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Multiply, Divide, and Conquer

Amy Price

Pacific Islands University

EDLS201

T. Zacharias

12/05/2021
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Multiply, Divide, and Conquer

While teaching the lessons, I would ensure to differentiate instruction. This will tailor

instruction to meet individual needs, whether it’s due to content, process, products, or the

learning environment. I will also ensure we are reviewing and practicing the material throughout

the unit. I will engage and motivate my students by including their interests into the material to

ensure they are focused and want to learn. The last piece I would use to help prepare my students

is by communicating with their parents.

Ensuring the parents understand what their child is learning and when assessments take place,

will allow them to show their children that they care about their education. “Research shows that

when parents are involved in their children's education, children are more engaged with their

schoolwork, stay in school longer, and achieve better learning outcomes” (GPE Secretariat,

2018).

Differentiated instruction:

The learners in the classroom will incorporate visual learners, auditory learners, kinesthetic

learners, who also will include 504 students, SPED students, and EL’s.

Students who are struggling will use the manipulatives and the students who understand will be

a tutor to those students.

ELLs will have paraprofessionals to help them translate, if need be, the information that they will

have to take notes on.

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Multiply, Divide, and Conquer

Learning Outcomes

The learning out comes by the end of the lesson will be for the students to be able to analyze the

given problem to gain better understanding of the problem and use Pasadena ISD problem

solving model to solve. The students will then evaluate the analyzing outcomes so that they can

create an effective strategy and a plan to solve the problem. The students will apply that new

knowledge into new problems to solve. When the students can complete all these steps in

Blooms Taxonomy, they will then be able to show their strategies to prove they understand the

concept at hand. Students will be given word problems to test their knowledge on comparing

numbers, adding, subtracting, multiplying, and dividing numbers. One strategy to solve would

be to use the standard algorithm. They will be given the choice to solve using any of the other

models taught throughout the lesson. The UDL has been incorporated into the classroom daily

with several hands-on activities using manipulatives to create, design, and visualize an action to

solve the problems.

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Multiply, Divide, and Conquer

LESSON PLAN USING MANIPULATIVES

Discipline: Mathematics

Grade level: Grade 4

Subject or title: Multiply, Divide, and Conquer

Time allotment: One hour

Anticipatory set or motivation: Once everyone is seated and ready to get to work the teacher

will read a rhyme about multiplication and division that she has on the projector, so that the

students can read along with. Once they have done the rhymes the teacher will ask the students if

they ever use multiplication or division when they are at home or out with their parents.

Vocabulary: divisor, dividend, quotient, remainder, product, factors

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Multiply, Divide, and Conquer

TEK 3.1A: apply mathematics to problems arising in everyday life, society, and the

workplace

TEK 3.1C: select tools, including real objects, manipulatives, paper, and pencil, and technology

as appropriate, and techniques, including mental math, estimation, and

number sense as appropriate, to solve problems

TEK 3.1E: create and use representations to organize, record, and communicate

mathematical ideas

Objectives/Purpose: Behavioral Objectives

The student will be able to multiply and divide 2- or 3-digit numbers without the use of a

calculator.

Students will solve problems involving multiplication of 2–3-digit numbers by 1- or 2-digit

numbers.

The student will be able to solve word problems with the knowledge of the terms used when

multiplying and dividing.

The student will be able to recite the multiplication and division facts from memory from 1 to 12.

The learning out comes by the end of the lesson will be for the students to be able to analyze the

given problem to gain better understanding of the problem and use Pasadena ISD problem

solving model to solve.

The students will then evaluate the analyzing outcomes so that they can create an effective

strategy and a plan to solve the problem.

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Multiply, Divide, and Conquer

The students will apply that new knowledge into new problems to solve.

When the students can complete all these steps in Blooms Taxonomy, they will then be able to

show their strategies to prove they understand the concept at hand.

Students will be given word problems to test their knowledge on comparing numbers, adding,

subtracting, multiplying, and dividing numbers.

One strategy to solve would be to use the standard algorithm. They will be given the choice to

solve using any of the other models taught throughout the lesson.

Instructional Objectives:

The teacher will provide the students with the information required for the lesson.

The teacher will go over each step of the multiplication and division problems, so that the

students understand.

The teacher will make the appropriate corrections when necessary while observing the students

working.

Materials: Textbook, paper, pencil, projector, Popsicle sticks, chart of multiplication facts, dry

erase board and markers, worksheets, journals

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Multiply, Divide, and Conquer

Instructional Sequence: The teacher will start the lesson by giving out worksheets with ten

multiplication and division facts from 3rd grade.

