KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Kaitlyn Groff Date: 2/8 Time: 10:30 am

Cooperating Teacher: Coop. Initials:
Group Size: Grade Level: 4
Subject or Topic: Math Section:

Partitioning Rectangles
STANDARD: (Common Core):

CC.2.1.4.B.2
Use place value understanding and properties of operations to perform multi-digit arithmetic

I. Performance Objectives (Learning Outcomes):

The students will be able to…
● Solve multiplication problems by partitioning rectangles.

II. Assessment/Evaluation plan -

● Home links 4-3 or Math Journal 1 4-3
○ The use of home links or the math journal

III. Instructional Materials:

● Home Links and Math Journal 1
● Pencil.

IV. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, outline of additional
content):
A. Prerequisite skills:
●
B. Key Vocabulary
● Partition-
● Decompose-
● Distributive Property-
C. Big Idea
● Use partitioning with multiplication
D. Content:
● Partitioning with area
 ● Partitioning with multiplication

V. Implementation:

A. Introduction –
● Introduce what the day will look like;
○ The warm up with standard notation
○ The focus on partitioning, and the practice.
● 1. Mental Math and Fluency
○ Write numbers in standard notation.
■ Level 1
● 4[10,000s] + 2[1,000s] + 8[10s] + 7[1s] = 42,087
● 6[10,000s] + 5[100s] + 1[10] + 8[1s] = 60,518
● 9[10,000s] + 7[10s] = 90,070
■ Level 2
● 2[100,000s] + 4[10,000s] + 3[100s]+ 9[1s] = 240,309
● 3[100,000s] + 2[1,000s] + 4[10s] + 3[1s] = 302,043
● 5[100,000s] + 2[10s] + 8[1s] = 500,028
■ Level 3
● 5[1,000,000s] + 1[10,000s] + 8[100s]+ 4[1s] = 5,010,804
● 8[1,000,000s] +4[100s]+ 7[10s] + 9[1s] = 8,000,479
● 3[1,000,000s] + 9[100,000s] + 5[1,000s]+ 3[100s] + 8[1s] =
3,905,308
**I Can Statement: Today they will use this idea of partitioning to solve 2 and 3 digit by 1
digit multiplication problems.
B. Development –
○ Math Message Math Journal 1, p.111
■ Maya wants to lay tile on a floor that is 8 feet wide by 24 feet long. The
tiles she wants to use are 1 square foot each. How many tiles will Maya
need?
○ The teacher will guide conversation about how to solve Maya’s problem. Allow
for student response on how to solve the problem.
○ Using a Partitioning Strategy.
■ Discuss how students found how many tiles Maya will need 192 tiles.
■ Finding the area of smaller parts- or partitions- of the total area of Maya’s
floor makes the problem easier to solve.
■ Invite a student to draw a representation of Maya’s floor.
■ Demonstrate that this problem can be broken up into smaller areas or
rectangles.
 ■ Ask students whether they can partition the 8 by 24 rectangle into two
other ways. If there are no responses show these two examples.

■ Compare the different ways to solve the problem. Remind students that
there are many ways to partition the rectangle. Point out that the numbers
can be decomposed in to tens and ones or even smaller, friendlier chunks.
The last one has the fewest chunks which might be friendlier to students.
**I can restate: Today they will use this idea of partitioning to solve 2 and 3 digit by 1 digit
multiplication problems. **
○ Partitioning to multiply
■ Jacob rode his bike for 39 days. How many miles did he ride in all
■ The teacher will say; Even though this isn't an area problem, it can still
be solved by partitioning a rectangle. 4 x 39.
■ The teacher will draw a rectangle with the 4 x 39. The students can choose
to partition the rectangle in any way they want.
● 30 x 4 and 9 x 4 and then adding those two products together.
● It could be 10 x 4, 10 x 4, 10 x 4, and 9 x 4. Adding those 4
products together.
● Accept all answers provided
● Once all the answers are gathered, remind the students that it is
easiest to break the problem up into as few problems as you can.
● Partition the rectangle so that it is 30 x 4 and 4 x 9.
● Record the equations inside the rectangles so students understand
where the numbers come from. They illustrate the
 DISTRIBUTIVE PROPERTY as the 4 is distributed over the 30
and then to the 9 and finally the parts are added to find the total.
○ 4 x 39 = 4 x (30 + 9)
○ 4 x 39 = (4 x 30) + (4 x 9)
○ 4 x 39= 120 + 36
○ 4 x 39= 156
● Point at each section of the rectangle as you record the equations
so students see the connection.
● Pose similar questions
○ 6 x 46=276
○ 9 x 51=459
■ Practicing the Partitioning Strategy
● Math Journal 1 pg 112
● 1.) 5 x 48
● 2.) 9 x 63
● 3.) 7 x 37
● Kadir solved 75 x 8 like this: Ariadne solved 75 x 8 like this:
8 x 75| 8 x 75 =( 70 x 8) + (8 x 5)
8x 70 | 8 x 75 = (8 x 30) + (8 x 30) + ( 8 x 10) + (8 x 5)
● How are their strategies similar? How are they different?
■ Independent practice.
● Math Boxes 4-3
● Home Link 4-3
C. Closure –
**Restate the I can Statement: Today you learned about the idea of partitioning to solve 2
and 3 digit by 1 digit multiplication problems.
-Exit ticket
● Answer the problems and partition the rectangles
○ This checks student understanding of the skill.

D. Accommodations / Differentiation -

VI. Reflective Response:

A. Report of Students’ Performance in Terms of States Objectives (Reflection on student

performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)

B. Personal Reflection (Questions written before lesson is taught. Reflective answers to

questions recorded after lesson is taught.)
VII. Resources (in APA format):

● https://docs.google.com/presentation/d/1huR4tVKZvlpAKLB-
bcp3HkPx6S0C_V4Xt_4rB-vvcVo/edit?usp=sharing
●