The Lattice Method for
Multiplication
Fourth Grade
Math, ESL
by Sarah Zegarra
March 1, 2019
Enhance your students' multiplication toolbox by teaching them the lattice strategy for multiplication. Use this
lesson as a standalone or as a prelesson to Multiplication Bingo: Two-Digit Numbers.
Objectives
Objectives
Academic
Students will be able to multiply two two-digit numbers using strategies based on place value and properties of
operations.
Language
Students will be able to describe and explain the lattice strategy for multiplication using sentence starters and
partner conversations.
Materials and preparation
One copy of How To Do Lattice Multiplication
Class set of Lattice Multiplication Practice
Class set of Vocabulary Cards
Glossary (optional)
Chart paper
Document camera
Class set of index cards
Teacher copy of Teach Background Knowledge
Template
Teacher copy of Write Student-Facing Language
Objectives Reference
Vocabulary
TIER 2
multiply: to add a number to itself a certain number
of times
strategy : a plan of action to solve a problem
TIER 3
factor: any one of two or more numbers that are
multiplied together to give a product
lattice: a criss-cross structure with squares or
diamond-shaped spaces left in between
product: the answer to a multiplication problem
sum : the answer to an addition problem
Attachments
How To Do Lattice Multiplication (PDF)
Lattice Multiplication Practice (PDF)
Vocabulary Cards: The Lattice Method for Multiplication (PDF)
Glossary: The Lattice Method for Multiplication (PDF)
Teach Background Knowledge Template (PDF)
Get more lesson plans at https://www.education.com/lesson-plans/
Write Student-Facing Language Objectives Reference (PDF)
Math language routine
Discussion Supports
Introduction (2 minutes)
Show students the vocabulary card for lattice. Read aloud the definition and describe the image.
Ask students to turn to a partner and talk about when and where they have seen a lattice structure or
pattern before. Examples may include fences, quilts, or artwork. Invite a few students to share their
conversations about lattices.
Explain to students that today they will hone in on one strategy for multiplication called the lattice
strategy.
Explicit Instruction/Teacher modeling (8 minutes)
Place students into partnerships.
Give each student a set of vocabulary cards and have them cut them up to keep for future reference.
(Tip: they can place them in their math journals to use them throughout the lesson.)
Have each student work with a partner to restate the definition in their own words and describe the
image as it relates to the meaning of the word. Instruct students to use the word in a sentence and share
the sentence with their partner. Circulate to listen in on students' conversations.
Display the How To Do Lattice Multiplication worksheet on the document camera. Explain to students that
they will learn how to use this strategy with a one-digit by two-digit multiplication problem first before
practicing with two different two-digit factors.
Read aloud each step and walk students through the process using the worksheet as a guide. Remind
students to ask questions about any unfamiliar terms or steps they don't understand.
Instruct students to restate the steps to a partner as you model them.
Guided Practice (10 minutes)
Distribute whiteboards and markers to students. Model how to draw the squares and diagonal dotted
lines to use the lattice strategy. Make sure students have drawn the squares correctly before assigning
them the problem: "Mr. Dodson has 47 boxes of erasers that were donated to him from a friend. Each box
contains 8 erasers. How many erasers are there in all?"
Tell students to solve the problem using lattice multiplication with their partners on the whiteboards.
Remind students that they must each solve the problem individually, but they can work together on the
solution process.
Review the problem as a whole class, recording students' explanations on a piece of chart paper titled
"Lattice Multiplication."
Tell students that they will now try this strategy with two-digit factors.
Distribute the Lattice Multiplication Practice worksheet to students.
Model how to do the first problem on the document camera. Create a word problem or scenario to match
the multiplication problem to give it more context for students (e.g., "There are 30 rows in the theater
and each row seats 12 people," etc.).
Speak aloud and describe each step you do in the sample problem.
Assign students the second problem on the worksheet and tell them to continue working with their
partner to solve it using the lattice strategy. Provide the following sentence stems for students to refer to
as they describe the steps.
"First, I..."
"Then, I..."
"After that, I..."
"To get the final product, I..."
Place students with a new partner and have them share their solution verbally with this partner. Tell them
to compare their solutions and work out any differences if they occur. Add any key points that students
discussed to the "Lattice Multiplication" chart paper.
Get more lesson plans at https://www.education.com/lesson-plans/
Group work time (8 minutes)
Tell students to solve the remaining four problems on the worksheet with their new partner.
Circulate to offer assistance as needed.
Have students return to their first partner and have them take turns presenting their lattice solutions for
problems 3–6.
Call on a few student volunteers to describe and share their solutions on the document camera with the
whole class. Remind them to use the sentence stems for support:
"First, I..."
"Then, I..."
"After that, I..."
"To get the final product, I..."
Additional EL adaptations
Beginning
Allow students to do the formative assessment in collaboration with a partner.
