Teacher: Paulette V.

Perez (Horizon Heights Elementary, Room 400)

Subject/Grade level: Math/ 4th Grade
Unit topic: Multiplication of Whole Numbers.
Lesson goals: The student will be able to use the turtlehead method to find the
products of 2-digit by 2-digit numbers.
Lesson title or topic: Finding products of 2-digit by 2-digit numbers.
Estimated length of lesson: Approximately 45 minutes.

TEKS Standards:

The students will take what they learned about the properties of multiplication from
previous lessons and apply the turtlehead method to solve 2-digit by 2-digit
multiplication.

4.4D use strategies and algorithms, including the standard algorithm, to multiply up
to a four-digit number by a one-digit number and to multiply a two-digit number by
a two-digit number. Strategies may include mental math, partial products, and the
commutative, associative, and distributive properties. 4.4H solve with fluency one-
and two-step problems involving multiplication

Learning Objective(s): The student will be able to use the turtlehead method to find
the products of 2-digit by 2-digit numbers.

Academic Language: multiply, algorithm, digit, products

Grouping: This activity will be done in groups of 4 students and one group of 5
students. Prior to this activity, the students were moved from their original groups,
which were determined by their STAAR scores, and are now grouped by their ability
in all content areas and by their behavior. The students who are preforming at an
intermediate level are together and are seated in the front of the class. The reason
being is they need to be constantly redirected to stay on task and need more
frequent support by the teacher.

Materials: For this lesson we will need enVisionMATH pg. 249, enVisionMATH
corresponding video, Elmo projector, dry erase makers, interactive student
notebook (ISN), pencils, color pencils, turtlehead multiplication anchor chart, and
turtlehead multiplication video.

Resources: - Turtlehead Multiplication video by ethan337799 (2011), - This

resources covers TEKS 4.4D by showing the students a strategy that can be applied
to solve for the product when you multiply 2- digit by 2- digit numbers.
enVisionMATH 2.0 (Volume 1) pg. 249- This resource covers TEKS 4.4D and 4.4H by
giving the students an opportunity to demonstrate their understanding of the
concept of finding products of 2-digit by 2-digit numbers.

-The SISD 4th Grade Pacing Guide for math was used as a resource when the lesson
was created. It gave the opportunity to see what TEKS had to be covered during the
8th week of school.

-The Flipchart that was created will be used as a resource to cover TEKS 4.4D
throughout the lesson.

Connections to Other Subjects: I am integrating a small amount of reading and

writing into the math lesson. The students will need to carefully read the questions
assigned to them to know what is being asked from them. They will also need to
write the turtlehead method into their ISNs to refer back to them when completing
individual practice.

Instructional Procedures (including differentiation and targeted support)

o Introduction: I will begin the lesson by having them practice their multiplication
facts. This has been done since the beginning of the year in efforts to help them
memorize their multiplications. They are given 1 minute to fill out the multiplication
fact they are in. This gives students the opportunity to review the multiplication
facts for a quiz on Friday. Knowing their facts help them solve 2-digit by 2-digit
multiplications at a proficient pace. After students are done, I will frame the lesson
before having them watch the turtlehead method and having them copy the
turtlehead anchor chart into their ISN.

o Teacher Modeling: I will model the lesson objective by reviewing it with the
students since this is a practice that the students are familiar with. I will also look
back at what they learned by doing a brief recap on how to find the product of
multiplication and the steps we use to solve simple 1-digit by 2-digit problems
(using the Think-Pair-Share method) .

o Body of the Lesson: The students will first watch the video on how to use the
turtlehead method before I explain it to them. They will then copy the anchor chart
into their ISN as I am doing a classroom anchor chart on the board. I will pause as I
am doing the chart to ask questions for comprehension. I will pull sticks to have
students explain the methods to me before moving on to guided practice.

o Guided Practice: I will guide students in doing the first 2-digit by 2-digit
multiplication problem together as a class. They will then do the rest of the practice
multiplications independently. They will be using their anchor chart to help guide
them answer the problems using the appropriate technique. I will also have
students use a multiplication chart to help them if the multiplications become
difficult to solve. I will check for understanding by asking students what needs to be
done as I am solving an example on the board. When I have modeled for them, I will
ask them to solve the multiplications on their desk individually with an EXPO
marker. I will walk around the room and provide immediate feedback for those who
need it. I will then have them do spirit fingers when they are done solving the
problem. I will pull a stick and have them come to the board and answer it. As they
are answering it on the board, I will ask what they are doing and why they are doing
it. As students are solving it on the board, the students should be checking their
work on their table. After we have completed this portion of the lesson I will have
them do the guided practice on enVisionMATH 2.0 (Volume 1) pg. 249. Once again, I
will do the first question to model what I am asking from them. Then, with their
shoulder partners they will solve the second problem. I will draw a name and have
them come up and solve it for us. I will be asking students to state what they did to
solve the multiplication and what rule of the turtlehead method they are doing.

o Independent Practice: After guided practice, they will work on the rest of the
multiplications independently. During independent practice I will go around making
sure they are correctly and actually doing the turtlehead method to solve the
problems. If a student were to finish early, they will begin creating their equation for
the hand up, stand up, pair up activity.

o Conclusion (closure): I will conclude the lesson by having them participate in a

hand up, stand up, pair up with multiplications they have created. They will pair up
and solve each other’s equation before getting ready for P.E.

Assessment: During the lesson, I will be going to each group and individually asking
the students to tell me what phase of the turtlehead method they are doing to solve
the problem. They will also receive a grade on their ability to correctly answer the
problems using the turtlehead method. I plan on providing feedback when I am
walking around and asking questions. If they are struggling to multiply, I will guide
them individually when multiplying 2-didgit by 2-digit numbers.

Accommodations/Modifications/Enrichment:

- Special Needs Learners: In the classroom, we have one student who is diagnosed
with special needs. He is allowed to use, like other students, his multiplication chart
if the multiplications become to complex for him. He will also be given graph paper
to help him line up the equation so he can clearly see the place values when he is
multiplying. During guided practice, he will be asked to make a place value chart
(PVC) on his desk so he can correctly line up the numbers when multiplying.
- English Language Learners

For students who are identified as LEPS, I will be checking for understanding
throughout the lesson using the thumbs up method. I will also have them explain
what is the turtlehead method and ask how they are using it to solve the problems
given for independent practice. I will also use the correct terminology when
presenting my lesson for understanding. If a LEP student is called up to solve the
problem, I will give enough wait time to for them to formulate an answer. They will
also be given the opportunity to work with a shoulder partner if needed during
guided practice.

- Gifted and Talented

For students who are part of the GT program, they will be given the opportunity to
do an error analysis to try and find the mistakes done in various 2-digit by 2-digit
multiplications. They will state why the given answer is wrong and what needs to be
done to correctly solve it.