you.

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Lesson Video: Multiplying Multiples of 10 Mathematics • Fourth Year of Primary School

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In this video, we will learn how to multiply two multiples of 10.

Video Transcript

Multiplying Multiples of 10

In this video, we’re going to learn how to multiply together a pair of multiples of 10. Now, before we start, let’s remind ourselves what is a multiple of 10. Multiples of 10 are what we get when we multiply 10 by any whole numbers, so numbers like 50, 30, 90, and so on. These are all multiples of 10. And they’re all the sorts of numbers that we’re going to be multiplying in this video.

We can always spot a multiple of 10 because it has a zero in the ones place. Let’s choose two multiples of 10 to use as an example. Let’s have 60 and 30. If we want to multiply these two multiples of 10 together, how can we calculate 60 times 30? In this video, we’re going to look at three strategies we could use in particular. And what we’ll do is we’ll keep coming back to 60 times 30 to show that we can answer the same question but in different ways.

The first thing we could do is to use basic facts and patterns to help us. And this strategy is all about looking at our multiplication and saying to ourselves, “Well, I might not know the answer to this, but do I know another multiplication fact that maybe I could use to help?” So let’s think about 60 times 30 then. What fact do we already know that might help us multiply 60 by 30? Well, if we ignore the zeroes for a moment, what about six times three? This is a fact we already know. Six groups of three equals 18. Now, if we know this basic fact, what else do we know?

Well, we know what six lots of 30 is going to be worth. 30 is 10 times larger than three. So six groups of 30 is going to be worth 10 times more than 18. It’s 180. By making one of the factors 10 times greater, we’ve made the answer 10 times greater. Now what can we use six times 30 to solve? 60 times 30, we could keep the 30 as it is, but we need to make our six 10 times larger. And because again we’ve made one of the factors 10 times larger, the answer’s going to be 10 times larger again. Instead of 180, it’s going to be 1,800.

To find the answer to 60 times 30, we first looked for a basic fact that we already knew to help us. If we know that six times three equals 18, we can use this to help us see that six times 30 is 180. And then we can use that fact to help us find that 60 times 30 equals 1,800.

Now, as we said a moment ago, we’re going to keep coming back to this calculation. So we’re going to keep finding that the answer’s 1,800, but we’re going to find it in different ways. But for now, let’s try a question where we have to use basic facts and patterns to multiply two multiples of 10 together.

What is the result of seven times three? What is the result of seven times 30? What is the result of 70 times 30?

We’ve got three multiplication questions to answer here. Do you notice anything similar about them? The digits seven and three keep cropping up again and again, don’t they? The reason for this is because this question is all about using a fact like seven times three to help us find the answer to related facts. And so when finally we arrive at multiplying these two multiples of 10 together, we’ll see that 70 times 30 has got a lot to do with seven times three.

So let’s start off with the most basic of these multiplication facts. What is the result of seven times three? Three, six, nine, 12, 15, 18, 21. Seven threes are 21. Now if we look at the second question we’ve got here, we can see that one of our numbers has changed. What is the result of seven times 30. Now if we write out this calculation, we can see how it’s linked with the first one. Instead of finding the answer to seven times three, we need to find the answer to seven times 10 lots of three, seven times 30. And because one of our factors has become 10 times larger, we’d expect the answer to become 10 times larger, too. So instead of 21, we get the answer 210. When we multiply a number by 10, the digits shift one place to the left. And that’s why 21 becomes 210.

Finally then, we need to find the result of 70 times 30. Now at the start, we probably looked at this question and thought we’re multiplying two multiples of 10 here. This is really tricky. But because we’re working through this step by step, it doesn’t seem so difficult anymore. We know what seven times three is, and we know what seven times 30 is. So it’s not such a big step, really, to move to 70 times 30. All we’ve done really is make the number seven 10 times larger. And again, if we make one of the factors 10 times greater, the answer’s going to be 10 times greater, too. So instead of 210, we’re going to need to shift those digits one more place to the left. The answer’s 2,100.

This question has taken us through some multiplications step by step. And it’s taught us that if we want to multiply two multiples of 10 together, we could use a fact we already know to help us. Seven times three equals 21. And if we know that, we know that seven times 30 equals 210. And if we know that, then we also know that 70 times 30 equals 2,100.

