Lesson Plan Mathematics/Fourth grade/Multiplication Date of Lesson: 10/30/13, 19 students Instructional Goal: 4.NBT.B.

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. This lesson gives students practice with two-digit multiplication. Students will use their understanding of place value and single digit multiplication to multiply two-digit numbers. Tasks: Students will be introduced to different tasks throughout the lesson. Teacher will guide the majority of the lesson then allow the students to complete a worksheet individually in order to check for understanding at the end of the lesson. To start the lesson, write 45 x 32 on the board or overhead. Ask students how they would begin to solve it. Several students may know the algorithm for two-digit multiplication. Complete the problem as students indicate. Ask if there are any volunteers who can explain why this algorithm works. Many students who have memorized this algorithm don't understand the underlying place value concepts. Tell students that the learning target for this lesson is to be able to multiply two-digit numbers together. As you model this problem for them, ask them to draw and write in their Math Notebooks what you present to them. This can serve as a reference for them when completing problems later. Begin this process by asking students what the digits in our introductory problem represent. For example, "5" represents 5 ones. "2" represents 2 ones. "4" is 4 tens, and "3" is 3 tens. You can begin this problem by covering the numeral If students believe that they are multiplying 45 x 2, it seems easier. Begin with the ones: 45 x 32 = 10 (5 x 2 = 10) Then move on to the tens digit on the top number and the ones on the bottom number: 45 x 32 10 (5 x 2 = 10) = 80 (40 x 2 = 80. This is a step where students naturally want to put down 8 as their answer if they arent considering the correct place value. Remind them that 4 is representing 40, not 4 ones.) Now we need to uncover the numeral 3 and remind students that there is a 30 there to consider: 45 x 32 10 80 =150 (5 x 30 = 150) And the last step: 45 x 32 10 80 150 =1200 (40 x 30 = 1200) Add the four parts of the problem to find the final answer. The important part of this lesson is to constantly guide students to remember what each digit represents. The most commonly made mistakes here are place value mistakes.

Have students complete the worksheet individually in class. To complete the workseet, students will need to solve all ten multiplication problems correctly in order to determine the hidden code. Students will complete the lesson when they hand in their completed worksheet. Objectives: Students will be able to multiply two two-digit numbers correctly. Students will use multiple strategies for multiplying two-digit numbers. Also, students will be able to solve multiplication problems using one method, and verify that their answers are correct by solving the same problem again by using a different method to solve. Anticipation: Three strategies students could use to solve Multiplication problems: Traditional Lattice method, Open Array/Windows method, or drawings to represent number of objects being multiplied. Encourage students to choose the method they wish to use to solve the problems. By doing so, teacher is encouraging Conceptual Knowledge by allowing students to make connections and interpretations (Students are already aware of how to use all of these methods to solve a multiplication problem. Students have been learning how to use the Lattice, Open Array, and Windows method for weeks leading up to this lesson. Although the teacher is not introducing this material to the students for the first time, teacher should anticipate confusion and further instruction needed. Students are still unsure of which method/strategy works best for certain given problems. Anticipate a review of each method/strategy.) Monitoring: In order to monitor students understanding, ask questions throughout the entire lesson while working out multiplication problems. In order to have students assist teacher in solving the problems, ask questions such as What should I do next? What is my next step? WHY is that my next step? etc. Allow students to peer teach each other when students need assistance solving a problem. Also, allow students to explain their own reasoning for coming up with a solution even if it is different from methods/strategies learned in class, as long as they can provide evidence and reasoning for their argument. Materials/Technology: Access to SmartBoard Worksheet http://www.jumpstart.com/common/multiplication-stations-view Closure: Review all methods of multiplication. Stress the importance of memorizing multiples and factors for simple multiplication of numbers. Then, encourage students to continue to use different methods to solve multiplication problems. Remind students of the importance of using one method to solve the problem and ANOTHER method to verify their answers.

Have students complete the worksheet provided for them before the end of the period. Students will be considered to have mastered the objective if they were able to correctly complete all 10 multiplication problems and solve the hidden code. (Students who were unable to complete the worksheet in class will be allowed to finish it at home and hand it in to the teacher the following day.)