KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Kelly Wall Date: 11/3/17

Cooperating Teacher: Mrs. Fidler &Mrs. Bertsch Coop. Initials

Group Size: 21 Allotted Time 45 mins Grade Level 4

Subject or Topic: Math 5-3: Breaking Apart to Multiply Section 934

STANDARD:
CC.2.1.4.B.2

Use place value understanding and properties of operations to perform multi-digit

arithmetic.

I. Performance Objectives (Learning Outcomes):

 Students will be able to multiply multiple digit numbers by single digit numbers
using the break apart method to complete a worksheet
 Students will demonstrate their knowledge of the break apart method by
completing an exit ticket
II. Instructional Materials
 Place value mats (21)
 Place value blocks (21 sets)
 Color pencils
 Smartboard/ White board markers
 Worksheets (21)
 Exit Slips (21)

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

 Prerequisite Skills
o Distributive property
o Arrays
o Breaking numbers apart using place value
o Addition of 3 digit numbers
o Multiplication of single digits by 10’s and 100’s
 Key Vocabulary
o Partial Products
  Breaking a multiplication problem and getting multiple products
that when added together give you a whole product
 Big Idea
o Making arrays with place-value blocks provides a way to visualize and
find products.
o Breaking numbers apart by place values makes it easier to multiply.

IV. Implementation
A. Introduction
 Pass out place value mats, place value blocks, and colored pencils
o Review what the tens ones and hundreds blocks represent.
 Squares are 100s, Lines are 10s, and boxes (x) are 1s
 Write the number 23 on the board.
 Ask students to use their tens and ones blocks to make 23.
o Take a few answers and write/ draw them on the board.
 Ask students to now use their place-value blocks to break the number
23 apart, in other words, what numbers added together will make 23?
o Take a few answers and write/ draw them on them on the
board.
 Point out that one way to break up 23 is 20+3 or 2 tens plus 3 ones.

B. Development
 Today I will show you a strategy to help you break apart big numbers to
make multiplying easier.
 Now pose the question “What if I wanted to multiply 23 by 4? How might
I solve that? What would my array look like? Make it with your place-
value blocks.
 __ __ xxx
__ __ xxx
__ __ xxx
__ __ xxx

 There should be 4 rows with 23 in each row making 4x 23

 How might we break this array into two?
o Draw line down the middle between the 10’s and 1’s
o Label the tens column and the ones column.
 How many 10s are in each row? (2)
o If one ten stick represents 10, how much would two ten sticks
represent? (20)
o How many rows of 10 sticks are there? (4)
o So we multiply 4 (number of rows) by 20 (the number in each row)
and get 80.
 How many ones are in each row? (3)
o How many rows are there? (4)
 o So how many ones are their all together? (12)
o What is the sum of 80 plus 12? (92)
 In this problem, 80 and 12 are called partial products. Why do you think
they are called that?
o If no one knows, box the word part in partial
o Explain that partial products are parts of a product
 Pose this problem
o 4 classrooms will be receiving a prize. Each class has 24 students.
How many prizes with be handed out in all?
o What equation can we write to solve this problem?
 24 x 4=
o Using your place-value blocks, make an array to help you break
apart the problem and solve.
 __ __ xxxx
__ __ xxxx
__ __ xxxx
__ __ xxxx
o Separate your 10’s and 1’s on the place value mat
 How many 10s are in each row? (2)
o If one ten stick represents 10, how much would two ten sticks
represent? (20)
o How many rows of 10 sticks are there? (4)
o So we multiply 4 (number of rows) by 20 (the number in each row)
and get 80.
 Write that in blue
 How many ones are in each row? (4)
o How many rows are there? (4)
o So how many ones are their all together? (16)
 Write that in red
o What is the sum of 80 plus 16? (96)
o Add those two number together, what is the sum? Write the answer
in you colors (tens blue, ones red)
 Remind students, when we are multiplying 2 digit or 3 digit numbers,
break the number apart. We then multiply the 100’s, 10’s and the 1’s and
then add the partial products together to get our answer.
 Pass out practice work sheet
Break into small groups

Complete 5-3 Practice (odds)

 Group A: (Complete all problems)
o Do first few problems as a group and then the students complete
the rest on their own.
o When completing the first few problems, point out that they can
use the distributive property to solve.
 Ex
(4x20)+ (4x3) is the same as 4(20+3)
 o Student can solve the problems using the distributive property or
the break apart method as learned in class.
 Group B:
o Do first few problems as a group and then the students complete
the rest on their own.
 Group C
o Do first few problems as a group and then the students complete
the rest on their own.
o Encourage the students to continues to use the place-value blocks
and mats
o Guide student through the steps and prompt as needed.
C. Closure
 When students are finished, have them hand in their worksheet for
assessment.
 Give them and exit ticket with the problem 3x 146
o Student will solve using the break apart method and explain
their answer.
o Students will circle the smiley face if they understand the break
apart method, the frowny face if they think they understand the
method but need more practice, or the sad face if they do not
understand the method at all.

D. Accommodations/Differentiation
 Follow all IEPs
 Group A:
o Do first few problems as a group and then the students complete the rest
on their own.
o When completing the first few problems, point out that they can use the
distributive property to solve.
 Ex
o (4x20)+ (4x3) is the same as 4(20+3)
o Student can solve the problems using the distributive property or the break
apart method as learned in class.
 Group B:
o Do first few problems as a group and then the students complete the rest
on their own.
 Group C
o Do first few problems as a group and then the students complete the rest
on their own.
o Encourage the students to continues to use the place-value blocks and
mats
o Guide student through the steps and prompt as needed.

E. Assessment/Evaluation Plan
1. Formative
 Exit ticket will be handed in at the conclusion of the lesson
 o Smiley face check to assess the students’ confidence in using
the break apart strategy
o Complete target problem 3x 146. Answer is either correct or
incorrect.
 Worksheet will be collected at the conclusion of the lesson and
analyzed.
o Students will be required to show work
o Answers will be correct or incorrect.
2. Summative

V. Reflective Response
A. Report of Students’ Performance in Terms of Stated Objectives (after lesson is
taught)

Please see attached

Remediation Plan

Please see attached

B. Personal Reflection

 How will I keep students engaged?

I kept students engaged multiple ways. First the students were
allowed to us manipulatives to help visualize breaking apart big
numbers. I also used real world examples in my lesson to help
make it more applicable to the students’ lives.
 How will I connect content to background knowledge?
I would make connections to the student background knowledge
by using the same language as my coop based use in past lessons. I
would also have them recall skills they should have learned in the
past. In the future I could also ring in some problems for the
students to do on those topics to help activate that background
knowledge.
 Will I have good pacing or lot enough time for activities?
This lesson took two whole days to complete. I could have broken
it up into use the blocks the first day and then moving towards the
abstract with pictures and just writing expanded form on the
second day.

VI. Resources