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Lesson Title:
Grade Level: 3
Curriculum Resource(s):
Elementary and Middle School Mathematics Teaching developmentally written by John A, Van
De Walle. Chapter 13- Developing Strategies for multiplication and division computation.
Arizona College and Career Readiness (Common Core) Math Standards Addressed:
Anitas Market is in need of your help! Working through the following problems, lets help
the owner at Anita Market in taking care of the store.
Standard Algorithm:
1. Problem 2. Mark gets paid 8 dollars an hour. If he works 28 hours a week, how much will
he be paid at the end of the week? Use standard algorithm to find the answer.
Why:
For problems 5 and 6 use one of the four methods of multiplication that we use for
problems 1-4. (These would then be problems 4 and 5. Or you could just use ONE
of these and make it an exit ticket at the end of the lesson)
5. 34x4
6. 27 X 3
For this lesson I want students to use a new method each time. This material will be
new to them, and I would like for them to see the several methods of multiplying
double-digit numbers.
1: Standard algorithm. The students will use the columns and standard algorithm to
find the answer. I took this idea from Figure 13.9 Pg 285 of our note book.
2 8
X 8
2: Useful representation: In this problem I would like students to draw what one box
of coca cola would look like. This will allow students to see that one box has 15 and
each time they multiply they are just adding 15. After they draw the picture, they are
free to use any algorithm.
3: Array mode (area model; arrays is more when we have rows and columns): I would
have shown students how to use this model before class. I would put an example that
looks like figure 13.8 page 284. This model will let students look at multiplication
through each part. I anticipate that students will move the numbers around and each
chart could look different. 12 X 34 (12 would be on the side) 30 4
10
300 40
2 180 8
You can use the array method with 2 digit by 1 digit numbers as well.
If this is their initial intro to multi-digit multiplication, I would leave out the lattice
method. It is problematic method for a couple of reasons one, kids tend to set it up
wrong and then they make errors and dont realize they have made an error; and
two, kids dont have any idea why it works it is not as easy to make sense of,
conceptually, as some of the other strategies like repeated addition, or the area
model, etc..
Describe how you could adapt the task (i.e., task structure, context, and/or numbers) for
students who struggle with the mathematics (extensions down) and for students who are
ready for an additional challenge (extensions up).
For the students that are struggling with this a lot, I could give them extra tools. One tool Is
having a sheet with the different examples printed out and left for them to use. By allowing
them to see an example up close, they could follow what they see.
Think about adjustments to the numbers as another way to support students who need extra
support.
Standard Algorithm:
Useful Representation task:
Array Model:
AREA MODEL:
Multiplying by 10:
Consider:
Description of the Mathematics Tools you will have available for students:
Introduce the task. I will introduce the task through a community/ math talk. I will
talk about the Cesar Chavez walk that we did a few weeks ago. I will then lead to the
store, Anitas Market that we walked by on our march. I will ask the students what they
know about the market. After we have discussed I will say that we will create a
scenario that could happen at Anitas market, or other local companies. Excellent, love
the connection to the march!
The students will work in their table groups to support each other. Each student will be
assigned a role. It will be important that each student is following his or her role. It is
important, because it will keep the students on track. What roles will you use?
Teacher: The teacher will be walking around, and making sure that the students are following
their roles. They will also answer and ask students questions. They will be looking for
student comprehension, and looking to see what problem the students will present. It is
also important, that If the students do not understand the problem as a whole class, we
stop and answer any confusion.
I will Asses the students learning, when they are talking about their posters. I will look for how
well the group worked together. How the students helped each other understand the problems
and solutions.
What will you be looking for to see if they understand the main math goal of the lesson,
related to multi-digit multiplication.
I could change the numbers for the students that need help. Please give examples. I can also
create a worksheet where the student can use the different multiplication methods, but they
will plug them into the spaces given to them. What about language modifications? Do you
have any students who need language support?