So that’s the first way we could multiply two multiples of 10 together, taking a fact we already know and using it to help. Something else we could do is to use what we know about place value to help us. So if we come back to 60 times 30 for a moment, we could look at one of our factors and think about the place value behind it. Let’s take our second factor 30. What is 30? Well, to write 30 we write the digit three in the tens place. It’s the same as three 10s. So if we want to find out the answer to 60 times 30, this is the same as 60 times three 10s.

How many 10s do we have if we have 60 times three 10s? Well, we could use that basic fact again six times three is 18, so 60 times three is 180. 60 times three 10s is the same as 180 10s. And what’s the value of 180 10s? Well, we just need to multiply the number 180 by 10, which means we need to shift the digits one place to the left. 180 10s equals 1,800. We found the answer by taking one of our factors and thinking about its place value. It just made the multiplication a little bit easier, didn’t it? Let’s answer a question where we can practice using this strategy.

What is 60 times 40?

In this question, we’re given two two-digit numbers to multiply together. And because both numbers end in a zero, we can say they’re both multiples of 10. And there are some useful strategies we can use when we multiply two multiples of 10 together. We could use place value to help us. So we want to find the answer to 60 times 40. Now we could take one of these factors and think about the place value behind it.

Let’s take the number 40. We know that 40 is the same as four 10s and zero ones. So if we want to find the answer to 60 times 40, it’s really like saying we want to find the answer to 60 times four 10s. Well, here’s where we could use a basic fact we already know to help us. Six fours are 24. And so 60 fours are worth 240. 60 lots of four 10s is the same as 240 10s. But what are 240 10s worth? We need to multiply 240 by 10 to find the answer. And we can do this by shifting the digits one place to the left. 240 10s are the same as 2,400.

We’ve multiplied two multiples of 10 together here and used our knowledge of place value to help. 60 times 40 is the same as 60 times four 10s. And because we know that six fours are 24, we know that 60 fours must be worth 240. So 60 times 40 10s has a value of 240 10s. And working out what 240 10s is gives us our answer. 60 multiplied by 40 equals 2,400.

So as well as using facts we already know to help us, we can also use our knowledge of place value. And finally, there’s a third strategy we could use. We could apply some of the properties of multiplication we know about. Let’s come back one final time to 60 times 30. One of the properties of multiplication that we know is that we can change the grouping of the factors in a multiplication. This is called the associative property. But this isn’t something we really need to know right now.

But what is helpful to us here is that we can split up 60 into six times 10 and we can think of 30 as the same as three times 10. So really this property of multiplication tells us that 60 times 30 is the same as six times 10 times three times 10. Now you might be starting to wonder how this is helpful to us. But there’s another property of multiplication we could also apply. Perhaps you remember the one that tells us we can multiply numbers in any order. It’s the commutative property. If we rearrange the numbers in this long multiplication, it might start to look a little bit easier to us.

We could juggle the factors around so it now reads six times three times 10 times 10. Now this still might look complicated, but if we know that six threes are 18, which we do, and if we know that 10 10s are 100, which of course we do, then we know that this long multiplication six times three times 10 times 10 is the same as 18 times 100. And to multiply 18 by 100, we simply shift those digits two places to the left. Of course, we knew the answer was going to be 1,800, didn’t we? We’ve done it three times. Let’s try a different calculation. And we’re going to apply these properties of multiplication to help us.

Fill in the blanks: 30 times 30 equals what times 100 equals what.

This question is all about multiplying together a pair of two-digit numbers. And because both numbers end in zero, we can say that they’re both multiples of 10. In fact, they’re the same multiple of 10, aren’t they? Three 10s are 30. Now there are several ways we could multiply 30 by 30, but in this particular question we can see part of our working out has been completed for us. We need to change 30 times 30 into something times 100. And we can do this by applying some of the properties of multiplication that we already know. So the multiplication that we need to solve is 30 times 30.

