MIAA360PBLInterventionOverview

ByAmySchmerer
Title: MultiDigit
Multiplicati
on
Teacher:
Content
Focus:
Project
Idea:
Summary of the
issue,
challenge,
investigation,
scenario, or
problem

Driving
Question:
Essential
Question:
Content and
Skills
Standards to be
addressed:
(CCCSS, NGSS,
Calif.)

5th Grade Intervention PBL

Est. Start Date:

Amy Schmerer
Multi-digit Multiplication

Grade Level: 5th

Duration: 4
weeks
30 minutes per
day
Grade

This is an intervention unit to help 5th grade students develop a conceptual

understanding of multi-digit multiplication.
Students will help solve the real world problem of designing new zoo
enclosures that fit in a certain area. Students will begin by recalling their
previous understandings and possible misconceptions of multi-digit
multiplication. Students will expand their understandings by working with
place value blocks until exhibit command of number sense. Students will
work with place value blocks to solve multi-digit multiplication using partial
products. Students will then learn to use the area model of multiplication.
Students will discover why the standard algorithm works. Students will
continue their practice until show mastery of the concept and can solve
problems using the standard algorithm. A culminating activity would be to
create a visual show casing the new zoo enclosures they designed that fit
into the added zoo area.
How can you design enclosures for the new animals at Mickes Grove Zoo?
How can I use area models to solve multi-digit multiplication problems?
3.OA. 1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a total number
of objects can be expressed as 5 7.
4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 _7 as a
statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements
of multiplicative comparisons as multiplication equations.
4.NBT Generalize place value understanding for multi-digit whole numbers.
4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right. For example, recognize that 700 70 = 10 by
applying concepts of place value and division.
4.NBT.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.
NGSS Developing and Using Models
Modeling in 35 builds on K2 models and progresses to building and revising simple models
and using models to represent events and design solutions
T+
A
MP 2. Reason abstractly
and quantitatively.

E
X

21st Century Skill: Numerical

Literacy

T+
A
X

21st Century
Skills and
MPS to be
explicitly taught
and assessed
(T+A) or that
will be
encouraged (E)
by Project work
but not taught
or assessed:

MP 3. Construct viable
arguments and critique the
reasoning of others.
MP 4. Model with
mathematics.
MP 6. Attend to precision.
MP 7. Look for and make
use of structure.
MP 8. Look for and
express regularity in
repeated reasoning.
Group:

Culminating
Products
and
Performanc
es

21st Century Skill: Critical Thinking

and Problem Solving

X
X
X
X

Peers watch and score presentations on how

students designed new enclosures that fit in
the current zoo on a rubric.

Presentation Audience
Class
X
School
Community

Individual:

Students create poster, diorama or

powerpoint to show others how to they
designed 5 new zoo enclosures that fit into
the zoo.

Experts
Web
Other:

Project Overview
Entry event
to launch
inquiry, engage
students:

Watch youtube: Zoo Jobs: Meet a Landscape Architect

https://www.youtube.com/watch?v=3tJkOjXqQQM
Administer pre-test on basic multi-digit multiplication. Ask students to solve a real world
problem using numbers, pictures and words.

Assessment:

Outline or
Conceptual
Flow
Include
assessment
points:

Number Sense
1. Generalize place value understanding for multi-digit whole numbers.
a. Work with base ten blocks to review number sense concepts and expanded form
Assess place value expanded notation
2. Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right.
a. Work with base ten blocks to solve single digit by multiple of ten
b. Work with base ten blocks to solve 2 digit by multiple of ten
Assess multi-digit by multiple of ten
3. 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.

a.
b.
c.
d.
e.

Work with base ten blocks to solve 3 digit by 1 digit with partial products
Work with base ten blocks to solve 2 digit by 2 digit with partial products
Work with partial products to solve 4 digit by 1 digit
Introduce area model and continue work
Practice solving word problems using standard algorithm

Assess up to 4 digit by single digit and 2 digit by 2 digit multiplication

Assessment
s

Formative
Assessments
(During Project)

Quizzes/Tests

Journaling/Learning Log

Preliminary Plans/Outlines
Rough Drafts
Online Tests/Exams
Summative
Assessments
(End of Project)

Written Product(s), with

rubric

Other Products

Oral Presentation, with

rubric

Peer Evaluation

Multiple Choice/Short
Answer Test

Self-Evaluation

Essay Test

Resources
Needed

Other

On-site people,
facilities
Elmo, projector, computer

Equipment

Base ten blocks, base ten mats, paper, pencils,

Materials
Community resources

Reflection
Methods

(Individual, Group,
and/or Whole
Class)

Journal/Learning Log

Focus Group

Whole-class Discussion

Fishbowl Discussion

Survey

Other

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)

Student needs to be able to:

Explain rules for solving multi-digit multiplication problems.

Prove that the area model works for solving multi-digit multiplication problems.
Demonstrate their understanding by giving and explaining examples.
Solve problems using the standard algorithm.
Complete the training video.
Pass the post-test.

Questions to be Provided by the Project Teacher

(to successfully complete culminating products and to do well on summative assessments)
Teacher asks questions to recall facts, make observations, or
demonstrate understanding:

Teacher asks questions to summarize, analyze, organize, or

evaluate:

What is multiplication?
What else can you tell me about multiplication?
What do you remember about how to multiply larger
numbers?
How do you feel about multiplying multi-digit
numbers?

If you are stuck on a multiplication problem, what could

you do?
Why does the area model work?
How do you know?
Show me how you know that this answer is reasonable.

Teacher asks questions to apply or relate:

Teacher asks questions to predict, design, or create:

How can you demonstrate how to solve a multi-digit

multiplication problem? Can you apply what you know
to this real-world problem? How do you know it is
done correctly? How would you illustrate that? How
would you do that?

How could you teach this to someone else? How could

you do this in a different way?

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?