ELED 433 LESSON PLAN FORMATJMU Elementary Education Program

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON: Partial Products Model Double Digit Multiplication

B. CONTEXT OF LESSON

I know that the students are ready for this lesson because they will be doing multiplication the week prior to this lesson. My cooperating teacher will be doing the unit of multiplication the week before I introduce the area model strategy to the children for another way to solve a problem. In doing this, the students will be more comfortable when this lesson comes and will be more open to learning another strategy on how to solve the problem. I know that this lesson fits into the curriculum sequence because the 4th grade team is in the multiplication and division unit when this lesson will be implemented. This lesson is developmentally appropriate for the children in the classroom. I know this because the children are learning two-digit multiplication and may struggle with this, therefore, it is essential to give the students different ways of solving the problem to provide them with different strategies if one does not make sense to them. I believe the children will be interested in this lesson because they will be curious about an additional way to solve the problem they are given. For my lesson, I will be introducing the area model of division to the students as a whole group. After they learn the strategy; what it is, why it works and how to do it, we will move into their small math groups where we will complete an activity. Here we will work together to solve different multiplication word problems. They will use the area model during the small group activity to ensure that they know the strategy and are comfortable with the word problems. After we complete the activity, the students will pair off and will complete a math multiplication game. For this, the students will have dixie cups with a multiplication problem on the bottom of the cup. The student will show their partner the problem that they will have to solve. If their partner solves the problem correctly, they will be able to add the cup to their stack. If the student creates a stack with 3 cups on the bottom, 2 in the middle and 1 on top they have completed their stack and win the game. If there is enough time the students can change up the cups and play again. For the game portion of my lesson, the students will be able to choose the strategy that they want to use and that they feel most comfortable with.

The following information should be included in the header of the lesson plan: Jessica Tamis Miss. Johnson; Peak View Elementary November 13th 8:45-10:15 am November 6th (Plan must be initialed and dated by the teacher when it is reviewed—at least one day in advance.)

C. STANDARDS - VA SOLs and/or CCSS

Computation and EstimationFocus: Factors and Multiples, and Fraction and Decimal Operations4.4 The student will

a) estimate sums, differences, products, and quotients of whole numbers;b) add, subtract, and multiply whole numbers;c) divide whole numbers, finding quotients with and without remainders; andd) solve single-step and multistep addition, subtraction, and multiplication problems with

whole numbers.

D. LEARNING OBJECTIVESUnderstand – what are the broad generalizations/concepts the students should begin to develop? (These are typically difficult to assess in one lesson.)

Know – what are the tools, vocabulary, symbols, etc. the students will gain through this lesson? (These “knows” must be assessed in your lesson.)

Do – what are the specific thinking behaviors/procedures students will be able to do through this lesson? (These will also be assessed in your lesson.)

The students will understand that there are different strategies to solve two-digit multiplication.

The students will understand why the area model works for multiplication.

The students will know that the area model is a form of solving two-digit multiplication

The students will know that the area model will work for any multiplication problem.

The students will do different two-digit multiplication problems using the area model as well as other strategies.

The students will complete the area model for two-digit multiplication.

E. ASSESSING LEARNINGFor my lesson, I will be informally assessing the children. Because they will be introduced a different strategy for multiplication during the lesson, I do not feel the children would be ready for any sort of formal assessment. However, to track their learning and to make sure that the students are where they should be, I will have them complete the activity on a piece of paper that I will collect at the end and check over their work. Because the students are able to be in small groups for the activity, I will also be able to follow along with their work as they go making notes on how they are doing with the activity and if they are understanding the concepts or not. I will be checking for the eight students in my group, whether or not they understand the lesson. For the other groups, my cooperating teacher will have some of the students and the math specialist will have the other students. Here, they will be doing the same thing and making sure the children are on track as they go and collecting the worksheet at the end. For the game, I will make sure to walk around the room and answer any questions that the children may have in order to make sure that they are meeting all of the learning objectives of the lesson.

Objective Assessment ToolWhat documentation will

Data CollectedWhat will your students

you have for each student?

do and say, specifically, that indicate each

student has achieved your objectives?

The students will know that the area model will

work for any multiplication problem

Each student will have the chance to ask

questions during the lesson and ponder why the area model works

for every multiplication problem they are given. I will keep a list of who

asks questions to the side when I am teaching and make sure that I check in with them after the lesson and throughout

the lesson to ensure that they understand what they are being taught.