Let students state their anwers verbally instead of writing them down.
Create and display a word/phrase bank with helpful terms from the lesson for students to refer to, with
images if applicable. Provide sentence stems/frames, as applicable, for the Review and Closing section.
Have students restate the main learning points of the lesson before doing the group work.
Provide students access to home language resources, such as bilingual glossaries or online dictionaries,
to help them understand the meaning of the terms used in the class.
Pair students with more advanced students or other ELs who speak the same home language (L1) for
partner activities and for group work.
Advanced
Instruct students to be the first to explain their thinking in group or partner work.
Have students describe their math processes without relying on the sentence stems/frames.
Encourage students to rephrase the directions throughout the lesson.
Assessment (6 minutes)
Distribute an index card to each student and tell them to solve this problem: "There are 58 bags of
cookies in the bake sale. Each bag has 12 cookies. How many cookies are there in total?" (Note: project
the problem on the document camera for students to see.)
Tell students to describe their solutions to a partner. Listen in on their explanation of the solution process
and add to the "Lattice Multiplication" chart from the guided practice section of the lesson.
Point out to students how their explanation of the strategy became clearer and more specific as they had
more practice with using the method for multiplication. Congratulate them for using correct math
terminology in their explanations.
Review and closing (6 minutes)
Tell students to flip their index cards over and have them answer these questions in writing:
"What do you think of the lattice strategy for multiplication?" (I think the lattice strategy is...)
"Do you find it helpful or not? Why?" (I find the strategy helpful/not helpful because...)
"Would you use this strategy to multiply numbers in the future? Why?" (I would/wouldn't use this
strategy to multiply numbers in the future because...)
Have students share their responses with a partner before calling on a few non-volunteers to share their
thoughts with the whole group.
Remind students that it is generally helpful to know multiple ways to solve a problem so that we become
flexible math thinkers and can understand the reason behind each step to solve a problem.
Get more lesson plans at https://www.education.com/lesson-plans/
Lattice Multiplication
1 Digits x 2 Digits
1.
7
Write one number accross the top of the grid,
and the other number along the right side.
6
We are mulitiplying 7 x 62
2
2.
Multiply each single digit on the top
by each single digit on the right side.
7
4
6
2
Write answer in the square. Each triangle in the
square gets it’s own digit. If the answer is a single
digit, put 0 in the first triangle.
2
7 x 6 = 42
3.
Continue multiplying each single digit on the
right side by the single digits on the top.
7
4
6
2
1
2
4
7 x 2 = 14
4.
Starting on the right, add numbers diagonally and
write sum next to dotted line. You might have to
carry two-digit sums to the next place.
Sums from right to left:
7
4
6
2
1
2
4
4 (The bottom right triangle
never changes.)
2+1=3
4+0=4
Answer: 7 x 62 = 434
4
3
4
Lattice Multiplication
2 Digits x 2 Digits
1.
3
Write one number accross the top of the grid,
and the other number along the right side.
8
2
We are mulitiplying 38 x 29
9
2.
Multiply each single digit on the top
by each single digit on the right side.
3
Write answer in the square. Each triangle in the
square gets it’s own digit. If the answer is a single
digit, put 0 in the first triangle.
8
1
2
6
0
6
9
3 x 2 = 6 (write 0, 6)
8 x 2 = 16
3.
Continue multiplying each single digit on the
right side by the single digits on the top.
3
0
3 x 9 = 27
8 x 9 = 72
4.
6
2
7
Starting on the right, add numbers diagonally and
write sum next to dotted line. You might have to
carry two-digit sums to the next place.
Sums from right to left:
3
2 (The bottom right triangle
never changes.)
6
2
1 + 6 + 2 (+ 2 , the carried number) = 11
Copyright © 2010-2011 by Education.com
Copyright © 2010-2011 by Education.com
8
1
2
6
7
9
2
0
6 + 7 + 7 = 20 (Write 0, carry the 2)
Answer: 38 x 29 = 1102
8
1
2
6
7
9
2
7
1
2
1
0
2
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1) 30 x 12
2) 22 x 33
answer:
answer:
3) 14 x 28
4) 21 x 23
answer:
answer:
5) 25 x 25
6) 15 x 18
answer:
answer:
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Vocabulary Cards
EL Support Lesson Plan: The Lattice Method for Multiplication
factor
lattice
any one of two or more
numbers that are multiplied
together to give a product
a criss-cross structure with
squares or diamond-shaped
spaces left in between
multiply
product
to add a number to itself
a certain number of times
the answer to a
multiplication problem
Find worksheets, games, lessons & more at education.com/resources
© 2007 - 2019 Education.com
Vocabulary Cards
EL Support Lesson Plan: The Lattice Method for Multiplication
strategy
the plan of action to
solve a problem
sum
the answer to an
addition problem
Find worksheets, games, lessons & more at education.com/resources
© 2007 - 2019 Education.com
Glossary for EL Support Lesson PLAN:
The Lattice Method for Multiplication
Word
Definition
factor
any one of two or more
numbers that are multiplied
together to give a product
lattice
a criss-cross structure with
squares or diamond-shaped
spaces left in between
multiply
to add a number to
itself a certain
number of times
product
the answer to a
multiplication problem
strategy
a plan of action to
solve a problem
sum
the answer to an
addition problem
Visual
Find worksheets, games, lessons & more at education.com/resources
© 2007 - 2019 Education.com
Teach Background Knowledge
Lesson Topic:
Choose a topic from the main content
lesson that will help ELs understand the
main content lesson. Your non-ELs will
already have knowledge about this topic.
