LESSON PLAN FORMAT

Name___Amy Elfin____________ Number of Learners_____18_____

Date___7 February 2018________ Estimated Length of Session__80 minutes_
Grade (or Age)___4th________ Actual Length of Lesson_________________
School/Town__McKay/East Boston__ Curriculum Area__Math_____

Partial-Product Multiplication

I. PRIOR KNOWLEDGE, SKILLS, AND UNDERSTANDINGS

Prior to this lesson, students will have had extensive practice with multiplication and

multiplication word problems. Last week, they will have used the partitioning rectangles

strategy to help them solve two-digit by one-digit multiplication problems. They will also

have evaluated sample student work for calculation or visual errors to help them strengthen

their understandings of the method. Additionally, students will have previous experience

“showing their work” by writing equations and drawing array models to demonstrate how

they solved multiplication expressions or word problems.

This lesson will be the third in their exploration of the partial products method. On

Monday, students will have been formally introduced to the partial products method, and on

Tuesday, they will have practiced using the strategy to solve multiplication multi-digit by one

digit multiplication problems and begun to make connections between the partial products

strategy and the partitioned rectangles strategy.

II. CONTENT TO BE TAUGHT

In this lesson, students will use their knowledge of the partitioning rectangles and partial

products strategies for multi-digit by one-digit multiplication to help them understand that they

can solve two-digit two-digit multiplication expressions by decomposing one or both factors by

place value. For example, the expression 38 x 42 can be broken into two smaller problems: (30 x
40) + (30 x 2) + (8 x 40) + (8 x 2). These partial products can then be added to get the final

product, 1,596.

III. RATIONALE

As students move towards solving more complex multiplication problems, their fluency

with strategies for solving multi-digit multiplication problems must increase. In fourth grade,

students need to be comfortable multiplying “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” and explaining their calculations “by using equations, rectangular arrays,

and/or area models” (MA.M.4.NBT5).

IV. GOALS

1. The students will recognize that multi-digit multiplication problems can be solved by

breaking down the factors into their place-value parts and solving “smaller”

multiplication problems.

2. The students will think critically about why we can use partitioned rectangles and

partial products strategies to solve multi-digit multiplication problems.

3. The students will investigate how to decompose two-digit by two-digit multiplication

problems in order to solve them using the partitioned rectangles and partial products

strategies.

4. Language goals: Students will correctly use the key terms factors, decompose, partial

products, and partition when explaining how to solve problem’s during the lesson.

PERFORMANCE OBJECTIVES

1. Given Math Journal p.130 and 131, students will be able to correctly use the

partitioned rectangles and partial products strategies to solve multiplication problems.

VI. MATERIALS

 Whiteboards

 Whiteboard markers

 Erasers

 Math journals

 Pencils

VII. PROCEDURE

A. OPENER (10 minutes – 1:00-1:10):

1. Transition students from read-aloud to math. What is it time for? Students response

(chorally): Mental Math!

2. Students arrive at their seats and begin independently solving Mental Math problems

using basic and extended multiplication facts (e.g. 3 x 5 -> 30 x 5 -> 300 x 5 -> 320 x 5)

(projected on wall from Kathleen’s computer).

1. Routine: Problems are projected one by one with answers covered. Students solve

independently on mini whiteboards and “show it when they know it”. When most

students are finished with a problem, a teacher reveals the answer. Students who

get each problem correct can celebrate with a “silent cheer” (ASL clap).

B. DEVELOPMENT (60 minutes: 1:10 – 2:10)

1. 1:00-1:10: Mental Math – Extended Multiplication Fact Fluency

2. 1:10-1:20: Math Message

Journal, pg. 130 - Students complete #1 independently and check work with table

or math groups or with partner if time allows.

3. 1:20- 1:35 Math Message Follow-up

 Discuss strategies for solving Math Message. Have student volunteers share out.

Review work from yesterday’s lesson using appropriate academic vocabulary

(decompose, factors, partial products, etc.) and color coding to explain how the

partitioned rectangles and partial products strategies are connected. Have another

student write or color code as an extension of yesterday?

· Key Idea: Multiples of ten. Have students problem #1 from p. 130, 20 x 34.

Which factor is a multiple of ten? How does that help us solve the problem? Why

might we want to decompose 34 rather than 20?

4. 1:35-1:40 Go Noodle Movement Break

5. 1:40-2:10 Practicing Two-Digit by Two-Digit Multiplication - Math Journal, p.

130-131

· Students solve p.130 problem #2 individually. Teachers circulate to provide

individual support and finish math goal conferences.

6. Discuss problem # 2 as a whole class. Which factor did they choose to

decompose, since neither is a multiple of 10? Have a student draw/narrate how to

draw a partitioned rectangle to represent problem 2, 34 x 17. Ask another student

to write out/narrate how to use partial products for the same problem and

discussion connections between the two.

7. Students work individually on p.131. Teachers continue circulating to monitor

student understanding and progress.

C. CLOSURE (10 minutes)

2:10-2:20 Wrap-Up: Whole class discussion

Discussion:
 Key Ideas:

 The partial products strategy is a more efficient way of recording the same

mathematical ideas that partitioned rectangles strategy relies on (decomposing a

factor and solving for partial products).

 We can use partial products to solve two-digit by two-digit problems by

decomposing both factors instead of just one.

VIII. ACCOMMODATIONS

Z and L will complete differentiated work assigned and administered by Ms. Marquis.

ELL scaffolds will be provided by using visuals, vocabulary repetition, think/wait time, and

partner talk. Teachers will also circulate to provide additional individualized support as needed.

Students can use the posters from the previous lesson to support their thinking and

discussions and the strategies and practicing using the target vocabulary (see Appendix

A).

XI. EVALUATION

If students are able to complete Math Journal p.130-131 by effectively using the partitioning

rectangles and partial products strategies to solve two-digit by two-digit multiplication problems,

they have achieved the objective.

X. EXTENSION

Students can work with a partner to play Multiplication Match or begin Goal Work.
Appendix A: