SDAIE Lesson Plan

INSTRUCTIONAL UNIT
TEACHER: Mrs. Beller DATE: 11/21/13 GRADE/Acquisition LESS"# TITLE: Level: 4th Grade / John Napier & Lattice Intermediate Multiplication SUBJECT (Content LESS"# A ea!: Math "BJECTI$E: Students ill !e a!le to "S#B$%& multipl' a hole num!er up to (our di)its !' a t o di)it num!er usin) a strate)' !ased on place *alue and the properties o( operations !' creatin) a +real orld, ord pro!lem and sol*in) the pro!lem usin) lattice multiplication.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

C"#TE#T S%$N-$.ELD READI#G S%$N-$.4.NB%./ $ppl' 4no led)e o( *oca!ular' to Multipl' a hole num!er o( up to (our discussions relate to readin) tas4s. di)its !' a one0di)it hole num!er1 and multipl' t o t o0di)it num!ers1 usin) strate)ies !ased on place *alue and the properties o( operations. Illustrate and e2plain the calculation !' usin) e3uations1 rectan)ular arra's1 and/or area models. ELD %RITI#G S%$N-$.#rite an increasin) num!er o( ords and simple sentences appropriate (or lan)ua)e arts and other content areas "e.).1 math1 science1 histor'0social science&. ELD LISTE#I#G/SPEA&I#G S%$N-$.Listen attenti*el' to stories and in(ormation and identi(' important details and concepts !' usin) !oth *er!al and non*er!al responses.

Culturally Responsive Pe a!o!y

%he picture (ile used in the IN%5 section o( this lesson plan sho s culturall' responsi*e peda)o)' !' sho in) the students not onl' the Scottish mathematician John Napier1 !ut other mathematicians (or the students to relate to (rom di((erent cultures and !ac4)rounds.

ADAPTATIONS "OR LEARNERS

M5-I6I7$%I5NS 65. 8LL .$%I5N$L8 .86L87%I5N

ASSESS#ENT
-urin) the BE'"#D section o( this lesson plan is a summati*e assessment that allo s the students to sho the' understand a ne a' o( multipl'in) !' t o di)it num!ers alon) ith relatin) their pro!lem to an e*er'da' situation in the (orm o( a phrase/3uestion.

LEARNING ENVIRON#ENT
-urin) the I#T" the teacher ill need the picture (ile on an ipad1 a document camera to sho the picture (ile on the !oard and the Napier9 1:th 7entur' Mathema)ician te2t to sho the students and read a (e passa)es. -urin) the THR"UGH the teacher ill need copies o( Napier;s Bones (or all the students in the class1 enou)h cra(t stic4s so e*er' student can ha*e ten1 )lue and scissors (or all the students to use and enou)h !lan4 sheets o( Lattice Grid or4sheets (or all students to ha*e one (or the last acti*it'. -urin) the BE'"#D the teacher ill need enou)h !lan4 sheets o( paper (or all students to ha*e t o (or !oth their ord pro!lem/lattice )rid as ell as their photo descri!in) their ord pro!lem.

INTO$ T%ROUG%$ an
I#T" .$%I5N$L8

BE&OND
.86L87%I5N %he students reall' en=o'ed the picture (ile. I as a!le to use m' ipad and sho the (ile on the document camera. $ lot o( students ere reall' interested not onl' in learnin) a!out mathematicians1 !ut the speci(ic ones that I !rie(l' tal4ed hile sho in) all o( the slides. I ould pro!a!l' add a !it more histor' a!out John Napier the ne2t time to )i*e a little more !ac4)round a!out him !e(ore I )o into hat he did. I as a little ner*ous a!out readin) (rom a te2t a!out John Napier1 !ut the 4ids reall' seemed to !e a!le to comprehend hat the te2t as tellin) them. It )a*e us more time to tal4 a!out di((erent pieces o( *oca!ular' such as

Pictu e (ile %he teacher ill sho a short picture (ile usin) an %he picture (ile ill ipad and the document introduce camera to introduce the the students to some o( idea o( a mathematician the and John Napier to the *oca!ular' e ill use in students. %he teacher ill the lesson includin) as4 prompt 3uestions such mathematician1 John as9 -oes an'one 4no Napier and Lattice hat a mathematician is< multiplication and !e a!le -oes an'one 4no ho to relate them to John Napier is< photo)raphs and real li(e ima)es. #a)ie Te*t %he teacher ill introduce a little more a!out mathematician John Napier !' sho in) the class a (e e2cerpts (rom +Napier9 1:th 7entur' Mathema)ician, on the document camera. .eadin) throu)h e2cerpts %he teacher ill read a (rom a passa)e a!out John small para)raph at a time Napier is another (orm o( to the class and as4 the introducin) the students students hat the passa)e to the *oca!ular' !ein) meant. %he teacher ill used in the lesson and as4 a (e students to )i*e reall' understandin) the their ans ers to the rest o( !ac4)round !ehind the class. %he teacher ill Napier;s Bones and the

end this .ead $lon) acti*it' !' presentin) the idea that the earl' >indus creatin) a multiplication )rid that as !ased on Napier;s Bones1 hich e ill use in the ne2t acti*it'.

