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### Lesson plan

# Multiplication Bingo: Two-Digit Numbers

#### Learning Objectives

Students will be able to multiply two two-digit numbers using strategies based on place value and properties of operations.

#### Introduction

*(5 minutes)*

- Gather the students together in a group.
- Explain to the students that they will be playing
**Multiplication**Bingo, where they find the product of two numbers by adding groups of numbers together. - Ask a student to explain the rules of bingo. Student explanations should include that they need to get five answers in a row before calling bingo. Answers can be found vertically, horizontally, or diagonally. Make sure students touch upon the role of the free space as well.

#### Explicit Instruction/Teacher modeling

*(10 minutes)*

- Write a two-digit by two-digit multiplication problem on the board. For example,
**13 x 11**Or**15 x 10**. Write the problem vertically. - Model solving the problem using a few different methods. Some methods may include traditional, lattice, illustrations, repeated addition, etc.

#### Guided practise

*(10 minutes)*

- Write another two-digit by two-digit multiplication problem on the board.
- Ask the students how they would solve the problem.
- Allow a few students to come up to the board to share strategies they would use to solve the problem. Student strategies may include illustrations, equations, the lattice method, arrays, or area models.
- Explain to the students that they will each have a whiteboard and a marker to solve the multiplication problems.

#### Independent working time

*(30 minutes)*

- Pass out the bingo boards, whiteboards, and markers.
- Shuffle the calling cards.
- Pick up a card, and read the equation. For example, "What is ten times ten?" Write the equation on the board.
- Give students a few minutes to solve the equation.
- Call on a student to give the answer. If the answer is correct, write the answer on the board. If the answer is not correct, help the student to solve the problem correctly. Students should find the answer on their boards and cover it with a counter.
- Continue calling out the equations until a student calls bingo.

#### Differentiation

**Support:**

- Have your students pair up, and ask them to take turns answering the problems.

**Enrichment:**

- If students solve the problems quickly and accurately, challenge them by asking them to fill their entire boards before calling bingo.

#### Assessment

*(5 minutes)*

- Observe students as they solve the problems using their whiteboards.

#### Review and closing

*(5 minutes)*

- Ask students to clean up their supplies.
- Gather the students together as a group.
- Ask the students to share the strategies they used to solve the problems. Potential guiding questions include: "Which problems were the trickiest to solve? How did you solve the problems?"