Developmental Lesson Plan

Teacher Candidate: Allysen Garrick

Date: 11/07/2022 Group Size: 25 Allotted Time: 1 Hour Grade Level: Fourth Grade
Subject or Topic: Area Model Multiplication
Common Core/PA Standard(s):

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

Learning Targets/Objectives:
Students will be able to use and apply the area model of multiplication by completing an area
model multiplication activity and corresponding workbook page.
Assessment Approaches: Evidence:
1. Observations 1. Anecdotal Notes
2. Problem Solving Checkpoint 2. Answers Given
3. 3.
Assessment Scale:

1 - Student does not show work or shows little work, has incorrect products, and incorrect
overall sums.

2 - Student shows some work, has close to correct or correct products, and close to correct or
correct overall sums.

3 - Student shows work, has correct products, and has an answer that is correct.

Subject Matter/Content:

Prerequisites:
1. Basic Multiplication Skills
2. Knowledge of Times Tables
3. Knowledge of Place Value
4. Knowledge of the Place Value Chart

Key Vocabulary:
1. Area Model - A strategy we can use to multiply a number with more than one digit
by a number with only one digit.
2. Partial Product - An incomplete product or “part” of a product.

Content/Facts:
1. To use the area model, break each part of the larger number into its place value parts
(for example, 34 becomes 30 and 4) then multiply each part by the smaller number (If
 the problem is 34 x6, it becomes 30 x 6 and 4 x 6). Then add the partial products -
180 plus 24 = 204.
2. While you do this math, you are drawing out a rectangle divided up into the various
parts of the bigger number. Example:

3. Each box should be representative of the size of the place value - if the number has a
digit in the hundreds place, then that should be the biggest box sectioned off. Each of
the following boxes get smaller to represent their different values within the number.

Anticipatory Set *Before class starts tape problems on orange paper around the room

1. “Who can remind me, what have we been talking about and doing here in math class
over the last week?” (Allow for turn and talk)
2. Remind students about partial products and how we have been using them to break up
our larger multiplication problems to make them simpler for ourselves.
3. Short discussion about how we use multiplication all of the time so these models can
make it easier for us to multiply bigger numbers.
4. Write a multiplication problem on the board - 345 x 6
5. Ask students to brainstorm some ways that they could solve this problem, allowing
for 2-3 student answers.
6. Introduce the term area model and how we can use it to multiply bigger numbers like
these.

Development/Teaching Approaches

Day One -

1. Solve sample multiplication problem with students using the area model. (While
putting it into the rectangle format) 345 x 6
a. 300 x 6 = 1800
b. 40 x 6 = 240
c. 5 x 6 = 30
d. 1800 + 240 + 30 = 2070
2. Give students sheets with rectangles pre-drawn inside of sheet protectors. Explain
how we will use them to complete area model problems. *leave example on board
for students to refer back to
3. Teacher puts another sample problem on the board for students to complete
independently using the manipulative. 654 x 3
a. 600 x 3= 1800
b. 50 x 3 = 150
 c. 4 x 3 = 12
d. 1800 + 150 + 12 = 1962
4. Once students have completed the problem, do a quick check as a class.
5. Problems will be taped up around the room - have the students go around and
complete the problems using the area model. They should use the manipulative to
solve then transfer their work and answers on to a sheet of paper to then be handed in.
6. As students complete problems, they can move around the room.
a. Problems around room: (Taken from Envisions Textbook pg 95-96)
i. 99 x 2
ii. 440 x 8
iii. 48 x 6
iv. 228 x 7
v. 34 x 6
vi. 185 x 3
*All work and correct answers on the answer key!
7. If time allows, as a class start to work on Envisions page 33-34. Page 33 will be
homework. (Per request of mentor teacher)

Day Two -

1. Have students turn and talk about what they had learned the day before.
2. As students discuss, give out area model manipulatives.
3. Put warm up problem(s) 245 x 3 on board to complete individually then discuss as a
class.
a. Under problem, draw a rectangle (on the larger side to be able to write inside
of it)
b. Break 245 into 200, 40, and 5. Place horizontally in descending order on top
of the rectangle.
c. Place the 3 on the left most side of the rectangle right on the outside.
d. 5 x 3 = 15
e. 40 x 3 = 120
f. 200 x 3 = 600
g. 600 + 120 + 15 = 735 (REMIND STUDENTS OF PARTIAL PRODUCTS!)
4. Put warm up problem(s) 57 x 6 on board to complete individually then discuss as a
class.
a. Under problem, draw a rectangle (on the larger side to be able to write inside
of it)
b. Break 57 up into 50 and 7. Remind students that because there are 2 numbers,
there should be only 2 boxes. Place horizontally in descending order on top of
the rectangle.
c. Place the 6 on the left most side of the rectangle right on the outside.
d. 7 x 6 = 42
e. 50 x 6 = 300
f. 300 + 42 = 342 (REMIND STUDENTS OF PARTIAL PRODUCTS!)
5. Teacher writes 2 area model multiplication problems on the board.
a. 56 x 7
 b. 543 x 6
6. Have students work on these problems completely independently using the
manipulatives. Teacher will walk around and assess student understanding and
common misconceptions.
7. If time allows, work with students on page 34 in their Envision books. If not finished
in class, assign it as homework. (Per request of mentor teacher)

Day Three -
1. Have “table captains” come to the front of the room and grab an assessment paper or
“problem solving checkpoint”
a. Problem Solving Checkpoint - Area Model (2/3 Digit Numbers)
2. Students will complete this individually and turn it into the bin in the front of the
classroom.
3. If time allows, move into the next topic - area model with 4 digit numbers.
Closure/Summarizing Strategies:

1. Have students turn and talk to discuss what they have been learning.
2. Students can share what they have found to be the most important points.
3. If they have not already, students should hand in their work from the day (area model
problems and/or homework assigned from the previous day) to be checked by the
teacher.

Accommodations/Differentiation:

● Students can use whatever manipulatives they need to complete the problems.
● Students can work in groups to solve problems.
● Students can have extra time to solve if needed.

Materials/Resources:

● Area Model Manipulatives

Adapted Textbook Pages:

This lesson went okay. My first thought is that I should have day one as day two, because
I feel that I overestimated student understanding of the content. Considering they did so well
with the multiplication content the previous day, I thought that this would be a fun and engaging
way to review. However, I found myself glued to the students' side, and constantly reminding
them of the same things throughout the activity. When delivering the instructions, I’m not sure
that I was clear enough because the students seemed a little lost in the activity. For some students
all of the movement around the room also became overwhelming and they decided to stay at
their desk and work. As far as their performance on day one, it is hard to judge because not all
students completed all problems (which can be an indicator in and of itself). From looking at
what I had, the students showed a surface level understanding. Once we moved into day 2 and
stripped it back down to basics, I feel that things got a lot better. Students had a much clearer
understanding of the area model and were able to complete problems relatively independently to
the point that I felt ready to reassess their individual knowledge. When I created the assessment,
I did not think that it would take nearly as much time as it did. It took students nearly the whole
class to complete the problems given. When looking at the problems, most of them either had
incorrect multiplication facts or something went wrong within their addition. One other problem
that I commonly saw was that the students did not know how many 0’s to add to a number after
they multiplied. They all seemed to have no problem breaking their numbers and setting up their
area model rectangle. The students also constantly seemed engaged within the lesson and
actively continued to try to understand the area model.

Remediation Plan (if applicable)

Additional reflection/thoughts