Dynamic Instructional

Design
Olivia Foy
Step 1: Know the Learner
Step 1
The topic for the week will be multiplying a two-digit number by a one-digit number. The students will be
using base ten blocks to model the area model for multiplication.The 4th grade students have already learned
about the base ten blocks and have basic understanding of multiplication facts and fact families. The
following lesson will focus on introducing the concept of area model to the students and how to use the
blocks as well as virtual manipulatives to demonstrate regrouping. They have already worked on regrouping
with base ten blocks for subtraction prior to this lesson and know how to navigate between each block for
regrouping.

Most of my students are better at learning hands-on or through interactive lessons so the lesson I have
designed for today includes both. Most students were weak in number sense, especially multiplication, based
on previous data this year on IReady assessments as well as a multiplication preassessment that was given.

Being that I have several students who are still struggling with multiplication, I will build on this lesson and
provide other examples in my small groups to differentiate for the ones who need it.
Step 2: Identify Performance
Objectives
Step 2
The student will be able to model multiplication between a
two-digit number and one-digit number to obtain the product with
80 percent accuracy through the use of area models and base ten
blocks as well as virtual manipulatives on a google slide. Bloom
Taxonomy: The students will definitely apply the remember stage
as they recall their fact as well as the understand level by
identifying the setup of the blocks and the process of area models
as well as explain their reasoning when completing assignments.
They will apply and create the models to show understanding and
complete questions on their own.
Step 3: Identifying Teaching
and Learning Strategies
Step 3
In order to teach multiplication, the standard addresses effectively teaching
multiple strategies. The Area Model strategy, which is being introduced in this
lesson, is a beginning strategy that I use to incorporate place value. From the area
model, the next strategy to teach would be distributive property because that is
the same format but without the boxes, then partial products. Once these
strategies are taught, the students will learn how to multiply using the standard
algorithm. Mastery of each strategy will lead into the next strategy. A formative
assessment will show mastery of multiplication at the end of the lessons. Students
also need to have knowledge of virtual manipulatives as well as technology skills
in google slides which have already been modeled and applied in class by the
students in prior lessons. Most of my students in the past have loved area models
once they learned the skill.
Google Form Formative Assessment Examples
Step 4: Support Technologies
Step 4

This lesson will incorporate several different technological components. The opening
to the lesson will be a blooket game for the students to review multiplication facts
before the lesson. Students will be given a problem to solve and must come up with
strategies to get the product of the multiplication question. While students are
discussing strategies, the teacher will record them on a jamboard for the students to
review at the end of the lesson and continue to add to as they discover more strategies.
The teacher will use virtual base ten blocks to illustrate the concept of area models.
The teacher will also use a google slide to teach the instruction, provide guided
practice to review, and then assign students independent practice to complete in their
google classroom to submit for the teacher to check. Students will also complete a
google form as an exit ticket to demonstrate mastery of skill.
Small Groups

The teacher will demonstrate in small groups using the base

ten blocks as well as virtual blocks. Students will also be able
to use the centimeter paper to draw the area model.
Blooket Screenshots
Opening to Lesson
 Teacher Instruction
Slides for Lesson
Instruction and Guided Practice Examples
 Modeling
Multiplication
Using Base 10 Blocks
Review Base 10 Block Values

Unit Rod Flat

1 10 100
Review Base 10 Block Values
Build these numbers to practice

27 145 227
Multiplying with Base 10
Build these numbers to practice

27 x 3
Multiplying with Base 10 27 x 3 27 x 3 = 81

Rods Units

6 = 60 21 = 21
Student Independent
Practice
Example
Multiplying using Base
10 Blocks Practice
Drag the base 10 blocks to show how to model multiplying larger numbers.
You may need to resize the blocks.
Tool Kit:
Copy and paste 19 x 2
to add more.
Product:
Closing of Lesson

Students will review the jamboard and continue to add strategies.