Unit 3 – Compute with Multi-digit Numbers
Unit 3- lesson 2 - Multiplying Decimals
Learning Goals for this Lesson: Multiplying
Decimals
Students Will Know:
Understand how to fluently multiply multidigit decimals using the standard
algorithm.
Standards: MAFS.6.NS.2.3, LAFS.6.SL.1.1,
MAFS.K12.MP.2.1, MAFS.K12.MP.7.1,
MAFS.K12.MP.8.1
Students Will Be Able To:
 Estimate products by using rounding.
 Multiply decimals by whole numbers
using the standard algorithms.
 Multiply decimals by decimals using
the standard algorithms.
 Multiply multi-digit decimals using
the standard algorithm.
 Multiply by powers of ten to
understand how the decimal moves.
Lesson Essential Question:
How do you multiply multi-digit decimals using the standard algorithm?
Activating Strategy:
Have students complete what you’ll learn and real world link on page 193 and review the vocabulary
with student.
Key Vocabulary to Preview and Vocabulary Strategy:
product
Lesson Instruction:
Learning Activity 1:
Launch the lesson by having the students take 5 minutes to
preview the lesson on pages 193-208. Then quickly have students
do a think pair share on the concept of multiplying decimals.
Discuss with students the importance of decimal placement. Then
have students begin Cornell notes on multiplying decimals by
whole numbers and decimals. Students will begin by completing a
total of 4 examples.
Assessment Prompt for LA 1:
CHECK FOR UNDERSTANDING: Have students complete the “Got
it” question on pg. 194-195 Partner A will complete the got it
questions a & b and partner B will complete the problems d & e.
Have students pairs check each other’s work to determine if
students correctly solved the problems. Allow time for student
Graphic Organizer:
Cornell notes
pairs to discuss any questions they have about their partner’s
answers and time for partners to justify their answers or revise as
needed. Review the answer together, with students presenting
their work to the class.
Then have students complete “got it” questions on page 202-203.
As exit ticket
Differentiation:
(Approaching Level):
 Have students highlight, underline, circle, or otherwise mark important
information in Cornel Notes
 Have students summarize paragraphs, draw pictures of concepts
 Provide copy of cloze notes as needed
 Provide vocabulary word bank (SLM)
 Use visuals: pictures, graphs, charts within Cornell Notes instruction
 Verbal reinforcement of key concepts
 Write key points on the board while working through examples
 Write a list of the sequential steps to solve each example given in Cornell
Notes.
 Use mnemonics to reinforce concepts (KFC)
 Display/clarify key vocabulary during Cornell Note instruction
 Give cues for what to write/what’s important to remember during Cornell
Note instruction
 Provide teach created study guides for lower level students
 Use maps, charts, graphic organizers, illustrations, pictures to convey
concepts, skill or subject matter.
(On Level)/ Beyond Level): Have students create a HOT question using their Cornell
Notes.
(All Levels) For Additional Differentiation for this section, please see online
Florida Math Textbook Resources under the Plan and Present tab: “Additional
Activities for Differentiated Instruction”
*** See the document at the end of the unit for more information.
Learning Activity 2:
Have students begin by creating 3 questions about multiplying
decimals from the previous Cornell Notes. Have students mark the
text using HOTS questions from within the lesson. The first
example will be EXAMPLE 6 on textbook pg. 196 and example 5
on page 204. Students will record the example and mark the text
as teacher models the steps of how to solve the problem. Have
students complete the problems 7 and 8 under the guided practice
on pg.204 as an extension to the example. Have student’s record
answers on the processing page. Student will continue marking
the text activity with teacher modeling word problems from pg.
206 problems 14-19
Assignment:
Glencoe Math Course 1 Assessment
Book page 59-60:
Extended-Response Test:
Demonstrate your knowledge by
giving a clear, concise solution to
each problem. Be sure to include all
relevant drawings and justify your
answers. You may show your
solutions in more than one way or
investigate beyond the
requirements of the problem. If
necessary, record your answers on
Assessment Prompt for LA 2:
CHECK FOR UNDERSTANDING: Have student’s complete the extra another piece of paper.
practice pg. 207. Students will then silently complete error analysis 1. A surveyor is surveying a
by switching partners and comparing answers. Students will mark
problems that they have different answers and then redo them to
determine who is correct and where the mistake is.
Differentiation:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: visual, auditory, interpersonal, intrapersonal, kinetic
Varied Interest: Students will be allowed to choose 2 of the new vocabulary
words to create a Frayer Model.
(All Levels) For Additional Differentiation for this section, please see online
Florida Math Textbook Resources under the Plan and Present tab: “Additional
Activities for Differentiated Instruction”
*** See the document at the end of the unit for more information.
conservation area.
a. A rectangular wetland
conservation area is 5.25 miles by
4.8 miles. Estimate the area of the
park. Use A = ℓw. Explain each
step.
b. Explain how to multiply
decimals. Use the dimensions in
part “a” to find the area of the
conservation area.
2. The people of a neighborhood
are creating a community
vegetable garden.
a. One part of the garden will have
6 rows of corn plants. Each row will
be 11.25 feet long. Irrigation soaker
hoses will be laid along each row of
corn plants. How many feet of
soaker hose will be needed?
Explain the steps you go through to
solve this problem. Be sure to
explain how you decide where to
place the decimal point.
b. The neighbors have $18.57 to
spend on strawberry plants. A 6pack of plants costs $2. How many
packs can they buy? Show your
work.
3. a. Explain how to complete the
equation
3.694 × _______________ =
36,940.
b. Explain why it might be
necessary to annex zeros when
dividing decimals.
(See attached Rubric)
Summarizing Strategy:
Have students complete a dear absent letter on how to multiply decimals by whole numbers and decimals.
Student
Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving
directions/presenting.
3. Provide visual aids/graphic organizers.
4. Ensure oral directions are understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study groups.