Now we know that one of the properties of multiplication is that we can change the grouping of the factors in a multiplication. So if we know that 30 is the same as three times 10 — of course, the other lot of 30 will be worth the same — then 30 times 30 will be exactly the same as three times 10 times three times 10. Now we still haven’t changed our multiplication into something times 100, but we’re getting there because now we can apply another property of multiplication to help us.

And that’s the fact that we can multiply factors in different orders and they still give us the same product. Can you spot any of these factors that equal 100? Well, we know that 10 lots of 10 is 100. So if we move these factors to the end and then move our two threes to the start, we’ve changed our calculation to three times three times 10 times 10. Now, as we’ve said, 10 times 10 gives us 100, and three threes are nine. And 30 times 30 then is the same as nine times 100. We can complete our first missing number. And hopefully you can see it’s not too difficult to complete our second because we know that nine lots of 100 are 900.

To find the answer to 30 times 30, we used the properties of multiplication that we know. We changed our calculation into something multiplied by 100, which made it much easier to work out. 30 times 30 is the same as nine times 100, which equals 900. Our two missing numbers are nine and 900.

So what have we learned in this video? We’ve learned how to use different strategies to multiply two multiples of 10.

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Multiplying By Multiples of 10

Read the lesson below on multiplying by multiples of 10 and then work through it with your child. Print off the worksheets before starting.

Introduction/ Warm-up

Students normally learn best when they can associate what they are learning with what they already know. This introduction will provide your child with an opportunity to do this and help prepare them for what is to be learned later in this lesson.

This introduction should take around 10-15 minutes. Do not worry if it takes longer.

Materials Needed: Cut out the flashcards from the two sets below:

• Products to 45  e.g. 6 x 4
• Products to 81  e.g. 8 x 7
• Play the game “What’s my fact?” to review multiplication facts with your child. This will help them recall prior knowledge before getting into the lesson content.
• To play Memory with your child, place the flashcards on the table facedown.
• Instruct your child to turn over one multiplication card at a time and solve the problem. If they get the problem right they get to keep the card, if the answer is incorrect they put the card back.
• Alternate turns between your children. If you are playing with one child then play the game too. However, have them solve the problem on your turn as well. If they get the problem wrong then, you keep the card. If they get the problem right then they keep the card.
• The object of the game is to have the most cards at the end of the game.
• As you play the game evaluate how well your child answers the multiplication problems. This is designed to give you an idea of how well they know their multiplication facts before learning more complex concepts in multiplication. If they struggle with basic multiplication facts you may want to review those facts prior to moving forward.

Lesson Explanation

This part should take around 20 to 30 minutes but you can take as long as necessary.

• Explain that they will be learning more about multiplication.
• Let your child know that what was practiced in the warm-up was a great start but that they will be learning ways to complete harder multiplication problems
• Discuss with them that when they multiply basic facts, like the facts that were used in the game, they are drawing on their own memorization skills.
• Let them know that when they multiply numbers with more than one digit they have to use these same skills to solve the problem.
• Ask your child to write the following problem on a sheet of paper. 3 x 20.
• When this is complete have them show you how they wrote the problem. Then complete the steps below to show them how to write the problem according to proper place value principles and how to solve the problem.
• Tell your child that when they write a problem with more than two-digits in the number they must line up the numbers so they are in the right place value columns.
• Demonstrate to them on a board or on a sheet of paper how to write the multiplication problem shown below. 2 0 x 3
• Explain that when the write a multiplication problem with a number that has more than two-digits they must put the larger number on top and then line it up according to place value. As in this example, the 3 must be underneath the 0 because they are both in the ones place. The 2 in 20 is in the tens column.
• Now show your child how to solve the problem. Explain that when they solve the problem the only need to look at the each set of numbers one at time.  They will solve the problem from right to left starting with the lowest place value column, which in this case is the ones column.
• To solve the problem in this column they must multiply 0 x 3, which equals 0. See below. 2 0 x 3
• Once the ones column has been multiplied, tell your child that you will now multiply the tens column. See below. 2 0 x 3 6 0
• Explain to your child that when you write your answer the numbers must be lined up according to place value column they multiplied it from. So in this example they must place the 6 underneath the tens column and the 0 in the ones column.
• Once they do this the have solved the problem and in this case they now know that 20 x 3 = 60.
• Explain to your child that they have learned one method for solving multiplication problems with one and two-digits and now they can learn a shortcut to more quickly solve problems that have multiples of ten.
• Tell your child that to do this they must rely on their knowledge of basic multiplication facts.
• Work through the following
• Write the following problem on the board or on a sheet of paper. 4 0 x 2
• Explain to your child that when they see any two-digit number that has a zero in it, that they can easily multiply the problem.
• Tell them that what they do is simply cover up the 0 or pretend it is not there and bring the zero down as shown below. They will then multiply the other number. For example in the problem above they will multiply 4 x 2. 4 0 x 2 0
• Now ask your child to tell you what 4 x 2 is and then write the answer on the board next to the zero.
• Tell your child that they have just solved the problem and the answer is 80. So anytime they see a problem that is a multiple of ten or has a zero in it they bring the zero(s) down and then multiply the other numbers to get the answer.
• Complete this concept again with 50 x 7. Walk them through steps 3 and 4.
• Discuss with your child another way to think of 40 x 2; 40 can be thought of as 4  tens . 2 times 4  tens  is 8  tens . 8  tens  is 80

