Multiplying by ten, hundreds and thousands.

I review with the child the structure of the golden bead material.
I take out a bead bar. What is this? A bead bar. How many beads does it have?
10.
I take out a hundred square. What is this? A square. How many tens does. it
have? 10. And how many units does it have? 100.
I take out a thousand cube. What is this? A cube. How many hundreds does it
have? 10. How many tens does it have? 100. And how many units does it
have? 1000.
I write 125 x 10=.
If we have 125 multiplied by 10 what do we have to do? Multiply 125 ten
times.
I lay out 125 ten times with the golden bead material in a row starting from
right to left and saying: 125 taken one time, 125 taken two times, etc, until 125
taken ten times.
Now I have to put the quantity all together to have our result. I will start with
the units. I start gathering the units skip counting: I take the first five beads
saying 5, 10, I exchange them for a ten and so on, I end up with 5 tens.
Now I have to do the same with all the hierarchies.
I read out loud the result and I record 1250.
So 125 x 10= 1250.
Now lets try 4 x 10.
I write the operation down.
I lay out in a row the beads from right to left and saying: 4 taken one time, 4
taken two times, etc, until 4 taken ten times.
Now I have to put the quantity all together to have our result. I only have
units. I start gathering the units skip counting: I take the first four beads saying
4, 8, 10 I exchange them for a ten and so on, I end up with 4 tens.
I read out loud the result and I record 40.
So 4 x 10= 40.

Lets try 40 x 10.

I write the operation down.
I lay out in a row the quantity ten times from right to left and saying: 40 taken
one time, 40 taken two times, etc, until 40 taken ten times.
Now I have to put the quantity all together to have our result. I only have tens.
I start gathering the tens skip counting: I take the first four tens saying 40, 80,
a 100 I exchange them for a hundred and so on, I end up with 4 hundreds.
I read out loud the result and I record 400.
So 40 x 10= 400.
The child and I do many examples multiplying by 10.
What happens if I multiply a number by 100?
Lets try 4 x 100.
I write the operation down.
I lay out 4 beads in a row from right to left and saying: what do I obtain if I
multiply a unit by a hundred? 100. I exchange the bead for a hundred square. I
do the same for all the beads. I end up with 4 hundreds.
I read out loud the result and I record 400.
So 4 x 100= 400.
Lets try 5 x 1000.
I write the operation down.
I lay out 5 beads in a row from right to left and saying: what do I obtain if I
multiply a unit by a thousand? 1000. I exchange the bead for a thousand cube.
I do the same for all the beads. I end up with 5 thousands.
I read out loud the result and I record 5000.
So 5 x 1000= 5000.
And the child and I can do many examples randomly.
The child works a lot until the rule is very evident: If we multiply a number by
10, 100, 1000 all that happens is that for the answer I take the result while I fix
all the ceros that the multiplicand has.