If the students understand that the

area model works for every problem they will

first understand the strategy, then they will know that they do not

have to wonder whether or not they can use the

area model when it comes to multiplication. They will be confident that every time they multiply they will be able to use the area

model if they choose to do so, for example, on

an SOL test.The students will also demonstrate that they have met this objective

when they use the strategy during their

small groups and do not ask if this is a good

strategy to use because they know that it will always work for two digit multiplication.

The students will do different two-digit

multiplication problems

The students will be in their game partners and

will have the

When I go around and ask the students why they used different

using the area model as well as other strategies

opportunity to complete different two-digit

multiplication problems from their choice of method. During the

game, the students will be given the opportunity

to look at the problem and, individually, choose

which strategy they would like to use to

complete the problem. This is going to take

some critical thinking on their part because they will have to look at the

problem and then determine what method

would be the most efficient for them to use. During this time, I am going to walk around the room and check in with the students and

look into what strategy they are using. I will ask

them, “why did you choose to solve this problem using this strategy?” I will

document why they picked the different

strategies.

strategies I will make sure to note their

answers. I will see if they automatically go with the area model because that is what

they just learned or if they look at the problem and attempt to think of which way would be the

smartest way to solve the problems based on the numbers they are

given. I will note their responses. I will know

the students have reached the learning

objective if they use the different strategies

efficiently.

Two-digit multiplication can be completed using the area model

Each student will be put in a small group where they will complete multiplication word

If the students understand the area model, they will be able to complete the word problems and will

problems. The students will read the specific word problems and figure out what two numbers they are multiplying. From this, they will break up the numbers into tens and ones and rewrite the problem with the numbers broken down. After this, the students will create their box and conduct the area model for multiplication. I will ask them questions as they are doing this to ensure that the strategy makes sense to them and they understand place value with this method.

have work written down to show their understanding physically. I will be watching as they work and making sure they are on track, however, I will, additionally, check their work after completion. If they are able to verbalize what they are doing, as well as have complete work, I will be able to conclude that they understand the strategy.

Multiplication can be done with different instructional strategies.

During the math game portion of the lesson, the students are going to have the freedom to choose what instructional strategy they want to use to complete the two-digit multiplication problems. For the math game portion of the lesson, I will be taking notes on what strategies children choose to use and how they are succeeding with the game. I will have all of the children’s names written down and I will write

Because the students are going to be doing work on white boards for the game portion, I will not have tangible data. Because of this, I will have a sheet with the children’s names on it where I will write down how they are doing with the different strategies, which one they prefer, and any mistakes they have made.

what their chose strategy is so I can see what the most popular strategies are for all of the class.

F. MATERIALS NEEDEDList all materials that will be needed to teach this lesson.Who will be responsible for securing each item?

Dixie cups (I will be providing these) Dry erase boards and markers (available in the classroom) Multiplication word problems (I will be providing this) Pencils (the students have this at their desk) Math notebooks (They have these in class)

GI. TASKS

1.Students will be asked to reflect on what they have been learning about multiplication. As a class, we will discuss what strategies they have been using in the past and move into what strategy is going to be introduced. We will talk about place value and how every number has to be represented in multiplication. From this, I will introduce the area model and the students will have a chance to practice the strategy whole group. I will answer any of the questions that the students have and will explain that they will continue to practice this strategy in small groups.

2. In small group, the students will be given cards with different word problems, included below. As a group, the students will read the word problem, rationalize what they are doing, and complete the problem. They will all have graph paper as well as a pencil in the station to complete their work on. They will read the word problem and then complete the problem using the area model. If the children make a mistake, I think they will have trouble separating the numbers; for example, 32 x 56, they might forget that you can make it 30 + 2 x 50 + 6. If this problem arises, I will be working with a small group of students and will be able to get them back on track. If the children have any problems with the multiplication itself, I can pull their paper to the side and model the problem for them so they can visually see the multiplication, for example, an array model.

If an apple orchard has 48 trees with 23 apples on each tree, how many apples are in the orchard?

Every time Jeremy gets his paycheck he saves 13 dollars so he can buy a new TV. If he has saved for 63 days, how much money does he have saved so far?