Guided Practice

• Together  complete worksheet #1  using the traditional method on half of the problems and the shortcut method on the other half. Work through each type of problem with your child to help them master concepts from the lesson.
• If you are working with more than one child then group them together to  complete Worksheet #1 .
• If you are working one-on-one with your child alternate turns completing  problems on worksheet #1 . However, make sure to let them ‘help’ you solve your problems to keep them involved in the learning.
• Review concepts that they may not completely understand or have questions with.

Independent Practice/ Lesson Closure

• Play bingo with your child to help them master the concepts taught individually. If you are completing the lesson with only one child play bingo with them.
• Give each player a bingo card.
• Call out the various problems listed on  multiplication bingo worksheet #2 .
• If a problem is called on your child’s card then they are to solve the problem using their preferred method.
• The first person to have a card that is completely blacked out with correct answers wins!

Lesson Variations

• Children who struggle with this lesson may benefit from reviewing basic multiplication facts. They may also benefit from reviewing place value concepts.
• Children who excel with this lesson are ready from more complicated multiplication problems.
• If your child is advanced have him/her help you with solving the examples on the board to keep them engaged with the lesson.
• You may also consider giving your child a worksheet on simple multiplication facts if they are significantly struggling with the materials.

Multiplying by Multiples of 10 Worksheets

The 2 worksheets listed above are grouped below:

• Multiplying by Multiples of 10  (e.g. 50 x 7)
• Multiplication Bingo  (with multiplication by multiples of 10)

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Adding and subtracting multiples of ten

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Lesson details

Key learning points.

• In this lesson, we will use our knowledge of number bonds within ten to begin deriving facts when adding and subtracting multiples of ten within 100.

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Starter quiz

4 questions, lesson appears in, unit maths / addition and subtraction of 2-digit numbers.

Add Multiples of 10

Eureka Math/EngageNY grade 1 module 6 lesson 11 Worksheets. Worksheets, solutions, and videos to help Grade 1 students learn how to add a multiple of 10 to any two-digit number within 100.

Related Pages Lesson Plans and Worksheets for Grade 1 Lesson Plans and Worksheets for all Grades More Lessons for Grade 1 Common Core For Grade 1

New York State Common Core Math Grade 1, Module 6, Lessons 11

Worksheets for First Grade

Common Core Standards: 1.NBT.4, 1.NBT.6

Topic C: Addition to 100 Using Place Value Understanding

Lesson 11 Concept Development

Learning Goal: I can add groups of 10 to any number to 100.

Lesson 11 Homework

Solve using the pictures. Complete the number sentence to match.

Use number bonds to solve. a. 38 + 40 = ___ b. 54 + 30 = ___ c. 46 + 40 = ___ d. 30 + 57 = ___ e. 20 + 68 = ___ f. 25 + 70 = ___

Use number bonds to solve. a. 72 + 20 = _____ b. 48 + 50 = _____ c. 46 + _____ = 96 d. _____ + 40 = 87

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