August 21, 2013: Sierra Vista Learning Center: Grades 3 and 4: Room 6

Multiplying Multi-Digit Numbers Common Core State Standards for Mathematics Introduction

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Sign In Clearly: External evaluation team will be contacting you via email to complete online questionnaires.

Dates of the 7 Wednesday workshops and the proposed topics: August 21Multiplying Multi-Digit Numbers September 18 Division October 16 Fractions November 20 Add and Subtract within 1000 December 25 to be determined January 15Perimeter and Area February 19 Measurement March 19 to be determined

Today Problem based instruction Models for multiplication Contextual word problems for multiplication The distributive property of multiplication Double-digit multiplication

Exit Ticket at the end of each session

Problem Based Learning-One component of Mathematics Instruction Students learn through solving problems

Problem Based Lesson Plan has three parts: 1) Introduce the Problem: The introduction should help students understand the context of the problem and what isexpectedin their solutions (pictures/diagrams, numbers, and words). If students have a lot of questions when they are working on the problem, it might be because it was not introduced well and they do not fully understand it. The introduction should not be modeling how to solve a similar problem. 2) Support students as they work in small groups: Whole class instruction should not be a part of this time. The instructor walks around and looks at students work, listens actively, provides hints for students who are stuck, and provides extension for students who solve the problem quickly. 3) Debrief: Conduct a classroom discussion based on students sharing their work. Promote acommunity of learners that includes all students. Listen actively without evaluating. 5 strategies for classroom talk. Revoicing (So you are saying that what you did in number 1 was like dealing a deck of cards, one to each and repeat.) Asking a student to restate someone elses reasoning. (Can you repeat what ______ just said in your own words?) Asking students to apply their own reasoning to someone elses reasoning. (Do you agree or disagree with what _____ said and why? Prompting students for further participation. (Would someone like to add on to that?) Using wait time. (Take your time, we will wait.) Give students time to formulate answers in their minds. Also give them time to think about (process) important ideas.

* Comments:

Multiplication Grade 3 3.OA.1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 7. 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Table 2.) Students use a variety of representations for creating and solving one-step word problems, i.e., numbers, words, pictures, physical objects, or equations. They use multiplication and division of whole numbers up to 10 x10. Students explain their thinking, show their work by using at least one representation, and verify that their answer is reasonable.

** Show 3 X 4 Four different ways Array, Equal Groups, Repeated Addition, Number line (measurement)

*** Write word problems for 3 X 4 for which the following representation align: Array, Equal Groups, and Measurement.

Distributive Property Students are introduced to the distributive property of multiplication over addition as a strategy for using products they know to solve products they dont know. For example, if students are asked to find the product of 7 x 8, they might decompose 7 into 5 and 2 and then multiply 5 x 8 and 2 x 8 to arrive at 40 + 16 or 56. Students should learn that they can decompose either of the factors. It is important to note that the students may record their thinking in different ways.

****Draw a diagram that shows 5 X 6 is the same as 2 X 6 + 3 X 6

3.MD.7. Relate area to the operations of multiplication and addition. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a andb + c is the sum of a b and a c. Use area models to represent the distributive property in mathematical reasoning.

*****Joe and John made a poster that was 4 by 3. Mary and Amir made a poster that was
4 by 2. They placed their posters on the wall side-by-side so that that there was no space between them. How much area will the two posters cover? Use pictures, words, and numbers to explain your understanding of the distributive property in this context.

Using the above to help students learn their multiplication facts. Handout.

******Represent 16 x 14 and possible representations. 1) Array, 2) Equal Groups,3) Repeated Addition,4) Number line (measurement)

******* Which model seems most doable?

Model for 16 times 14.

AZ.4.OA.3.1 Solve a variety of problems based on the multiplication principle of counting. a. Represent a variety of counting problems using arrays, charts, and systematic lists, e.g., tree diagram. b. Analyze relationships among representations and make connections to the multiplication principle of counting. Tree Diagrams, Chart (Array)

******** List all the different two-topping pizzas that a customer can order from a pizza shop that only
offers four toppings: pepperoni, sausage, mushrooms, and onion. Produce a Systematic List

A Chart

A Tree Diagram

35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. A multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get another quantity (e.g., a is n times as much as b). Students should be able to identify and verbalize which quantity is being multiplied and which number tells how many times.

A blue hat costs $6. A red hat costs 3 times as much as the blue hat. How much does the red hat cost?
A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat?

4.OA.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Chris bought clothes for school. She bought 3 shirts for $12 each and a skirt for $15. How much money did Chris spend on her new school clothes? Kim is making candy bags. There will be 5 pieces of candy in each bag. She had 53 pieces of candy. She ate 14 pieces of candy. How many candy bags can Kim make now? (7 bags with 4 leftover) Kim has 28 cookies. She wants to share them equally between herself and 3 friends. How many cookies will each person get? (7 cookies each) 28 4 = a There are 29 students in one class and 28 students in another class going on a field trip. Each car can hold 5 students. How many cars are needed to get all the students to the field trip? (12 cars, one possible explanation is 11 cars holding 5 students and the 12th holding the remaining 2 students) 29 + 28 = 11 x 5 + 2

AZ.4.OA.3.1 Solve a variety of problems based on the multiplication principle of counting. a. Represent a variety of counting problems using arrays, charts, and systematic lists, e.g., tree diagram. b. Analyze relationships among representations and make connections to the multiplication principle of counting. Tree Diagrams, Chart (Array)

4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two twodigit 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.

Thirdly, there is the view that mathematics is a useful but unrelated collection of facts, rules and skills (the instrumentalist view).

Division: (Partitive-size of group unknown------Measurement-number of groups unknown) *** Show how would you go about solving the following two problem using counters?

1. I want to divide 16 carrots equally among 4 people. How many carrots would each person get? Solve number 1 here

2. I have 12 carrots and I want to put three on each plate. How many plates do I need? Solve number 2 here

How were the processes different?

Determine the number of objects in each share (partitive division, size of groups unknown) A bag has 92 hair clips and Laura and her three friends want to share them equally. How many hair clips will each person get? Explain the diagram below.

Draw a similar diagram using lines for tens and dots for ones to solve this problem. Snicklefritz has 72 cricket cards. He wants to store them in three empty shoeboxes. If he puts an equal amount in each, how many cards will be in each of the boxes?

Determine the number of shares (measurement division, number of groups unknown) Max the monkey loves bananas. Molly, his trainer, has 24 bananas. If she gives Max four bananas each day, how many days will the bananas last?

Explain the diagram below

Equations in the form of a x b = c and c = a x b should be used interchangeably, with the unknown in different positions. Examples: Solve the equations below: 24 = ?x 6 Rachel has 3 bags. There are 4 marbles in each bag. How many marbles does Rachel have altogether? 3 x 4 = m Students may use interactive whiteboards to create digital models to explain and justify their thinking.

3.OA.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 ? = 48, 5 = 3, 6 6 = ?. Students apply their understanding of the meaning of the equal sign as the same as to interpret an equation with an unknown. When given 4 x ? = 40, they might think:

4 groups of some number is the same as 40, 4 times some number is the same as 40. I know that 4 groups of 10 is 40 so the unknown number is 10 The missing factor is 10 because 4 times 10 equals 40.

Equations in the form of a x b = c and c = a x b should be used interchangeably, with the unknown in different positions. Examples: Solve the equations below: 24 = ?x 6 Rachel has 3 bags. There are 4 marbles in each bag. How many marbles does Rachel have altogether? 3 x 4 = m Students may use interactive whiteboards to create digital models to explain and justify their thinking.