Multiplication Problems Solved: Expected Method: Partial Products

48 x 23

20 3 40

8

800120160+ 24Answer: 1104

13 x 63

60 310

3

600 30 180+ 9Answer 819

12 x 35

10 2

30

800 120

160 24

600 30

180 9

300 60

50 10

5

300 60 50+10Answer: 420

32 x 67

30 2

60

7

1800 120 210+ 14Answer: 2144

35 x 21

30 5

20

1

600100 30+ 5Answer: 735

56 x 26

50 6

20

1800 120

210 14

600 100

30 5

1000 120

300 36

6

1000 120 300+ 36Answer: 1456

For the game portion, students will be given Dixie cups with multiplication problems written at the bottom of the cups, for example, 32 x 87. The students will be in partners. One partner will show the problem to the other partner. The one partner will complete the problem and if they got it correct, they will get to add the cup to their stack. The first student to make a stack with 3 cups on the bottom, 2 in the middle and 1 on top will win. If there is more time the students can shuffle the cups and start over. The students can use the strategy of their choice for this game.

MISTAKES: Misunderstanding place value Combining strategies Multiplication fact errors

STRATEGIES: Area Model Array Model Standard Algorithm Partial Products Mental Math Direct Modeling

G2 PROCEDUREInclude a DETAILED description of each step, including how you will get the students’ attention, your introduction of the activity, the directions you will give students, the questions you will ask, and appropriate closure. Write exactly what you will SAY and DO. Think of this as a script.

Proc

edur

e

BEFORE:Before starting the lesson, I will have a conversation with the children where I will activate prior knowledge, be sure the task is understood and establish clear expectations. I will start by having the children have a talk with their table mates where they can discuss what they know about multiplication and how they know to solve it. I will have them come back together as a whole group and explain what they talked about. I will then explain the schedule of the math lesson. I will tell them that they will be learning a new instructional strategy. After they learn the strategy, they will break off into groups and complete word problems. After the word problems, they will have time to play a math game. I will clearly explain that I expect them to listen and stay on task during the lesson and focus to the new strategy.DURING: While I have my small group, I will have the children start on the math word problems. I will explain to them, “There a number of math word problems that we are going to complete.” I will do the first problem with them, modeling the strategy, and then they will have a chance to complete them by themselves. I will notice their mathematical thinking and how they are reasoning through the different problems. I will take notes on what they are doing and on their thinking. If the children are struggling on any of the problems, I will make sure to provide appropriate support and aid them in their thinking working them to a deep understanding. I will also make sure to provide worthwhile extensions, by connecting this mathematic strategy to other forms of math they have worked with. The area model is nice because it really works with place value and establishes number sense. Because of this, I hope that the students can connect this strategy to other strategies they have used. I will make sure to monitor everything during the lesson by staying attentive and taking notes while they are working.

AFTER:After the lesson is completed, I will make sure to bring the students in for a whole group discussion. In this discussion,

we can review what the area model is and why it works. Following this, I will have them explain what strategies work best for them regarding multiplication. I will have them notice any connections that they see with different strategies and explain why these connections are apparent. I will ask them about their future work with multiplication and what they feel that they will do, moving forward. I will thank the children for a productive lesson and ask them to get ready to move into their writing section of the day.

H. DIFFERENTIATIONDescribe how you plan to meet the needs of all students in your classroom with varied interests and readiness levels by completing ONE of the six boxes below for each day. You may choose the same box for each day. Use the learning progressions to support your decisions. Include a specific differentiation plan for each day.This connects to your During Phase Actions: providing support and extensions.

Content Process Product

Interest

Students will complete the multiplication problems based on their preferred strategy during the math game. Students will be assigned to the math groups that they are in and their partners.

Readiness

I. WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT IT?Think about this specifically for THESE lesson plans. This CANNOT include fire drills, interruptions due to announcements, weather, or other emergencies.

When thinking about this lesson, it is very important to consider what could go wrong. In my lesson, the students will be having whole group instruction, small group instruction and partner work. Because of this, I worry about the children losing interest in doing multiplication for such a long block of time. To avoid this, I am going to make sure that I make my instruction fun and engaging to keep their attention for the time. Another thing that could go wrong is if a student does not understand why the area model works. To avoid this problem, I am going to make sure that I give as much individualized instruction as possible and support those students that have additional questioning. Lastly, something that can go wrong is if the children are off task. If this is a problem, I am going to explain that I have the same expectations as their teacher does and that they should provide me with the same respect that they do to her.