Math: 4th Grade Multiplication

October 9th, 2013

Common Core State Standards: 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. Goals/Objectives: Students will practice multiplication using the partial products method. Materials Needed: Smart board Smart file for multiplication (included in resources) White Boards

Procedures: Do math warm up day 1 for week 6. Go over the problems with the students using the doc camera. Instruct students to compare their homework answers with their math buddy. Go over problems that any students were confused on. Have students turn in their homework Have students bring out their math journals. Go over the slide that introduces the partial products method of multiplication. Have students copy down a sample problem in their journals. Model one problem with the students. Make sure to emphasize the importance of decomposing the number and point out the common error of not recognizing the actual value of the numbers based on their place. Hand out white boards for students. Allow them to practice a few multiplication problems using the white boards. Circulate to check for understanding. Use a checklist to check off students that need extra support. Have students work with their math buddies to solve the following problem: Principal Boar needs your help. At Penny Road, there are 150 1st graders, 210 2nd graders, 123 3rd graders, and 126 4th graders. If each grade needs to pay 8 dollars for a tee shirt, how much money will principal Boar need to collect from each grade? How much money will she need to collect total? Circulate throughout the room while students are problem solving. Provide more support for the struggling students. Call on a few students to share their strategies for solving the problem to conclude the lesson.

Assessment: Checklist to use during circulation to check for understanding Circulation during problem solving activity

Differentiation Students who need a more concrete representation of multiplication and/or need more support will be provided with more time with the teacher as well as time to use the base ten blocks for working with multiplication AG students, if demonstrating understanding, will be given higher digit multiplication problems for more of a challenge Repeated directions/periodic check ins will be given for student with ADD and student with autism. Both have demonstrated incredible struggle with focusing and need additional support when working on class assignments