Total Lesson Time:
(20 - 30 minutes)
Student-Facing Language
Objective:
Example: I can learn new vocabulary
using pictures and sentence frames.
Student ELP Level(s):
Consider each student’s ELP level and
their academic strengths when choosing
scaffolds for the lesson.
Potential Scaffolds:
Choose some of these material supports
and instructional scaffolds based on each
EL’s individual strengths and needs.
Groupings (pairs, small-groups, a teacher-led group)
Word banks, word wall, and bilingual glossaries
Sentence frames, sentence stems, and paragraph frames
Home language materials
Reduced linguistic load, repetition, rephrasing and modeling
Practice new academic skills with familiar topics
Materials & Resources List
List the materials you’ll use in the lesson.
Key Vocabulary Words (5-8 words)
List the words with student-friendly
definitions in English. Provide
definitions in student’s home language
when appropriate.
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Introduction
Access EL’s prior knowledge about the
lesson topic with a brief comprehension
check.
Potential activities:
Creating captions for images
Opinionnaires
Carousel brainstorming
Conversations with sentence starters
Time estimate for Introduction
(3 - 5 minutes)
Explicit Instruction of
Background Knowledge
Model a learning activity that embeds
the teaching of academic language and
background knowledge.
Potential activities:
Lunch brunch discussion
Teacher-created, adjusted text and
questions
Brief videos or visuals
Text-based instruction
Home-language connections
Pre-teach a small number of
vocabulary words
Show real-world objects
Complete word family or bilingual
glossaries
Word walls or word bank creation
Time Estimate for Explicit Instruction
(4 - 6 minutes)
Guided Practice
Provide an opportunity for students (in
pairs or small groups) to practice the skill
or information taught during Explicit
Instruction, offering appropriate
scaffolds as needed.
Time Estimate for Guided Practice
(5 - 7 minutes)
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Formative Assessment
Ask students to show comprehension of
new background knowledge and
associated skills through an oral or
written task. Provide appropriate
scaffolds dependent on their ELP level.
Potential assessments:
Act out concepts
Hands on tasks
Drawings, models, or graphs
Graphic organizer completion
Captions of images
Reading response or content
area logs
Retellings
Role plays
Audio or video recordings
Oral interviews
Time estimate for Assessment
(5 - 7 minutes)
Review and Closing
Refer to the student objective and relate
information to future lessons. Allow
students to share thoughts about
whether they reached their objective
and/or mention lingering questions.
Provide sentence stems or frames for their
discussion.
Time estimate for Review and Closing
(3 - 5 minutes)
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Write Student-Facing Language Objectives
A teacher-facing language objective:
A student-facing language objective:
begins with “Students will be able to...”
is designed to raise students' self-awareness of and
promote their language development.
incorporates a language function, grammar structure, and
supports or scaffolds.
is intended to guide the teacher’s lesson planning
and instruction.
begins with “I can...”
is designed to raise students' self-awareness of and
promote their language development.
incorporates a language function, grammar structure, and
supports or scaffolds.
is easy to understand for students at all levels of
English proficiency.
Steps to convert a teacher-facing objective to a student-facing objective:
1.
2.
Replace “Students will be able to” with “I can.”
Simplify challenging words but maintain key vocabulary words you’ll address in the lesson.
Students will be able to describe a character with adjectives using graphic organizers.
Language
Function
Grammar
Structure
Support/
Scaffold
I can talk about a character with adjectives using graphic organizers.
Language
Function
Language Functions
locate
show
sort
tell
contrast
create
describe
ask questions
brainstorm
classify
identify
infer
interpret
collect
compare
Grammar
Structure
Support/
Scaffold
Grammar Structures
nouns
modals
verb forms
conjunctions
sentence structure
pronouns
comparatives
adverbs
academic vocabulary
adjectives
phrases
prepositions
complex sentences
Supports/Scaffolds
graphic organizers
teacher modeling
word banks/walls
sentence starters
strategic grouping
home language supports
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Education.com
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Reserved
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& more
education.com/resources
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