Lesson 5 Teacher Candidate: Jennifer Dixon Subject/Grade: Math/4th Date and Time of Lesson: Nov.

8, 13/9:15

Learning Objective: Students should be able to multiply 2 digit numbers by 1 digit numbers using base-ten models. Alignment with Standards: 4.OA.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. Developmental Appropriateness or Cross-curricular connections: The learning objective is appropriate because the students know basic multiplication facts and how to multiply numbers that are multiples of 10, 100, and 1,000. They are familiar with place value and base-ten blocks. Assessment(s) of the Objectives: Lesson Objective(s) Assessment(s) of the Objective(s) Assessment for Objective 1: Pre: This was given before lesson 3. During: I will use a checklist system as students show their work on the white boards. Post: Students will take the same test as they took for the pre-assessment. Use of Formative Assessment I will use the postassessment date to determine if I need to re-teach material, give extra help to certain students, or move on completely

Students should be able to multiply 2 digit numbers by 1 digit numbers using baseten models.

Accommodations: I will provide more difficult problems for early finishers who complete the group work early. My ELL students will be paired with a partner so that they can help and explain things more. I will display everything on the board so my ELL students will have a visual. Materials: Smart Board, base-ten Smart Board manipulatives, handout, dry erase board and markers for the class

Procedures:

Probing Questions: Discuss with one another how base-ten blocks are helpful. Explain what each base-ten block is worth. Demonstrate how to use base-ten blocks to multiply. Introduction Today, we are going to use base-ten blocks to make multiplying easier. One the quiz you took on Monday, I noticed that most of you were setting up the multiplication problems and it sometimes takes a long time. We are going to learn about a quicker way to multiply. (Use glencoe.com manipulatives on the Smart Board when reviewing this.) (Pull up the hundreds block.) What number does this represent? (Show students how to draw a simplified hundreds block.) (Pull up the tens block.) What number does this block represent? (Show students how to draw a simplified hundreds block.) (Pull up the ones block.) What number does this represent? (Show students how to draw the ones block.) Instruction The expanded form of 23 is 20+3, right? How can we represent the number 23 with base ten blocks? (Take student answers; 2 tens, 3 ones.) How could we represent 3x23? (Take student responses; 3 groups of 2 tens rods and 3 ones units.) How can we add the tens rods? (20+20+20 or 20x3) How can we add the ones blocks? (3+3+3) So, what is the product of 3 x 23? (69) What is the expanded form of 14? (10+4) How can we represent 14 with base ten blocks? (1 ten, 4 ones) Lets solve 14 x 4 using the models. First, what is the expanded form of 14? (10+4, 1 ten, 4 ones) We can group the tens, which we know is equal to 10; multiply it by 4 to get 40. Group the ones together, which is 4, and multiply them by 4. (Demonstrate the process on the Smart Board using the manipulatives.) (Put problems on the Smart Board and tell students to get out their dry erase boards and markers.) What is the expanded form of 38? What is the expanded form of 22? What is the expanded form of 40? How can you represent 38 with base ten blocks? How can you represent 22 with base ten blocks? Find 22 x 4 using base ten blocks. Find 40 x 3 using base ten blocks. (Call students to the board to show the answers.) (Pull up word problems on the Power Point.)

Hands On (Display on Smart Board.) What is the expanded form of 55? Draw it on your boards and hold them up when you have the answer.

(Students will be instructed to show the expanded form and base-ten models of 60, 15, and 27 on their boards and told them up.) (Students will be instructed to solve 55 x 3, 15 x 2, 27 x 4 using models on their boards.) (NCTM Representation) 76 students are going on a field trip. The trip cost $5 for each student. How much money is needed? (Call on several students to come up and work out.) (NCTM Problem Solving) Im at the grocery store buying food for a party. I need to buy cookies for 36 people and each person is allowed 4 cookies. How many cookies do I need? (Have students help answer.) (NCTM Connections)

Hands On You guys are going to work in groups of 2 using your models to multiply. (NCTM Communication) (Students will use a handout to solve multiplication problems by drawing out models; 10-15 minutes.) (I will call on students to come to the board and write the answer but they must explain/draw/use manipulatives to show how they got their answer. (NCTM Reasoning and Proof) Review and Post-Assessment You are going to take the same quiz you took on Monday, but this time you have learned how to do the problems. We are going to review a few problems. (Write several problems on the Smart Board and have students answer aloud.) (Go to the website: http://www.ixl.com/math/grade-4/multiplication-patterns-overincreasing-place-values) 4 x 500, 2 x 20, 6000 x 3 Estimate products: 343 x 4, 799 x 5 Activity Analysis: Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. How each activity (instructional strategy) supports the lesson objective(s). o My first activity is to use examples with the Smart Board manipulatives to teach the students. This helps students who need to see something visually and do something hands on. They students love getting to do things on the Smart Board so this activity really pulls them in. o My second activity is the practice hand out that the students will complete with a partner. This is to reinforce what I have taught and they have an opportunity to learn from and teach other classmates. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. o I will be using the Smart Board in this lesson. I will use it some of the time and call students to the board to show example and answer certain questions. References: My Math by McGraw-Hill (Provided by my cooperating teacher)