Name: Anna Rosburg

Math Lesson Plan #4

Course & topic addressed: EDUC 334-01 Date: 10-18-17 Grade: 4

Learning objective/s associated with the content standard for this lesson
Specific learning objectives for TSWBAT use partial product and lattice procedures to multiply multi-digit numbers.
this lesson. TSWBAT complete input-output tables involving addition, subtraction, multiplication, and division.

Describe the connection to Last session, students reviewed place value and expanded notation and patterns with tens.
previous lessons. (Prior knowledge
of students this builds upon)

State-adopted Academic Content Standards/Benchmarks

List the state academic content 4.1.1.2: Use an understanding of place value to multiply a number by 10, 100, 1000.
standards/benchmarks with which
this lesson is aligned (the overall 4.1.1.3: Multiply multi-digit numbers, using efficient and generalizable procedures, based on
target of student learning). Include knowledge of place value.
state abbreviation and number & text
of the benchmarks. If only a portion
of a benchmark is addressed, then list
4.2.1.1: Create and use input-output rules involving addition, subtraction, multiplication and
only that portion. division to solve problems in various contexts. Record inputs and output in a chart or table.

Academic Language Support and Objectives

What planned instructional supports might you use to
assist students to understand key academic language to
express and develop their content learning?
Write your academic language objectives here. Be sure to
include the function and specific vocabulary that you
want the students to learn AND use.
(Function word choice: Categorize, Compare/contrast,
describe, interpret or justify)
Supports
Vocabulary journals for terms in lessons
Graphic organizer of steps or example problem of how to complete
generalized procedures (partial product and lattice)
Academic objectives/functions
Students will compare and contrast two procedures with a partner using
words such as multiply, ones, tens, and hundreds.

Materials
Materials needed by teacher Greeting
for this lesson.

Materials needed by students
for this lesson.
Agenda
Vocabulary journals Frayer models
Math Talk Cards
Activity #1
Base ten blocks (15 cubes, 10 rods, 5 flats) for each student
5 blank sheets of paper to create/set-up area models
An array/area model labeled with: array, area model, slice, vertical, horizontal
Activity #2
Base-Ten Grid paper
Base ten blocks (15 cubes, 10 rods, 5 flats) for each student
Multiplication procedure sheets partial product and lattice
o 4 copies of graphic organizer for students
4 sheets of lined paper
Activity #3
4 copies of both game boards
Calculators
Pencil and math notebook

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This should be VERY DETAILED). You may not
do 3 different activities which is fine or if you do more than 3 please add that space into your plan.
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
of Time during this part of the lesson.
10 min Orientation/Engagement/Motivation: Name tags: students and teacher place name tags in front of them.

Agenda: Go over agenda so students know what the session will look like.

Number talk: Present cards while telling students not to blurt their answers. Tell
students to put their thumbs up when they have an answer. Ask students who are
ready what/how many did you see? and how did you see it?

Vocabulary journal: Review the purpose of the vocabulary journal: a place to put
terms and descriptions. We will pause during lesson to put terms in your
journals.
Terms: row, column, product, vertical, horizontal, input, output
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
of Time during this part of the lesson.
10 min Exploration #1: Build It and REVIEW place value and expanded notation before starting new ideas (students
Break It (multiplying multi-digit had trouble with directions last session).
numbers)
Teacher goes over base ten blocks and terms about values and names [use a
prepared array/area model that includes labels of array, area model, slice, vertical,
horizontal]. Select problems (listed below) and have students use base ten blocks
to build an area model (example at bottom of document). Have students show and
record as many possible ways to slice the array into pieces. Ask students what
other vertical or horizontal slices can be made? What property does this link to?
[distributive property] Discuss vocabulary: distributive property, decompose,
strategy, etc.

Problems with answers:

3 x 6 = 18
p. 283 in textbook 7 x 2 = 14
8 x 9 = 72
4 x 23 = 92
7 x 12 = 84
15 x 19 = 285
17 x 14 = 238
23 x 18 = 414

Use input/output tables to display problems: columns: X side number of tiles

on an edge; Y side total tiles. Rule: what the other side would be to get the total
tiles. (Create a square; add one row on each side and have students figure out the
y value or rule).

[Possible adjustment: use second algebra standard and use missing variables so
you could give one side, the variable would be the other side and the total tiles is
the answer.]

