Two-Digit Multiplication

Overview

In this lesson, students will use place value materials and simple area/array thinking to understand how to multiply two-digit numbers. They will practise strategies for accuracy and explain their thinking.

Learning intentions

• WALT: We Are Learning To multiply two-digit numbers.
• WALT: We Are Learning To use place value to break numbers into tens and ones.
• WALT: We Are Learning To explain how our multiplication strategy works.

Success criteria

• I can multiply a two-digit number by another two-digit number accurately.
• I can show my method using arrays or place value partitioning.
• I can explain why my answer is reasonable (using tens/ones thinking).
• I can choose an efficient strategy for the problem (partial products).

Curriculum links

• Number and Algebra: Multiplication and division using place value strategies.
• Mathematical reasoning: Communicate strategies and justify answers using maths language.
• Problem solving: Choose and use strategies to calculate efficiently.

Lesson structure (30 minutes)

1. 3 min – Engage with a visual prompt Show a quick array model (for example, 23 × 14 started as a grid). Ask: “What does each block represent? How many groups of tens and ones do we have?” Briefly connect to prior learning about single-digit times.

2. 6 min – Teach using hands-on modelling Partition both numbers into tens and ones using base-ten blocks or place value cards. Build an array while naming parts: tens × tens, tens × ones, ones × tens, ones × ones. Emphasise adding partial products to get the total.

3. 6 min – Guided practice in pairs (one example) Provide one shared task: 2-digit × 2-digit (choose numbers that suit your class, e.g., 24 × 13, 16 × 25, or 32 × 14). Students build it with materials (tens rods and ones cubes), record an array diagram, then write the partial products and sum. Teacher circulates and asks, “How do you know this part goes in the tens column?”

4. 6 min – Strategy check-in and whole-class explanation Invite 2–3 pairs to show their arrays or diagrams. Prompt students to explain using sentence starters:

• “I partitioned 24 into ____ and ____.”
• “I multiplied ____ by ____ and got ____.”
• “I added the partial products to get ____.” Reinforce efficient layout: align tens with tens, ones with ones, and add the four products.

5. 6 min – Independent practice (tiered worksheet or station cards) Students complete 4–5 calculations using either arrays or partitioning (no calculators). Teacher gives short choice guidance: “If you get stuck, return to the model: what are the tens and ones?” Provide immediate feedback while students work.

6. 3 min – Exit ticket: explain one answer Exit ticket: students complete one multiplication and write a brief explanation (1–2 sentences) of their method, for example: “I used partial products because…”. Collect quickly to identify common errors (misplacing tens/ones, forgetting a partial product, incorrect addition).

Resources

• Base-ten blocks (tens rods and ones cubes) and/or place value cards
• Grid paper and rulers (or pre-drawn arrays)
• Teacher modelling display (pocket chart, whiteboard grid, or projector)
• Small number cards for tens/ones partitioning
• 4–5 two-digit multiplication question sets (different supports/complexity)
• Student recording sheets: “Partition → Partial products → Add”
• Exit ticket slips
• Optional: counters/colour pens to colour tens and ones regions of an array

Assessment

• Formative: teacher observation during pair modelling and guided practice (listen for correct place value reasoning).
• Formative: review student recording sheets for correct partitioning and complete partial products.
• Exit ticket: check accuracy and ability to explain the method.

Differentiation

• Support for learners needing scaffolding: provide partially completed arrays, a place value partition template (tens/ones boxes), and word prompts for explanations.
• Use manipulatives as the default for struggling learners: require a model before writing the final answer.
• Peer tutoring: pair a confident explainer with a developing learner; give the tutor sentence starters to ensure talk focuses on tens/ones and partial products.
• Extension for advanced learners: offer “compare and choose” tasks (e.g., two different strategies for the same question—array method vs partial products—and ask which is more efficient and why). Also include one problem with a missing value (e.g., “__ × 13 = 299” requires finding the missing digit).

Extension (optional)

• Advanced problem creation: students create a short word problem that matches a given two-digit multiplication (their partner must identify which numbers represent tens and ones and solve it).