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# ED 315 LESSON PLAN Lesson #__7____

## Format and Cooperating Teacher Feedback Form

Name: Andrea Bowhall-Diaz

## Content Area: Mathematics

Date:

11/18/14

Use this template to plan, removing the notes in parentheses and this box. Give this form to your
cooperating teacher for review and a signature before you teach your lesson.

Goal(s):

Pre-planning

Objective(s)
language
focus

CCSS.Math.Content.4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the
properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Students have learned how to multiply a multi-digit number by a two-digit number.
They have also worked with multiplying a multi-digit by a decimal number.
Students still struggle with the basic multiplication table.
Objective
Write numbers in expanded form
Use basic facts to compute extended facts
Solve multidigit multiplication problems
Evaluate numeric expressions containing parentheses
Use the distributive property of multiplication over addition
Multidigit
Multiplication/multiply
Distributive property
Parentheses
Expanded form
Expression

Assessment:

Informal:
Observe student participation in whole group
-are they participating?
-are they withdrawn?
Observe independent or partner work
-are they completing work correctly?
-are they using the academic language?
Formal:

## Teacher will administer an end of the unit assessment

Materials Needed:
Board to model
Student Reference Page pg. 253
Game Master (Math Masters pg. 488)
4 each of number cards 0-4 per partnership

Procedures:
(Include time allotments)

Introduction: 10 minutes
o Have students do a math warm-up to start. Explain that we will be working with multiplication
today. So to get you thinking multiplication, we are going to do this quick warm-up.
4x6
3x7
8x7
9x5
8x4
o Explain todays objective
We are going to practice multidigit multiplication by playing a game!
Steps for instruction {engagement, demonstration, participation, practice} Include higher order
thinking questions in the plan.
o Model one example of multidigit multiplication

70
x 60
00
+4200
4200
Observe if students are comfortable with the process
o Have students complete one on their own to check for understandings
50
x 7
00
+350
350
o Do example of extended multiplication with 3, 5, 7, and 9
(3+5)x(7+9) = 8x16 = 128
(3+7)x(5+9) = 10x14 = 140

## (3+9)x(5+7) = 12x12 = 144

o Have students do one on their own with 2, 4, 6, and 8
( ___ + ___ ) x ( ___ + ___ ) = ?
(2+8) x (6+4) = 100
Explain that there is a rule in math, that when given an expression, anything in

## parentheses has to be done first.

Note that when you flip numbers, answer remains the same and this is called the

commutative property.
o Now model how to play the game
Refer to Student Reference Page pg. 253
o Ask if students have any questions
o Give a deck of cards and 2 worksheets to a student who is sitting quietly and have them pick

## their partner and place to play.

Hand out until everyone has a partner
o Allow time for students to play
o Observe their multiplication skills
Strategies for students requiring additional assistance: {use the information you gathered during the
pre-assessment process}
o For students struggling with the multiplication:
Ask them to work on a problem and observe where they get stuck, then remodel and