Show students repeating patterns of shapes and have them complete the pattern.
10 min Exploration #2: Developing written Partial Products: Have students draw rectangles on base-ten grid paper or use
records base-ten pieces. They set up the problem and multiply each digit in the bottom
factor by each digit in the top factor. Then they add all of the partial products to
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
of Time during this part of the lesson.
find the total product. (Avoid saying 4 times 3; instead say 4 ones times 3
Retrieved from p. 284 from book ones or 3 tens times 4 ones is 12 tens.) [steps attached to bottom of document]
*figure 13.10 demonstrates connection between partial products and written
format

Problems with answers:

13 x 4 = 52
24 x 3 = 72
45 x 78 = 3510
89 x 56 = 4984
67 x 92 = 6164
56 x 75 = 4200
59 x 48 = 2832
91 x 87 = 7917
64 x 95 = 6080
673 x 49 = 32,977

Lattice: Students write one factor along the top outside grid, one digit per cell,
and the other factor along the outer right side of the grid, one digit per cell. They
begin with the first digit from the side factor, and multiply each digit in the top
factor by each digit in the side factor. Students record each answer in its own cell,
placing the tens digit in the upper half of the cell and the ones digit in the bottom
half of the cell. Then, they add along each diagonal and record regroupings. [steps
attached to bottom of document]

Problems with answers:

14 x 22 = 308
44 x 18 = 792
65 x 36 = 2340
82 x 41 = 3362
73 x 52 = 3796
96 x 28 = 2688
391 x 45 = 17,595
624 x 783 = 488, 592
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing
of Time during this part of the lesson.
Create steps for partial-product and lattice as a group.
10 min Exploration #3: Multiplication Three- Play with two or three players. The player chooses one number from box A and
in-a-Row another number from box B; the student multiplies the numbers. The player to the
left will check the answer with a calculator or on their own. If the player is
Retrieved from correct, they mark the board with a bingo chip; if the player is incorrect, no chip
http://polkadottedteacher.blogsp is placed. It is now the next students turn. Continue until a player gets three in a
ot.com
row (horizontal, vertical, or diagonal).
/2012/10/multiplication-
madness.html
5 min Closure: Students turn and talk to explain strategies they used today.

Accommodations and Modifications

How might I differentiate instruction for
the range of learners?
Extensions and enrichment:
Accommodations
Greeting: Sentence frames for Truths and a Lie.
Activity #1: Example of area model with terms labeled.
Activity #2: Outline of steps in strategy.

Additional supports: Activity #3: Adjust the numbers used to multiply; smaller if students are not understanding, and larger if they
need more of a challenge.

Assessments: Informal and/or Formal used for this lesson.

Describe the tools/procedures that
will be used in this lesson to monitor
students learning of the lesson
objective/s (include type of
assessment & what is assessed).
X Informal / Formal Students practice using multi-digit multiplication strategies while
playing the game to see if they are able to accurately answer
problems.
Informal /X Formal Students complete an exit ticket to show their (mis)understanding
of place value and multidigit multiplication.
Informal / Formal

Research/Theories Applied
(Identify theories or research that Vygotskys Sociocultural Theory states that learning from peers and teachers increases knowledge, so I had
supports the approach you used. partners discuss the various topics covered throughout the lesson and describe how they got their answers. They
also play games to work with peers on solving problems.

Lesson Reflection/Evaluation
Analyze the lesson for:
What went well and why:
What changes could or should be
made?
How will I use assessment data for next
steps?
Include supporting material such as slides of problems, copy of textbook problems, handouts for any activities students will be using
as part of your lesson.
Dot cards:
Area model diagram:
I had students complete a Frayer Model in their vocabulary journals because it draws on prior knowledge and
allows students to make connections.
The review of place value and expanded notation went well because students were engaged and answering questions
correctly. They all understood the idea of area models with small numbers, so, next session, we will see how larger
numbers goes. Two of the students were engaged the whole time while one got a little bored, so I had him do a
problem on his own.
I planned on explaining vocabulary (vertical, horizontal, etc.) as we came across the terms, but I would begin the
lesson by going over vocabulary. Then we can refer back to it and compare them before diving in to the lesson.
I will use assessment data to adjust the plan for the next session, such as introducing topics differently to avoid
confusion.
Multiplication procedure sheets:
Partial Product

Lattice
Game board: