Math: 4th Grade Multiplication

October 5th, 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 use the area model for multiplication to multiply 2 digit factors by 1digit factors.

Materials Needed: SMART Board and multiplication file White boards and markers Extra practice multiplication sheet from Friday

Procedures: Begin the lesson by doing math warm up day 4. Allow students 4 minutes to complete. Set the timer on the SMART board. Go over math warm up problems by calling on individual students to share their answers on the board. Once math warm up problems are finished, ask students to turn in their papers by passing them to the right. Then have students get out their math journals. Pull up the multiplication file. Go over the content standards and then introduce the area model for multiplication. Play the learn zillion video from the SMART file. Have students copy down the area model example in their journals as a reference point for future assignments. Call on a few students to hand out white boards and markers to students. Get out a checklist with student names on it Pull up a few practice problems from the SMART file and have students practice on their white board. Circulate throughout the room and place a check by student names on the checklist that seem to not understand the concept. If students are grasping the concept well enough, pull up the file that introduces larger digit numbers and the area model. Allow students to practice with their math buddy. If they need more practice with 2 digit by one digit multiplication, have them practice a few more problems with 2 digit by 1 digit multiplication. Pull students to the back table that need additional support according to the checklist. Work with them using base 10 blocks for them to have a more concrete

representation of multiplication. Then translate the base ten blocks into the area model. Conclude lesson by having students work individually on the extra practice multiplication math sheet.

Assessment: White boards/observational checklist Extra practice sheet will be collected for assessment of understanding (but not a grade) 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