Master Multiplication

When we multiply by the tens digit, we're actually multiplying by 10 times that digit. For example, in 24 × 34, when we multiply 24 × 3 tens, we're really multiplying 24 × 30. Writing a 0 in the ones place is a shortcut that accounts for that 30. It keeps our place values correct so when we add the partial products, we get the right answer. Try this: multiply 24 × 30 using only ones and you'll see why the 0 matters!

Careless mistakes often happen when students rush. Have them use graph paper with one digit per box to keep numbers aligned, and encourage them to write small reminder numbers above the multiplication line showing what they're carrying. They should also say the numbers aloud as they multiply. Most importantly, reserve time for checking: have them verify at least one problem per day by multiplying in a different way or estimating, which builds accuracy habits.

By Grade 4, students should be developing fluency with 2-digit × 2-digit multiplication, but they're still building these skills. Problems with larger numbers (like 78 × 89) or those requiring more regrouping are appropriately challenging. If your student consistently struggles, back up slightly to problems with less regrouping (like 23 × 31) and build confidence before advancing. Difficulty is expected—errors are learning opportunities, not failures.

Different strategies are wonderful! Some students might use the area model (drawing rectangles), break numbers apart (23 × 4 = 20 × 4 + 3 × 4), or use the standard algorithm. All are valid. However, learning the standard algorithm is important because it's efficient for larger numbers and creates a common method everyone understands. Encourage flexibility in thinking, but ensure your student can also execute the standard algorithm accurately, since that's the Grade 4 expectation.