Title: Mr.

Jones and the Bagels

(7)

Grade: 4th

Subject: MathMultiplication

Designer: Sara Cummings

Stage 1 Desired Results

Established Goals: SOL 4.4The student will:
(b) add, subtract, and multiply whole numbers;
Understandings:
Essential Understanding: Breaking apart
numbers involving larger multiplication
-How to begin developing strategies
equations is a helpful strategy to use when
for breaking apart numbers
solving for these types of equations.
involving multiplication equations.
Essential Questions:
-How to represent multiplication
problems with pictures, diagrams, or
models.

-Did anyone break apart 14 x 12 into easier

problems before you solved it? What easier
problems did you use?
-What did you do to figure out how many
more bagels Mr. Jones needs after he buys
10 dozen? Is there a picture or diagram you
could draw to show how you know how many
more he needs to buy?
Students will be able to

Materials
-Grid paper
-White printer paper
-Use the breaking apart a number strategy
-Mr. Jones and the Bagels sheet
to help solve larger, more difficult
-Multiplication Story Problems sheet
multiplication equations.
-Color tiles
-Document camera
Stage 2 Assessment Evidence
Performance Tasks:
Other Evidence:
-Students will each receive a work
page titled Mr. Jones and the Bagels. -Teacher scaffolding
Students will work together to try to -Teacher observing
solve the problems on the sheet.
-Strategies shown on Mr. Jones and the
The teacher will stress that,
Bagels
students who are struggling, to try
-Breaking apart a number strategy on the
to break the number apart. After
Multiplication Story Problems work page.
discussing the first work page as a
class, students will receive another
sheet titled, Multiplication Story
Problems work sheet where
students try to break apart larger
multiplication problems after
learning how to do so from the first
work page.
Stage 3 Learning Plan
Learning Activities:
1) The teacher will have all the students gather on the carpet with empty hands.

2) The teacher will tell the students that the last time they worked on multiplication,

they talked about using what they already knew to help solve harder problems. She
will also tell them that they practiced and learned the multiplication combinations,
and they thought about the way arrays, pictures, and stories can help visualize what
is going on in a problem. She finally tells them to keep those strategies in mind as
they being to work on some new, harder problems.
3) The teacher tells the students the will work in partners to try to solve the
problems on the sheet, Mr. Jones and the Bagels. She tells them that these problems
are a little more challenging however, she would like to see the strategies they use
to help them solve the problems. She will also tell them that they will be able to use
grid paper, white printer paper, and/or connecting tiles to help them solve the
problems. She also put emphasis on a strategy that she would use that involves
breaking apart numbers to help find the product.
4) The students work on the worksheet for about 15 minutes. Afterwards, the
teacher calls the students back to the carpet. She asks the students if any of them
broke apart 14 x 12 (number 1) to help make the problem easier to solve. She also
asks if students used any other strategies to help make the problems easier for
them to solve.
5) The teacher takes a few ideas and examples the students have come up with.
She then uses the document camera to go back to her strategy of breaking apart a
number to help solve the problem (still question number 1). The teacher writes the
examples of how to break apart the number 14 and then how to break apart the
number 12. The teacher should also bring up that the same type of strategy also
occurred in problems 2 and 3 (if students have not already).
6) The teacher then moves on to number 2 and asks, What did you have to do to
figure out how many more bagels Mr. Jones needs after he buys 10 dozen? Is there a
picture or diagram you could draw to show how you know how many more he needs
to buy? The teacher allows students to discuss for a couple minutes and to try to
come up with a solution.
7) The teacher asks the students what they sketched to try to solve the problem. If
no student has a solution, the teacher tells them they will have to move on and for
them to continue thinking about how they could draw a picture or array to help
solve the problem.
8) The teacher then tells the students, Now that you have a glimpse on the
breaking apart a number strategy, try to use that when you work with your same
partner and solve problems on this work page. The teacher then passes out the
Multiplication Story Problems for the students to work together on.
9) The students work on this until class time runs out. She then tells the students to
hand in their Multiplication Story Problem work page because they will be discussing
it for the next days class. At this time, the teacher also passes out the homework.
10) Students pack up and move on to the next activity.