Lesson6(UsetheStandardAlgorithmforMultiplication)
Author:MelodieMiller
Datecreated:02/06/20162:43PMEDTDatemodified:04/07/20168:29AMEDT
LessonTitle
Subject/TopicArea
Mathematics
Grade/Level
Grade5
ContextforLearning
Thisclasshas13boysand17girls.Theschoolinwhichthislessonwillbetaughtisinanareainwhichallareconsidered
lowincome.Thesestudentsareallaroundthesameageof10or11yearsold.Thereare4studentswhoarepulledfrom
theclassroomforspecialeducationservices.BasedondatafromstudentSRIscores,manyofthesestudentsareator
belowgradelevelinreading.
Standards
DEDelawareCurriculumStandards
Subject:Mathematics
Standard2:StudentswilldeveloptheirabilitytoCOMMUNICATEMATHEMATICALLYbysolvingproblemsinwhichthereisa
needtoobtaininformationfromtherealworldthroughreading,listeningandobservingtotranslatethisinformationinto
mathematicallanguageandsymbolstoprocessthisinformationmathematicallyandtopresentresultsinwritten,oraland
visualformats.
GradeRange:GradesK10
PerformanceIndicator2.01:modelrealworldsituationsusingoral,written,concrete,pictorial,graphicaland
algebraicmethods.
PerformanceIndicator2.04:readmathematicswithunderstanding.
PerformanceIndicator2.05:developcommonunderstandingsofmathematicalideasandusegeneralizations
discoveredthroughinvestigationstoformulatedefinitions.
PerformanceIndicator2.06:askquestionstoclarifytheproblemsituation.
LessonObjectives
LessonRationale
Solveproblemstodeterminetheareaofasquareorrectangleusingthestandardalgorithmformultiplication.
Thislessonprovidesanopportunityforstudentstoapplytheirknowledgeandunderstandingofthestandardalgorithm
formultiplicationtoareallifesituation.Studentsareaskedtodeterminedimensionsforsectionsofarestaurantwitha
givenlengthandwidth.Studentsmustthenfindtheareaofeachsectionoftheresturantandmakesurethecombined
areasequalthetotalareaoftherestaurant.
LessonEssentialQuestion(s)
Howcanwesolveproblemstodeterminetheareaofasquareorrectangleusingthestandardalgorithmfor
multiplication?
BeginningOfTheLesson/Orientation
InstructionalStrategies
Projectcard2infrontoftheclass.Preparestudentstowatchthevideobyaskingthemtothinkaboutthesequestions
astheywatch:
Whatmightbeimportanttonoticeandrememberfromthevideo?
WhatamIbeingaskedtofigureout?
WhatdoIalreadyknowthatwillhelpmefigurethatout?
Facilitatediscussionaroundthesequestionsafterwatchingthevideo.
Links:
1. Card2(ApplicationTaskIntroduction)ThisvideointroducestheApplicationTask.TheApplicationTaskSolution
videodemonstrateshowtocompletethetask.
FormativeAssessment
(ongoing)
Afterwatchingthevideo,revisitthequestionsprovidedandfacilitatediscussionaroundeachone.
TimeFrame
57minutes
Assessment/Rubrics
PresentationOfTheLesson
InstructionalStrategies
DistributetheApplicationTaskWorksheettoeachstudentandprojectcard3infrontoftheclass.Allowstudentstimeto
thinkaboutthetaskathand,andusethefollowingquestionstopromptdiscussion:
Whatinformationdoweknowatthebeginningofthisproblem?
Howlongdoesknowingthelengthandwidthoftherestauranthelpwithchoosingthedimensionsforthevarious
sections?
Howdoweuselengthandwidthtodeterminearea?
Canweusetheareaoftheentirerestauranttocheckourchosendimensionsforaccuracy?
Page 1 of 3
Ifthestudentchoosesthecorrectdimensionsbyfindstheperimeterofeachsectioninsteadofthearea:
Whatisthetotalareaofallofthesectionsoftherestaurantbasedonyourdimensions?
Canthetotalareaofthesectionsbelessthan/greaterthantheareaoftherestaurant?Explain.
Ifthestudentmakesacalculationerrorandthetotalareaofthesectionsoftherestaurantsdoesnotequal4,900
squarefeet:
Whatistheareaoftherestaurant?
Whatisthetotalareaofallofthesectionsoftherestaurantbasedonyourdimensions?
Canthetotalareaofthesectionsbelessthan/greaterthantherestaurant?Explain.
Attachments:
1. ApplicationTaskWorksheet
Links:
1. Card3(ApplicationTaskSolution)ThisvideodemonstrateshowtocompletetheApplicationTask.
FormativeAssessment
(ongoing)
Workthroughtheproblemwiththestudents,butmakesurethatthediscussionismostlydonebystudents.
TimeFrame
1015minutes
Practice:
InstructionalStrategies
Projectcard4ontheboard.Havestudentswatchthevideo.Afterwatching,usethefollowingtopicsbelowtofacilitate
discussion:
Howdowefindtheareaofasquareorrectangle?
Areaismeasuredinsquareunits.
Studentswillusethestandardalgorithmformultiplicationtosolveproblems.
Links:
1. Card4(ApplicationTaskSolution)ThisvideodemonstrateshowtocompletetheApplicationTask.
FormativeAssessment
(ongoing)
Asstudentswatchthevideo,stopperiodicallytoassessstudentunderstandingbyexplainingwhatthevideosays.Ask
studentstoexplainwhatthevideodidinhis/herownwords.
TimeFrame
15minutes
ClosureAndSummarizing:
InstructionalStrategies
Projectcard5infrontoftheclass.Closethelessonbyreadingthestatementaloudtostudents.Then,projectcard6on
theboardanddistributeexitticketstostudents.
Attachments:
1. TheExitTicket
Links:
1. Card5(Closing)
2. Card6(TheExitTicket)
SummativeAssessment
Studentswillworkontheexitticketindependently.Theexitticketwillgiveyouaquickoverviewofhowstudentsare
understandingtheconceptand/orperformingthetargetedskill.
TimeFrame
57minutes
AnalysisOfData,Reflections/Modifications
Analysis
Afterteachingthislesson,Irealizedthatsomestudentsstruggledwiththeexitticket.Todifferentiatethislesson,I
wouldtrytouselessboxesintheexitticketforthosewhoarestilldevelopingtheconceptandmoreboxesforthe
studentswhocoulduseachallenge.Iwouldalsodifferentiatebyhavingtheareamodelintheexitticketcutoutrather
thanonthepapertoengagethekinestheticlearnersintheclassroom.
MaterialsNeededForTheLesson
Materials
Attachments:
1. ApplicationTaskWorksheet
2. ExitTicket
Page 2 of 3
Links:
1. TaskImplementationGuide
References
Page 3 of 3
