When we begin discussing multiplying by multiples of 10, we start by finding the factors of 100, 200, and 300. This is a great discussion, especially when we get to the factors of 200 and 300. The kids self-discover the relationship between the factors of 100 and the factors of 200 and 300. As we have this discussion, I casually comment that 4 x 50 and 50 x 4 both equal 200. I make this comment again when we get to 5 x 60 and 6 x 50 for 300. This leads the kids to notice the rule for multiplying by multiples of 10. We can just multiply the numbers that are NOT zero first, then we can add the appropriate amount of zeros. The kids absolutely think this is magic! :) Surely it isn't supposed to be this easy?!?!
I'm a wife, mother of two, and 4th grade teacher who is totally in love with her job! I teach math and science to roughly 40 kids a year. I've tried to model my classroom after this quote by Elliot Eisner - "When the joy is in the journey, the journey will be pursued." I feel very fortunate to work in an amazing school district, where it is commonplace to push students to their full potential and settle for nothing less. I truly feel blessed!!