Chapter 5 Lesson 2

Header: Writing Vertical Records and Multiplying Large Numbers

Grade Level: 5th Grade
Date of Lesson Enactment: November 6, 2015
Topic: Multiplying Multi-Digit Numbers
Essential Questions: (What question(s) will students grapple with as they
learn through this lesson?)
-

How do multiplication, area model, and arrays all tie together?

How does estimation allow for broader understanding of multiplication
products?
What are some situations where it is not necessary to have an exact
number?
How might estimation be helpful?
How does the standard algorithm work for multiplication?
Why does the standard algorithm work for multiplication?

Primary Content Objectives:

Students will know: (facts/information)
-

How to write partial products from puzzles and area models into
vertical records
How to break down a complex multiplication problem into simpler ones
How the partial products preserve the meaning of the numbers and
help students understand how the partial products relate to the original
problem

Students will understand: (big ideas)

-

How the partial products sum together to create a single record in a

standard algorithm

Students will be able to do: (skills and behaviors)

Multiply multi-digit numbers

Write an individual record for each partial product before listing and
summing the partial products in a single record

Related state or national standards: (Examples include State Standards

of Learning, Common Core State Standards, Next Generation Science
Standards or National Curriculum Standards for Social Studies)
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NCTM Standards 1, 2, 8, 9, 10
Computation and Estimation
Focus: Multistep Applications and Order of Operations
5.4 The student will create and solve single-step and multistep
practical problems involving addition, subtraction, multiplication, and
division with and without remainders of whole numbers.
5.7 The student will evaluate whole number numerical expressions,
using the order of operations limited to parentheses, addition,
subtraction, multiplication, and division.

Assessment: (How (and when) will students be assessed? What evidence

will you collect to determine whether students have met the lesson
objectives? Will the assessment(s) be a pre-assessment (diagnostic),
formative (ongoing feedback) or summative?)
-

Formative Assessment(s):
As we work through the multiplication steps, I will stop at checkpoints
and make sure that the students understand where the partial
products come from by asking students to share out to the whole
group.
Students will also work on the activity sheet (APPENDIX A)
Summative Assessment(s):
Students will be provided with a homework worksheet that will be
graded the day after to assess whether or not the students were able
to complete the work independently (APPENDIX B)

Materials and Resources: (List here all materials that you will need in
order to successfully teach this lesson. Include technology and website links,
texts, graphic organizers, student handouts, physical manipulatives, etc.)
-

Smart Board
Math spirals
Pencils
Worksheet 1 (In-class activities)
Worksheet 2 (Homework)
White Boards

Dry-Erase Markers

Key Vocabulary and Definitions:

-

Vertical Records: a multiplication problem used as a stepping-stone

from a area model or puzzle to the common vertical standard
algorithm for multiplication.

Lesson Procedures:
1. Introduction and goal orientation:
- Begin the class by drawing out a multiplication puzzle and asking the
students to fill it out.
- 53 x 26
2. Connecting to prior knowledge and experiences: (Questions or
activities that help students make links)
- Ask the students where they have seen this cross number puzzle
before, and how a number puzzle works. If the students remember
from prior lessons, it should be that the numbers across the thick line
equal the sum of the numbers in the boxes.
- How do the multiplication expressions you are solving in order to fill in
the boxes relate to the multiplication expressions you are solving when
doing distributive property? How about a split area model?
3. Tasks and activities: (What challenging tasks and activities will
students engage in as they construct knowledge, learn new skills or
behaviors and develop understandings?)
- Discuss how this cross number puzzle requires the students to do the
same exact math as
o Distributive property
o Split Area Model
- Write out the multiplication expressions for each different method and
show that the expressions are all the SAME!
- Are they all the same? When we think that one method is easier than
another, does it mean that youre doing less work? Why or why not?
- Allow for students to respond and think about whether the easier
methods, such as the split area model, are less or more work than
others.
- Draw out the standard vertical algorithm for 53 x 29.
- Ask based on the equations solved prior what the answer to the
equation is. (1,537).
- Where did you find this answer? How did you find the answer?
- Some may say that they copied the answer from the lower right box of
the puzzle. Others may say that they split the 29 into 20 and 9 and

multiplied that by 53. Some students may have listed all the partial
products possible.
- Introduce how these different methods all connect to the standard
algorithm.
- Ask the students to watch me solve the standard algorithm and
compare it to the partial products seen in the other methods.
- If students have difficulty determining the connection, walk the
students through how each step corresponds to one of the partial
products in the other method.
- Practice one more problem with the students, then give out the Writing
Vertical Records worksheet (APPENDIX A)
4. Closure: (How will you wrap up the lesson and reinforce key ideas?
Closure may include some form of assessment or exit slip)
- Walk around and see whether or not students understand the
connections between the standard algorithm and the puzzles.
- Review the answers to the worksheet by solving the equations using
the standard algorithm. I will not add up the final product and ask the
students to see whether their partial products all add up to the same
sum as the standard.
Accommodations for individual differences: How will you modify the
content (what is learned), the process (how the content is mastered) or
product (how the learning is observed and evaluated) to support diverse
learners? Describe additional supports that can be used for re-teaching if
needed, and a challenging extension for students for demonstrate mastery
quickly or show evidence of a lot of prior knowledge.
-

For students who understand the concept quickly, allow for them to
help explain to their table groups to solidify understanding.
For students who have a harder time connecting the conceptual
understandings of the connections between the different methods,
allow for them to use more than one method to find the answer

Behavioral and organizational strategies: What behaviors will you

model or discuss with students? What do you want to remember about
organizing the lesson and materials? Use this section for reminders to
yourself about behavioral and organizational strategies. For example, do you
want to explicitly model how to work with partners in this lesson? Or
demonstrate how to use mathematical tools?
-

To keep students engaged, make sure that we are using the board to
do the majority of the exercises to give the students a chance to share
their knowledge and understanding.

Demonstrate with the students each strategy that I want them to

understand explicitly on the board.

APPENDIX A

APPENDIX B