10 and 11 Times Tables

Overview

Students consolidate multiplication strategies for times 10 and times 11, using place value and properties of operations. The lesson builds on known multiplication within 100 and fluency toward memorizing products.

Learning intentions

• Students will be able to multiply a one-digit whole number by multiples of 10 (10, 20, …, 90) using place value strategies.
• Students will be able to multiply by 11 using an efficient strategy (10×n plus 1×n).
• Students will be able to explain their thinking using drawings, place value language, or equations.
• Students will be able to use multiplication and division relationships to check answers.

Success criteria

• I can solve problems like 7×10 and 6×20 using what I know about place value.
• I can solve problems like 8×11 by using 10×8 and 1×8 (or a strategy that makes the same sense).
• I can justify my answer using an equation, model, or explanation.
• I can check a multiplication result with division (when it fits the problem set).

Curriculum links

• Number and Operations in Base Ten: multiply one-digit whole numbers by multiples of 10 (10–90) using place value strategies.
• Operations and Algebraic Thinking: apply properties of operations (including distributive and associative) to multiply and divide.
• Operations and Algebraic Thinking: multiply and divide within 100 using strategies and check relationships.
• Operations and Algebraic Thinking: determine unknown whole numbers in multiplication/division equations (used for quick checks).

Lesson structure (60 minutes)

1. 0–7 min · Warm-up: What changes?

• Teacher writes: 6×1, 6×10, 6×11, 6×20 on the board and asks what’s the same and what’s different from 6×1.
• Students think-pair-share, then volunteer one strategy idea for how to approach 6×10 and 6×11.

2. 7–18 min · Direct teach: Multiply by 10

• Teacher models with place value blocks or base-ten drawings: 7 groups of 10 and connects it to the pattern “multiply by 10 means add a 0.”
• Students complete guided items on mini-whiteboards: 3×10, 5×10, 8×10, 4×10, then quickly try 6×20 and 2×30 by reasoning (e.g., 2×3 tens).
• Teacher records one anchor example: 7×10 = 70.

3. 18–30 min · Strategy teach: Multiply by 11

• Teacher demonstrates the “10 and 1” strategy with an example: 8×11 = 8×10 + 8×1 = 80 + 8 = 88, showing it with number disks or tens/ones.
• Students practice in pairs: 4×11, 5×11, 7×11, 9×11, writing both the equation and the final product.
• Teacher circulates and prompts for explanation: “How do you know your answer makes sense?”

4. 30–41 min · Properties and equations practice

• Teacher sets up four problems that highlight reasoning with properties of operations: a) 6×11 as 6×(10+1) b) 7×10 as 7×(1×10) or place-value link c) 3×11 + 2×11 as a comparison (briefly, not as a formal distributive property for addition—keep it conceptual) d) One division check example: 9×10 =? then “What division would undo it?”
• Students solve individually on the worksheet sheet: fill in missing products and one matching division check when possible (e.g., if 9×10=90, then 90÷10=9).
• Teacher uses 1–2 student responses to reinforce clarity and correct math vocabulary.

5. 41–52 min · Game: Product Match & Check

• Teacher explains the game: Students match a multiplication equation card to the correct product card, then choose one “check” card that shows a related division sentence.
• Students play using a small set (8–10 equations): include both ×10 (e.g., 6×10, 2×50) and ×11 (e.g., 3×11, 9×11). For division checks, use only those that divide evenly within the set.
• Teacher calls on one student to explain a chosen pair: “Show how your strategy connects to the product.”

6. 52–58 min · Exit ticket: Show your strategy

• Teacher gives an exit ticket with 3 items:

1. 7×10 = __
2. 6×30 = __
3. 5×11 = __ (include the equation or a short explanation)

• Students work silently for 4 minutes, then last 2 minutes teacher quickly reviews two answers aloud to ensure understanding.

7. 58–60 min · Quick close

• Teacher asks: “What’s one strategy that works for ×10, and one for ×11?”
• Students answer with a single sentence each.

Resources

• Base-ten blocks or place value drawings (tens and ones)
• Mini-whiteboards and markers
• Multiplication and product cards for the matching game
• Exit ticket worksheet
• Student recording sheet with equation lines for work
• Timer/visual schedule for pacing

Assessment

• Formative checks: observe mini-whiteboard responses during the ×10 segment
• Formative checks: listen for accurate explanations during ×11 practice (“10×n + 1×n” or equivalent)
• Exit ticket: verify correct products and whether students show a usable strategy for ×11

Differentiation

• Support: provide sentence starters on the worksheet such as “I used 10×__ and 1×__ because…” and include a partially filled example for ×11 (e.g., 7×11 = 7×10 + 7×1).
• Support: allow students to use drawings (tens/ones) for any problem they get stuck on.
• Extension: include one optional challenge in the final game set such as 8×60 or 6×11 presented with a “show two different ways” prompt for students who finish early.
• EAL/SEN: keep language consistent (tens, ones, groups of ten, add a zero) and ensure students can demonstrate thinking with models or equations, not only words.