She will tell them to take about five minutes to work on the worksheets and then they will go

over them. Once time is up, they will go over the worksheets and the teacher will ask them

questions about some of the problems.

Then she will ask the students if they have ever heard of the term product and factors in

multiplication, and the 4 terms dividend, quotient, divisor, and remainder in division.

The teacher will ask the students to take out their textbooks and go to the glossary and find the

terms there.

She will then go over each term with the students and tell them to take notes about each term, so

that they can reference them later.

Next, she will write the objectives and standards on the board and as a class read each objective

and standard.

The teacher will start talking about how mathematics is important not only to know in school,

but also in life.

She will give examples of how multiplication and division can be used in real life.

An example that she would give would be counting money. The teacher would tell the students,
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Multiply, Divide, and Conquer

“You all know how to count money and add and subtract it, but did you know that you can use

multiplication and division to help count money too?”

Then she would give them an example. “If you have five dollars and you a toy that you want, but

it cost 40 dollars. How many more five dollars will you need to be able to buy the toy?”

She would then explain to the students how they can get the answer without using subtraction.

The teacher would explain that if you divide 40 by 5 you would get the answer of 8 and that

would be how many five dollars you would need to have to be able to buy the toy.

Lesson Delivery and Guided Practice:

In the textbook the teacher will have the students turn to the section on multiplication and

division. They will have their journals open, because that will be where they write their

definitions and examples that the teacher will give them.

The teacher will write some examples on the board.

The teacher will discuss the new vocabulary words and then she will write out a multiplication

and division problem on the board and label each part of the problems and have the students

write the example in their journal.

An example will be 32 x 2 = 64. She will label 32 and 2 was the factors and 64 as the product.

Next, she will give them an example of a division problem.

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Multiply, Divide, and Conquer

The example will be 129/ 7 = 18 r 3. She will label each part with 129 as being the dividend, 7 is

the divisor, 18 is the quotient, and 3 the remainder.

After they have finished copying the examples in their journals the teacher will have the students

take out their dry erase boards and markers, chart of multiplication facts, and Popsicle sticks.

The teacher will give the students the chance to use their dry erase boards and chart to make two

problems and then give their boards to another classmate and have them use their popsicle sticks

to form the problems. While they are doing this the teacher will walk around the class and do an

observation of the students and take notes that she will use later.

She will ask the students in what other ways can they use multiplication and division and to give

examples of jobs that mathematics, besides teaching.

The teacher will then assign ten problems from the textbook for the students to work on and have

them turn those papers in for the teacher to look over and give back to them the next day.

Closure:

The teacher will be observing the students work on the dry erase boards and with the popsicle

sticks she will tell them that they have done a good job with the project.

She will then go around the class and have each student recite certain facts that she gives them.

The teacher will then give the students five multiplication and five division problems to work on.
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Multiply, Divide, and Conquer

The problems will be:

1. 54 x 3 = 6. 456/ 5 =

2. 450 x 54 = 7. 54/3 =

3. 96 x 4 = 8. 56/6 =

4. 445 x 64 = 9. 789/98 =

5. 848 x 6 = 10. 45/6 =

Independent practice:

The teacher will ask the students to write out directions and problems for another student who

does not know how to work out multiplication and division problems. The teacher will ask the

students to be as detailed as possible, with their work sheets.

Assessment:

Informal assessment – The teacher observes the students working on the dry erase boards.

Informal assessment - The students reciting the multiplication and division facts

Formal assessment – Problems from the book

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Multiply, Divide, and Conquer

Based on the assessment 80% grasped, and understood how to use the algorithms addition,

subtraction, division, and multiplication to solve 20% missed the multiplication and division part

of the assessment. Therefore, at this time I will be reteaching multiplication and division skills

to enhance knowledge and growth to that 20%.

I designed this lesson plan in the manner I did to effectively evaluate each individual student’s

knowledge on mathematical word solving problems, and to gain evidence of their cognitive

knowledge in the subject at hand. This lesson plan coordinates with my assessment submitted

earlier in this semester.

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Multiply, Divide, and Conquer

GPE Secretariat. (2018). Parents involvement in their children’s education: a key to success.
Retrieved from https://www.globalpartnership.org/blog/parents-involvement-theirchildrens-
education-key-success

TEA. (2019). Texas essential knowledge and skills for grade 4. Retrieved from
https://tea.texas.gov/sites/default/files/Grade3_TEKS_0819.pdf