4th Grade Multiplication

October 14th, 2013 (Monday)

Standards: 4 NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Essential Questions: How can one use place value understanding to multiply two digit numbers? Goals/Outcomes: -Students will multiply 2 digit factors by 2 digit factors using the area model. - Students will recognize multiplication errors and use place value language to support their claims. Materials Needed: Smart File Math Journals

Procedures: - Begin by giving week 6 math warm up assessment - This lesson is designed to introduce students to 2 digit by 2-digit multiplication using the area model. Open the lesson by using the story problem in the SMART file about Claire and Meklit. Have students work the problem out in the math journal with their elbow buddy. Tell them to use the area model to solve. Since students have not used the area model in a while, this will act as a reminder of how to use the area model, in order to translate it into 2 digit by 2 digit multiplication. - Go over the solution on the smart board. Call on one pair of students to share their solution strategy. - Write on the board 45 x 62 and challenge students to try to use the area model to solve the problem. - Give students 2 minutes to try and solve. Then play the learnzillion video (there is a link on the smart board) about 2 digit by 2-digit multiplication using the area model. Ask students to follow along and compare how they solved it to how the video solves it. - Once video is over, call on a few students to share their comparisons. Did they solve it correctly? Did anyone solve it differently, but still come up with the right answer? - Model a 2 digit by 2-digit multiplication problem with the students using the area model. Explain each step, emphasizing place value language.

- Pull up the slide with practice problems. Have students do the first problem with you, then have them do the last 3 in their math journals. - When students are working in their math journals, circulate and check for understanding. Provide feedback for students who are not getting it. (This should only 4-5 minutes) - A possible misunderstanding could be that the student does not understand which numbers to multiply. For instance, in a problem like 42 x 84. Students may multiply 80 by 4 instead of 80 by 2. Make sure to redirect this error. - Another possible error could be students thinking all numbers are valued as if they are in the ones place. Make sure to emphasize the place and the value of each number when this happens. - Once students are done working in their math journals, go over 1 or 2 problems by calling on different students to lead you through each step. - Pull up slide that has story problems on it. Have students work with their math buddies on these problems. - Have students come back to their desks and go over story problem solutions. Call on a few pairs of students to share their solutions. - Have students respond on a piece of paper to this question. - Marcus was solving the multiplication problem 45 x 32. Look at Marcus work and solution and explain why or why not Marcus solution is correct. Use place value language to support your answer. (Smart file will show the entire problem with Marcus solution strategy). - Have students turn in their answers. Once they turn in their answers they are able to work on their science project.

Assessment: Assess students while circulating during independent math journal practice. If students are able to do this on their own, that is an indicator that they understand the concepts. Use a checklist to make a note of who needs more support. Math Warm up Assessment is given during the beginning of the lesson. This will serve as a grade and assesses students on many different concepts of 4 th grade math. Written response will be collected to check for student understanding of place value related to multiplication.

Differentiation:

All Classes: AG students can work on Math Stars if they finish early. They can also challenge themselves with larger digit multiplication. 1st Class: Provide Maisie with more support for finishing assignments by consistent check ins and let her complete assessment at back table. During story problem solving with partners, pull students to the back table that did not demonstrate understanding during independent practice. Students who were struggling last week will most likely be struggling this week as well. Anticipate pulling Megan, Antonio, Jade, and possibly Trent to the back table. Their math buddies can work with one another during this time.

2nd Class: Provide Anderson with more support for finishing assignments. He needs constant checking in. During story problem solving with partners, pull students to the back table that did not demonstrate understanding during independent practice. Students who were struggling last week will most likely be struggling this week as well. Anticipate pulling Jordan, Makayla, and Gabriela (if in the classroom) to the back table. Their math buddies can work with one another during this time. During instructional time, have Mrs. Roll work with Gabriela for support. Use base 10 blocks with her for a more concrete representation of multiplication. Also have multiplication chart available for support.