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Performance Objective
Students are to build a real world understanding of why and how multiplication is used. Students
will discuss how they use multiplication in their own lives and how they will have to use
multiplication in the future. They will develop their own multiplication problem in word form.
Students are measured proficient by completing 2 real world word problems with shown
Resources/materials
Document camera
whiteboard/smartboard
Colored markers
Pencil
Paper
Time: 90 minutes
talk to a shoulder partner and have them explain in their own words what it means. Once time
has been given for that, we will bring it back to the whole class for a discussion on multiplication
Students will then be given a KWL chart to fill out on double digit multiplication.
I will start a discussion on what multiplication means in their own words. We will look back and
discuss what they remember from fourth grade. I will take them on a multiplication equation and
repeat the steps for a standard algorithm. I will check for understanding through each step in the
problem. We will then try to represent each number in the equation and come up with a story
behind it or word problem. I will model how to complete the single by triple digit multiplication
problem step by step. If the problem was 5 multiplied by 214, I would model, “stack the two
numbers on top of one another, the number with the fewest digits goes on bottom. On your
equation is set up take the ones place values and multiple them together which would be what
two numbers? (5 and 4) Giving us an answer of? (20) The zero goes below the ones places value
column in our answer row and we put the 2 where? (above the 1 in the tens value to be added
after our second step) now we move over to 4’s neighbor in 214 which is? (1) Okay then we
multiply 5 and what number to get our second step answer? (multiply 1 with 5 giving us 5) Make
sure you add the 2 from our first step otherwise we will get totally different answers! Lastly we
multiple our 5 with the hundreds place value which is? (2) when we multiply that together we get
word problem can they come up with. I will preference that they can come up with any situation
now (real or fake) but towards the end of the lesson they will need to create a real life/world
example. I will let students talk amongst themselves on their creation and then take a few
students who would want to tell theirs to the class. Students will complete the problem on the
board. Students will then discuss among their seating groups what they came up with for a word
problem and what they had for an answer. Students will have to multiply each other’s word
Step 4: Assessment
Students will be given a template for single by multi-digit worksheet that they will fill in. They
will be told to fill in a complete the worksheet, but for 3 of the problems they must create a real
world word problem making the numbers they multiplied represent something. Students will be
expected to complete this on their own. They will be given the remainder of class time to
Students will receive an exit slip which will have them complete a single by multi-digit
multiplication problem and on the back tell me how they feel about multiplication - good, okay,
not good. Students who will finish first will have log onto Khan Academy and complete the
assigned tasks that I will create. These tasks include an introductory exercise of multi digit
multipclation for 5th grade standards as well as challenging word problems for them to complete
by the end of the week. This will reinforce the learning of this unit throughout the week
Summary: Although the lesson is geared towards real world background knowledge. In order to
correctly use the standard algorithm, they need to listen to a specific set of instructions in order
to get the desired result, a correct answer. This points me in the direction of behaviorist theory.
The real world knowledge is an opener to connect the value of why the students need to learn
this. Because of the gradual release, the students are able to explore why an answer is correct
and are able to identify why they did not get a correct answer.