Date Last Revised: 12/9/14

Mr. Joshua Hansknecht

Grade Level: 4
English Proficiency: Beginning to Intermediate
Unit: Distributive Property Multiplication Algorithm
Lesson: 4
Length of Lesson: 50 minutes

Background:
Students have been working with multiplication, working on fluency of multiplication of
any whole number by a one-digit number and a three-digit number by a two-digit
number. Continuing working with multiplication students will be practicing fluency
with speed practice throughout the unit, looking for improvement.
This is lesson four of learning the distributive property as an algorithm for solving
multiplication problems of 2-digit numbers by 2, 3, 4, and 5. Students are now very
familiar with the distributive property algorithm and have experience with story
problems; today they will continue to work with story problems, generating their own
story books in table groups that will be shared next class.

Objectives:
Content:
N.FL.04.10 Multiply fluently any whole number by a one-digit number and a three-digit
number by a two-digit number; for a two-digit by one-digit multiplication use distributive
property to develop meaning for the algorithm.
N.ME.04.09 Multiply two-digit numbers by 2, 3, 4, and 5 using the distributive property.
N.MR.04.14 Solve contextual problems involving whole number multiplication and
division.
Students should be able to generate story problems, and will create a book to be
presented next class.

Language:
Students will work collaboratively to write a multi-step story problem book that uses the
distributive property algorithm to solve.
Vocabulary Words: Generate, Multi-, Illustrate
Materials:
Speed Practice 1.4.A
Speed Practice 1.4.B
Construction Paper/ White Paper
Markers/Colored Pencils/ Crayons
Scissors
Glue/Tape
White/Chalk Board Supplies
Procedures:
Introduction:

Time: 8 min

Have both language and content objectives written up on the board; include the
vocabulary words of the day. Discuss with class the vocabulary words, reach a definition
for each. Students must write down the vocabulary words with definitions into their
vocabulary notebooks.
The introduction is the same process every day; students should automatically start these
things upon entering the classroom.

Speed Practice:

Time: 7 min

2 min Instruction: [Pass out Speed Practice 1.4.A face down while giving instructions] Tell
class to keep the paper face down until you say to begin. Explain that this practice is not
graded; it is to show improvement throughout the unit on their multiplication fluency.
Additionally, mandate that students to use the distributive property algorithm for solving
any 1-digit number by 2-digit number problem. They are to complete as many problems
as they can in 2 minutes. Remember, it is more important to get the problems right, than
to rush and make mistakes, speed will come with practice, not rushing.

2 min Speed Practice 1.4.A: Administer Speed Practice 1.4.A. Stop the students after 2
minutes exactly. Collect afterwards.
1 min Instruction: [Pass out Speed Practice 1.4.B face down while giving instructions] Tell
class to keep the paper face down until you say to begin. Again, the practice is not
graded. The objective of these practices is to increase multiplication fluency.
2 min Speed Practice 1.4.B: Administer Speed Practice 1.4.B. Stop the students after 2 minutes
exactly. Collect afterwards.

Instruction:

Time: 5 min

First spend time reviewing the story problems like in previous class, doing 1-2 examples
as a class, having students work as partners to identify values and transcribe to algebraic
equations, and then solve using distributive property algorithm.
You should create an example story-book outside of class to use as an example. Use these
instructions for your own as well.
Students are to spend todays class time first Generating a Multi-step (at least 3 steps)
multiplication word problem which should involve values of 1-digit multiplying by 2digit numbers. This problem should have a story to it. They are then to write this
problem down as a mini-story book, must have multiple pages (probably 1 per step).
They are to Illustrate in color their story as well. At the end of the story they need to
provide a solutions page which includes an algebraic translation of each step for the
problem, and the solution to the multiplication.
Application:

Time: 25 min

As table groups the students should be working on the stories. You should be wandering
around assisting any group that needs it with suggesting generating scenarios, helping
turning algebra into word problems ect. Make sure each table group has at least 3 steps to
solve in their story problem and that the math is correct.
Review:

Time: 5 min

End class by going over todays objectives, both language and content and asking
students if they thought that they covered them. Ask them to also define todays
vocabulary words and how they used them in class.

Speed Practice 1.4.A

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Speed Practice 1.4.B

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