Long multiplication

MathematicsMultiplication & DivisionAges 9–10

Multiply a whole number of up to four digits by a one-digit number, and multiply two two-digit numbers, using formal written methods including long multiplication; illustrate with area models

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Teaching Table

Set out your lesson

Use formal multiplication. Explain carried units and connect a drawn area model to partial-product rows.

Earlier learning

Use the readiness check below. A listed guide does not establish readiness.

Activity

Givens

R1. Calculate 7 × 6. R2. What value does the digit 4 represent in 40? R3. Calculate 30 × 4. R4. Calculate 347 × 6 with the written method. Show its aligned digits, nonzero carried units, and product.

Response

R1. Response: ____ R2. Response: ____ R3. Response: ____ R4. Aligned written method: ____ R4. Nonzero carried units: ____ R4. Product: ____

Credit

Original Gakuva calculation cards and diagrams. Canonical contract: Marble Skill Taxonomy v1, Generative Spark, Inc., commit 96a7933754af672e1bfdbf7ecb05c325860c6e0d. Database: ODbL-1.0. Content: CC-BY-SA-4.0.

No Printer

Read the active card on screen. Copy its blank rows onto plain paper. Use extra space for any drawing. Record adult reading, hints, and transcription separately.

Policy

Use the supplied readiness card before Show. Record the actual responses and help. Pause for prerequisite teaching when needed. Use this check before Show. Record the actual response and any help used.

Use paper and a pencil. Work on one problem at a time. Split the set across sessions if useful. Keep private keys separate.

How this lesson works

An actual four-cell rectangle connects dimensions, cell products, and partial rows. Learners draw their own model on paper.

Record the learner’s actual response and any help used. These activities do not establish mastery.

Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.

Teaching limits and safe use

These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.

A correct oral result alone does not establish formal written placement or drawing.
These finite calculations do not establish general fluency or mastery.
Keep carried units and supplied drawing partitions explicit.

Record the learner’s actual response and any help used. These activities do not establish mastery.

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Entire curriculum

1590 concepts · 8 subjects

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Teaching approaches

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1 approach

Selected Default Gakuva

Use formal multiplication. Explain carried units and connect a drawn area model to partial-product rows.

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Learning resources

External links for extra practice. They do not replace Gakuva’s teaching approach.

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Check understanding

Calculate 2,347 × 6 using formal written layout
Calculate 34 × 27 using long multiplication
Draw an area model for 45 × 23 and connect to the written method

“Can your child work out something like '2,346 × 7' or '43 × 28' using the formal column method — setting it out carefully and working through all the steps?”

Curriculum record

Type: Procedural
Subject: Mathematics
Domain: Multiplication & Division
Age range: Ages 9–10