E334 Essex Spring 2014

Mathematics Lesson Plan Template Mathematical Concept(s): Multiplication of two digit numbers. Students will practice multiplying two digit numbers. Students will use different strategies for multiplying two digit numbers. Strategies: Complete-Number, Doubling, Partitioning, Compensation, Array, and Cluster Problems

Common Core State Standard(s): 4.1.5 Demonstrate fluency with multiplication facts for numbers up to at least 10 and the related division facts. Identify factors of whole numbers and multiplies of whole numbers to 10. 4.1.6 Solve problems using multiplication of two-digit by single-digit and two-digit numbers fluently using a standard algorithmic approach.

Mathematical Task: Students will be given the following story problem and ask to solve it. Students will work in groups of twos and threes. Robbys parents said that he could have his birthday party at Ben and Aries where they can play arcade games and miniature golf. They will allow him to invite 12 of his friends. It will cost $15.00 for each guest that he invites. If they decide to include pizza and drinks for everyone, it will cost $4.00 more per person. 1.) How much will it cost for Robby to have his birthday party at Ben and Aries if all twelve guest come. 2.) How much will it cost if they include pizza and drinks for everyone.

First part of the story problem.

Possible Student Ideas, Strategies, and Misconceptions: I would expect some students to forget to include Robby in their calculations. Students might group invitations and money into separate piles and then add them together. Some students might break down the problem (15 x 13). 1. They would multiply (3 x 5) = 15 and then (30 x 1) = 30 and then add the products. Repeating with (10 x 5) and (10 x 10). Some students might try grouping or bundling 15. 2. Some students may be able to complete the problem using the standard algorithm for multiplication. 3. Some students would take 10 X 13 and then half of that.

E334 Essex Spring 2014

4. They might break it down into bundles of tens and ones. { (10 x 15) + (3 x 15)} 5. Some students might use an array and set up a grid for ten rows of 15 and then add 3 rows of 15. 6. Those that do not understand place value will see the number 15 as a group. If you break apart the group and ask them to tell you the total they will need to recount by ones to make sure that the total is still 15.

Second part of the story problem:

1. I would expect the students to use all of the above techniques for solving the problems but change the number sentence to read, 19 x 13. 2. Students might choose to break it down as 10 x 10 x 12. 3. Students Might use the nines strategy. {20 x 13 = 260} - {13 x1 = 13} (260 13) = 247 4. Students might multiply 4 x 13 = 52. They would then add this amount to the original.

Launch (Before): Before planning this lesson, I would need to make sure that there were not any students whose religious beliefs would prevent them from attending birthday parties. Our discussion would start with the class talking about birthdays. I will ask students to share activities that they like to participate in while at a birthday party. I might include a discussion about having a class party as well. I would then read through the story problem, divide students into groups and ask them to come up with ways to solve the problem using multiplication.

Exploration (During): Make sure that the students are keeping track of their place values. Make sure the students are including all four parts of the multiplication problem. (Students will work in groups of twos and threes.)

Math Congress (After): The main two things that I will look while checking the students progress, is whether or not they understand that they are multiplying (10 + 5) X (10 + 3) and if they understand the idea of what the distributive property of multiplication means. In reviewing their work they will be ask to share their strategies. The first strategy that I would look for would be ones that indicated their knowledge of place value and how they might break down the numbers 15 & 13 to make them easier to work with. This would involve breaking the numbers down into bundles of ones and tens. The second would be to take a look at the array module using grid paper. I like the second strategy because it is a good visual to use to helps the students break the numbers apart.

E334 Essex Spring 2014

Assessment Plan: Follow up with a few story problems that the students can work on individually, not as a group. Students will turn in story problems along with their scratch work.

Gearing Up/Gearing Down Plan: 1. Gearing up For those students who quickly solve the problem, I would give them additional information to work with. For example: Ben and Aries said that they would provide seven pizzas, cut into 9 slices each for their group of 13 party goers. How many slices would each guest get? How many would they get if Robbys parents also decided to eat some of the pizza. I could also include additional problems involving the number of tokens each guest would receive. Also, problems concerning various games verses the number of tokens required. 2. Gearing down The numbers could be simplified so that students were working with only tens. ( $10 per guest and 20 guest) - This would reflect a larger birthday party but less tokens/games for each guest. Materials Needed: Birthday invitations, pretend paper money, plastic circular counters, blocks, pencils, & paper

References: http://mathlessons.about.com/od/fourthgradelessons/a/Introduction-To-Two-DigitMultiplication.htm