Ed 411: Teaching Children Mathematics Fall 2011

INSTRUCTIONAL PLANNING TEMPLATE: ED 411

Your name: Grade level and school: Title of lesson/activity: Teaching date(s) and time(s): Estimated time for lesson/activity:

Cameron Neveu 4th Grade, Erickson Arrays and Area Models 2/9/11 1:05 1:35 30 minutes Overview Students will use arrays and area models to find products of 2 digit numbers. Students will review the concept of compatible numbers. They will then draw arrays, or area models, to represent two digit multiplication problems. Next, students will divide the interior of the array, by separating the side lengths into compatible numbers. We will review the idea of partial products and talk about how adding them will create the product. After several examples are given, I will ask students to draw a final multiplication problem and find the partial products, as the assessment. This is the first lesson teaching area models. Students have worked with arrays before, but this is the first time they are breaking area models in partial products to find the entire product.

Overview: Provide a short description (2-3 sentences) of the lesson/activity. Be sure to include a description of the mathematical task.

Context of lesson: Describe the unit of study, including the lesson that comes before and after your lesson, and explain how these lessons help develop a big idea or disciplinary practice. Sources: List the source(s) you used in the creation of your lesson plane.g., Everyday Math

The first lesson of IC2 was is adapted from EnvisionMATH, Lesson 7-3 : Arrays and Expanded Algorithm. Some of the problems in this lesson borrow from the Re-teaching portion of 7-3.

Anticipating student ideas: Explain what you think will be students prior knowledge about the content, including the alternative ideas or challenges you anticipate students might face and how you plan to work with each of these challenges during the discussion. Also explain your ideas about how students are likely to respond to the tasks in the discussion and how you might use these likely responses to focus students on the intended content. Making the content accessible to all students: Describe how you will help ALL

Attending to the Learners Some of the students know how to multiply two digit numbers without the area model, I want to make sure they are not using the standard algorithm as the focus is the area model concept. Students may use the standard algorithm only to check their work. I want to show the importance of breaking the sides into compatible numbers. The easiest way is to separate the tens from the ones.

-I will scaffold my lesson in a way that allows students who are not comfortable with compatible numbers, to review the concept before

Ed 411: Teaching Children Mathematics Fall 2011

students engage productively in the lesson. This includes identifying assumptions made during the lesson about students prior experiences, knowledge, and capabilities; making the representations, explanations, and/or vocabulary accessible and meaningful to all students; and making connections to students personal, cultural, and social experiences during the lesson, if appropriate.

we apply the concept to the side lengths of the arrays. -I will allow students to use the multiplication grid if they do not know their multiplication facts. The focus of this lesson is on the process of using an area model to represent a two digit multiplication problem. -I also want to stress the how the words area model and array are interchangeable. EnVision Math uses both interchangeably, so I want the students to be comfortable with using both terms.

Learning Goals List the learning goal(s) you have for your students. Use measurable behaviors that can be linked to the assessments. Connection to Standards State the content expectations from the Michigan GLCE(s), Common Core State Standards, other national standards, or the standard(s) from your local curriculum that you address in your lesson. Connection to Activities Briefly describe how the activities in the instructional sequence help students make progress toward the stated learning goal(s).

Learning Goals Use arrays, or area models, to find partial products, and products of two digit multiplication.

N.ME.04.09 Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property, e.g., 21 x 3 = (1 + 20) x 3 = (1 x 3) + (20 x 3) = 3 + 60 = 63. M.TE.04.06 Know and understand the formulas for perimeter and area of a square and a rectangle; calculate the perimeters and areas of these shapes and combinations of these shapes using the formulas. I will have the students divide the sides of the rectangle into compatible numbers. Multiplying each length is a form of the distributive property. I will have the students find the area of the partial product by multiplying each side.

Type of Assessment Name the type of assessment you will use to assess student learning (e.g., worksheet, exit slip, teacher observation, whole class discussion). Briefly describe (or state) the task(s). Learning- goals connection State the learning goal(s) that the assessment targets.

Assessment I will ask the students to complete the multiplication array, or area model, at the bottom of their handout. The completion of this array will be the end of the lesson. Students may be provided limited assistance, or guidance, as far as reading the problem, suggesting possible steps to be taken, and/or minimal redirection.

The assessment directly address the objective of using an area model to find the product of a two digit multiplication problem.

Ed 411: Teaching Children Mathematics Fall 2011

Instructional Sequence

Materials :
Time

Graph paper, document camera, warm-up, paper pencil

Main components

Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask.

