In a previous lesson, students used the standard algorithm to multiply up to five-digit numbers by one-digit numbers. They connected the standard algorithm to a different algorithm that uses partial products. In this lesson, students find the products of a three-digit number and a two-digit number when composing is not required. The numbers in this lesson do not require composing so that students can make sense of where to record the second partial when using the standard algorithm to multiply a three-digit number by a two-digit number. Students will work with the products of a two-digit number and a three-digit number when composing is required in the next lesson.  

How did the students’ work that you selected impact the direction of the discussion? What type of students’ work might you pick next time if you taught the lesson again?