Lattice method o( multiplication.

3uotes1 hindus1 i*or' and hindrances. I( I did this part o*er I ould pro!a!l' ha*e the class split into )roups and summari?e di((erent parts o( the te2t to share ith the class. I asn;t 3uite sure ho )ood the' ere at summari?in)1 !ut 3uic4l' learned that the' are ama?in)@ .86L87%I5N

THR"UGH +uic, Stic,s -ulti)lication %he teacher ill e2plain to the students that the' ill !e creatin) their o n +Napier;s Bones, to do simple calculations ith. #e ill call them Auic4 Stic4s. %he teacher ill distri!ute 1B (lat ooden cra(t stic4s to each student alon) ith their sheet o( Napier;s .ods on paper and a container o( hite )lue. %he students ill (irst !e as4ed to cute the rods out o( the paper1 so the' ill !e le(t ith 1B sin)le strips o( paper. $s students complete their cuttin) the' ill !e as4ed to )lue each strip to a ne cra(t stic4 usin) a small amount o( )lue. #hile the )lue on each students; rods are dr'in) the teacher ill sho e2actl' ho to use the Auic4 Stic4s to 3uic4l' sol*e a multiplication pro!lem on the document camera. %he teacher ill (irst calculate the pro!lem usin) the 3uic4 stic4s. %hen1 the teacher ill calculate the pro!lem usin) a Lattice Multiplication setup to sho ho the students ill sol*e pro!lems usin) t o di)it num!ers in the ne2t acti*it'. %he teacher ill then rite a pro!lem usin) the document camera to

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%he Auic4 Stic4s Multiplication pro=ect )i*es students a a' to relate somethin) so (ar !ac4 in time to toda'. %he' ill )et to see and (eel (irst hand ho John Napier too4 num!er !ars and had them help him do simple multiplication. %he' are seein) (irsthand hat stemmed (rom Lattice Multiplication hen a simple man anted an easier a' to do math pro!lems.

I asn;t a!le to do this acti*it' durin) m' S-$I8 Lesson to m' class1 !ut I can;t ait to do this acti*it' ith another 4th )rade class. %he class I tau)ht lo*ed the demonstration o( usin) the actual !ones1 so I can onl' ima)ine ho e2cited the' ould )et i( the' ere a!le to ma4e a set o( their o n.

pro=ect it on the !oard. %he students ill !e as4ed to use onl' the stic4s correspondin) to the num!ers in the pro!lem to sol*e the ans er. $s students sol*e the pro!lem the' ill !e as4ed to %>INC D$I. S>$.8 ith the student to their le(t to chec4 their ans ers. $ll students ill !e as4ed to rite their ans er on their hite !oards and sho the teacher at once. Lattice -ulti)lication To.et/e %he students ill !e as4ed to ta4e out their note!oo4s and turn to a !lan4 piece o( paper. $t the top the' ill !e as4ed to rite Lattice Multiplication. %he teacher ill e2plain that Lattice Multiplication is an e2tended *ersion o( John Napier;s Bones a' o( doin) math pro!lems. %he teacher dra a small s3uare hich ill !e sho n on the document camera and as4 the students to (ollo alon). %hen1 the teacher ill dra t o lines throu)h the !o2 to create 4 e3ual parts. %he teacher ill e2plain to the students that this is the most important part1 the' ill then dra a dia)onal dashed line throu)h all the !o2es hile ma4in) sure to e2tend the lines outside the lar)e !o2 to help ith placement hen sol*in) the pro!lem. %he teacher ill then ha*e the students or4 throu)h a (e pro!lems usin) the lattice )rid the' =ust created. Lattice -ulti)lication in Pai s No that the students ha*e seen and or4ed throu)h a (e pro!lems usin) the lattice )rid #or4in) throu)h the (irst (e Lattice Multiplication %he teacher ill al4 the pro!lems as a ton o( (un. students throu)h a Lattice %he students ere Multiplication pro!lem !' )enuinel' e2cited a!out (irst ha*in) them the ne and easier a' to indi*iduall' create their multipl'1 so the' ere o n create to ma4e sure 4eepin) up ith me (rom the' trul' understand !oth the !e)innin). I too4 it the setup as ell as the step !' step and made a' to use it. %he teacher sure there ere no is modelin) the correct 3uestions alon) the a'. a' as the' mo*e throu)h 5nce the' )ot the han) o( this acti*it'. it I let a *ariet' o( students choose the pro!lem1 hich hei)htened their en)a)ement. I as so e2cited at the (act that man' students ere tellin) me ho eas' it as@ I as e*en more ecstatic hen students ho ere ha*in) trou!le ith math pro!lems in pre*ious classes ere (inishin) in no time and antin) more pro!lems to or4 on@

>a*in) the students pair up to do some Lattice Multiplication pro!lems on their o n )i*es them someone to !ounce thou)hts and ideas o(( o( especiall' i( one student is stru))lin). %he' ill help each other ith !oth the setup o( the pro!lem as ell as comin) up ith the