Steps Describing What the Teacher and Students Will Do:

(including management considerations)

Notes and Reminders

Set-up:

What will you say and do to engage the students in the problem? Being explicit about norms, directions, and language is one way to attend to students cultural/linguistic resources and attend to the learning of all students.

-Allow students to examine their arrays and area models assessment. Ask them to try to solve the problem again, using the area model. (22 x 11) -While they are working on the problem, observe. -If I were to give you this problem, how would you represent it? (27 x 42) I want everyone to try to represent this problem by drawing it, breaking apart the side lengths, and then finding the partial products. Once you find the partial products, add them together to get the product.

Independent work on problem:

Describe what you will be attending to and recording in your notes while monitoring.

I will be looking to see how the students are representing the multiplication problem. More specifically, I will be looking to see if they include partial products and use the partial products to find the product. Some of the students know how to multiply two digit numbers without the area model, I want to make sure they are not using the standard algorithm as the focus is the area model concept. Ask How did you represent 27 x 42?

Launching of Discussion:

What question or prompt will you use to get the discussion off the ground?

Orchestration of the Discussion:

Based on your analysis of the mathematics content of the

-Ask, What did you do first? (First we draw a rectangle. We label the sides with the two factors.) -Now we want to break the side lengths into compatible numbers. I noticed in the first assessment a lot of you broke up the side lengths into easier numbers to work

Ed 411: Teaching Children Mathematics Fall 2011

Time

Main components

Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask.

Steps Describing What the Teacher and Students Will Do:

(including management considerations)

Notes and Reminders

problem, your anticipations about the types of solutions/methods that your students will produce and your learning goals for your students, write out a sequence for sharing solutions and key questions and prompts. Keep in mind that you will likely not be able to share ALL solutions/methods that students might produce. Include follow-up questions that you might ask to the class after each solution/method is shared. Describe how you will provide opportunities for all students to participate in the discussion.

with, but not necessarily compatible numbers. -Discuss compatible numbers. The easiest thing to do when you want compatible numbers is break apart the tens from the ones. How would you break the number 27 into compatible numbers. The number 42? -Each side is now divided up into 40 and 2, and 20 and 7. Lets make sure we have a line across, from side to side. Notice that when we extend these lines from side to side, we create four rectangles. These rectangles are called? -Now how do we find the entire product? -I want to know, does anyone have any questions? -Lets try another example. (57 x 83) -Lets come together to discuss this problem. -Also, I noticed in some of your problems on the assessment, you wanted to break apart the side lengths into more than two compatible numbers. Now that you have been working with just breaking it into two, what problems could breaking it more than once create? Lets try another example.

Conclusion:

(Describe an aspect of the mathematics or the nature of the discussion you would like to be able to use to conclude the discussion. You may need to conclude with a different statement if the discussion does not go as planned.)

-In an area model, or ________, we can see that it shows us how a product is made. We actually use this process when we use the vertical method, the method that you guys are familiar with. Lets look at the example using the vertical method. Do you see the side lengths, and that when we multiply the ones by the ones for example, we are creating a partial product? -Does anybody see a difference between the two methods and their partial products? (2 vs. 4)

End-ofdiscussion check

-I want you all to copy down this problem. Represent it using an area model. Label the partial products, then

Ed 411: Teaching Children Mathematics Fall 2011

Time

Main components

Communicate HOW, not just WHAT, you plan on teaching, and provide enough specificity that someone else could teach from your plan. This includes scripting the key questions you plan to ask.

Steps Describing What the Teacher and Students Will Do:

(including management considerations)

Notes and Reminders

What task do you plan to use to assess some aspect of their mathematical learning from the discussion? What will you say and do (set up the assessment) to establish appropriate conditions for students working independently on the task? If students ask questions during the assessment, how will you answer them in such a way as to not give away the math in the task?

use the partial products to find the product. I plan to allow the students use of a multiplication grid during the assessment.

Learning goal for self:

State at least one learning goal that you have for yourself, with regard to your teaching. In other words, what are you working on to improve your teaching practice?

Reflection on Planning I want to be able to connect this lesson in a new unit to the work the students have been doing in previous lessons. I want to provide some context to this lesson for the students. I will relate the area model to the partial products that we have been working with. I will also relate the model to the base ten blocks that we worked with in the past units. I rehearsed this lesson a couple of times. I also practiced using the Elmo (digital camera).

Preparing to teach this lesson:

Describe the things you did in preparation to teach this lesson. For example: practiced the activity with the actual materials, answered the worksheet questions myself, thought through timing, researched materials, etc.