Download Sample Lesson: Grade 4 Mathematics: Using Mental Math to Multiply

MATH LESSON PLAN
HBU Student Chelsea Belcher
Teacher Brenda McQueen
School Poe Elementary
Grade 4
Date
Format: Whole class/group
Unit: Unit 5
Topic: Using mental math to multiply
Objective(s): TLW use compatible numbers with adjustment, breaking apart, and other strategies to multiply
numbers mentally
TEK(S): 4.4 Multiply and divide to solve meaningful problems involving whole numbers
Prerequisites: Multiplication fact strategies using patterns and known facts. Multiplication patterns and
number sense/properties.
Materials/Resources/Technology Needed: TTW need SMARTboard or traditional white board with various
color markers, worksheet 5.2. TSW need math journal, pencil with eraser, and math popsicle sticks
INSTRUCTIONAL PROCEDURES
[Written in numbered verb phrases]
Opening/Introduction
1.
2.
TTW begin lesson by engaging students: You learned how to use basic facts and place value patterns to multiply multiples of
10. Today you will learn other strategies to help you multiply mentally.
Connect: What are some examples of times you might want to multiply mentally? [Accept students’ responses] Discuss
Development
1.
2.
3.
4.
Pose the problem: Suppose you ride your bicycle 27 miles each day. What multiplication sentence can you write to represent
the number of miles you ride in three days? [ Give students time to find the answer mentally any way they choose. Then have
them share their methods and answers.]
There are different strategies that can be used. (if possible, have a student share their strategy with the class) This is one
strategy that I’ve seen students use a lot. Remember, we said a strategy is something that works for YOU and makes the
problem easier for YOU to solve. So, what might work for you might not work for your shoulder buddy. It’s important to
learn different strategies though because sometimes one strategy might be easy for some problems, but harder for others.
[Write 3x 27 on the board] How many tens are in 27? [2] How many ones are in 27? [7] [Write “27=2 tens + 7 ones” on the
board] By what number are you multiplying? [3] What is 3 times 20? [60] Sixty represents the partial product of one factor,
3, and the tens digit of the second factor. [Write “20 x 3 = 60” on the board.] What is 3 times 7? [21] 21 represents the partial
product of one factor, 3, and the ones digit of the second factor. [Write “7 x 3 = 21” on the board] Why do you think these are
called partial products? [They each represent part of the product.] Add these partial products to get the total product. [ 60 +
21= 81] So, 3 x 27 = 81.
[Work a few more problems with students on the board. Ask them to go through the steps to solve any problem similar to
this.]
Closing
1. [In their math journals have students use the break apart method to multiply 127 x 3.] What has
changed? [Hundreds place was added] What steps do you need to take now to solve this problem? [add
an additional step, (more advanced students may still only want to do 2 steps, 12 and 7 but encourage 3
steps for when problems become more difficult)
2. Check for understanding using Popsicle sticks.
3. Distribute lesson 5-2 worksheet for students
Self-Assessment
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Things that went well
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Ways to change the lesson next time
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Things you learned about teaching and management