5nce I (elt con(ident that all the students ere understandin) ho to or4 throu)h the pro!lems on their o n I )a*e them a or4sheet ith lattice )rids alread' on them. I )a*e the class

to)ether the' are no )oin) to tr' some on their o n. %he teacher ill start !' handin) out a or4sheet ith !lan4 Lattice Multiplication )rids on it (or the students to use. %he teacher ill then rite 3 multiplication pro!lems on the !oard (or the students to complete ith a partner. %he students ill !e as4ed to turn to the person to their ri)ht and that ill !e their partner (or the %>INC D$I. S>$.8 multiplication acti*it'. %he pairs ill or4 to)ether to ma4e sure the' are sol*in) each pro!lem correctl' and come up ith the same ans er. -urin) this acti*it' the teacher ill !e al4in) around to as4 3uestions and assist as 3uestions arise.

ans er. %his a' the' can as4 3uestions in a lo er a((ecti*e (ilter en*ironment ith their peers instead o( as4in) in (ront o( the entire class.

three pro!lems to start o(( ith and circled the room to help students ho had 3uestions alon) the a'. Since e had onl' !een or4in) on t o di)it num!ers times t o di)it num!ers I decided to thro in three di)it num!ers times t o di)it num!ers. 5nce the' reali?ed it or4ed the e2act same a' the' ere ha*in) a !last and as4in) (or more1 so I decided to add a (e challen)e 3uestions (or the students ho (inished earl'. %he %hin4 Dair Share also or4ed )reat !ecause it )a*e a chance (or some o( the not as ad*anced students as4 3uestions to their peers on ho the' )ot their ans ers. $ (e o( the students had trou!le ith linin) up the num!ers to add at the end1 !ut a(ter the pairs acti*it' the' (elt a lot more con(ident.

BE'"#D % ite 'ou "0n %o 1 P o2le3 %he teacher ill e2plain to the class that the' ill each !e creatin) a ord pro!lem usin) t o num!ers. 5ne has to !e a t o0di)it num!er. %he' can !e a!out a!solutel' an'thin)@ %he teacher ill rite an e2ample on the !oard such as9 I( all the :th )rade teachers at the school had 3/ students and there ere 12 classrooms1 ho man' students total ere in the :th )rade< %he teacher ill then tell the students that the' ha*e to sol*e their o n pro!lem usin) the Lattice Multiplication )rid. %he' ill !e as4ed to ta4e out a !lan4 piece o( paper in their note!oo4 to start creatin) their ord pro!lem. %he teacher ill !e al4in) around the room to assist students on startin) their ord pro!lem. $s students (inish completin) their ord pro!lem the teacher ill )i*e them a !lan4 piece o( hite paper to rite their pro!lem at the top. %he' ill then !e as4ed to sol*e their ord pro!lem on the !ottom hal( o( their paper usin) the Lattice Multiplication )rid. %he teacher ill sho an e2ample o( one alread' completed on a sheet o( paper (or students to loo4 at. D a0 A P/oto To Co es)on1 0it/ %o 1 P o2le3 $s students complete their personal ord pro!lem and Lattice Multiplication solution the' ill !e )i*en another !lan4 sheet o( paper to create a photo depictin) their ord

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.86L87%I5N Be(ore I started the B8E5N- acti*it' I teased the students !' as4in) them i( the' ere read' to mo*e to a ne su!=ect. %he' literall' 'elled in unison1 e ant more pro!lems@ I lo*ed it@ I started o(( !' e2plainin) that each student as )oin) to rite their o n ord pro!lem. I sho ed them an e2ample I had made related to 6oothill 8lementar' School. Most o( the students ere reall' e2cited to rite theirs. 6or the (e students that didn;t ha*e an' ideas I could ha*e ritten a (e ideas or a's to start to help out. Basicall' I could ha*e created a (e ord pro!lem +templates, (or multiplication to ma4e it a !it easier. $s the students ere or4in) on their ord pro!lems I e2plained to them the second part o( the acti*it' hich as sol*in) their ord pro!lem usin) the Lattice Multiplication method1 so that students that ere ahead could continue.

%he students ill create their o n ord pro!lem usin) t o num!ers1 one ha*in) to !e a t o di)it num!er1 in order to sho the' not onl' can understand ho a ord pro!lem translates into a math pro!lem1 !ut that the' can sol*e their o n pro!lem usin) the method the' =ust used1 Lattice Multiplication.

>a*in) the students create a dra in) descri!in) their ord pro!lem )i*es them another a' to e2press themsel*es and their or4. %he' had to choose a real li(e scenario (or their ord pro!lem1 so no the' ha*e to dra the real li(e scenario (or others to see and relate it to.

Since there ere a lot o( students )ettin) throu)h the acti*it' (aster than I thou)ht I had them dra a photo depictin) their ord pro!lem on the !ac4 o( the paper. $ lot o( the students in this class lo*e to dra . %he' seem to reall' put a lot o( thou)ht into their dra in)s and ho the' relate to their acti*ities.