Download Digit by One - Princeton ISD

:
Campus: Harper Elementary
Author(s): Phennel, Venters, Riley,
Blagec, Ferguson
Date Created / Revised: July 26, 2016
Six Weeks Period: 1st
Grade Level & Course: 4th Grade Math
Timeline: 1 week, 70 minutes daily
Unit Title: Multiplication: Two-Digit by One-Digit,
Three-Digit by One-Digit
Stated
Objectives:
TEK # and SE
Lesson: Week 3
Problem Solving:
1A (PS) Apply Mathematics to problems arising in everyday life, society, and the work place
1B (PS) Use a problem-solving model that incorporates analyzing given information, formulating a
plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving
process and the reasonableness of the solution
4H (RS) Solve with fluency one and two steps problems involving multiplication and division including
interpreting remainders
5A (RS) Represent multi-step problems involving the four operations with whole numbers using strip
diagrams and equations with a letter standing for the unknown quantity
Basic Facts:
4C (SS) Represent the product of two two-digit numbers using arrays, area models, or equations,
including perfect squares through 15 by 15
4D (SS) Use strategies and algorithms, including the standard algorithm to multiply up to a four-digit
number by one-digit number and to multiply a two-digit by two-digit number. Strategies may include
mental math, partial products, and the commutative, associative, and distributive properties
4E (SS) Represent the quotient of up to four-digit whole number divided by a one-digit whole
number using arrays, area models, or equations
Skills:
4D (SS) Use strategies and algorithms, including the standard algorithm to multiply up to a four-digit
number by one-digit number and to multiply a two-digit by two-digit number. Strategies may include
mental math, partial products, and the commutative, associative, and distributive properties
Concepts:
4D (SS) Use strategies and algorithms, including the standard algorithm to multiply up to a four-digit
number by one-digit number and multiply a two-digit by two-digit number. Strategies may include
mental math, partial products and the commutative, associative, and distributive properties.
4H (RS) Solve with fluency one and two-step problems involving multiplication and division, including
interpreting remainders.
ELPS:
http://www.teksresourcesystem.net/module/standards/Tools/Browse?StandardId=118094
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Multiplication facts can be recalled using a variety of models and strategies including problems in
context, patterns in fact families, area models, partial products, and other known facts.
When observing and recording a variety of strategies and mathematical ideas to solve real-life
multiplication problems, thinking processes are revised, refined, and valued, all which sharpen
mathematical understanding. Use vocabulary to help students understand that a factor x factor =
product. When multiplying, the first factor multiplies into each digit (place value) of the second factor.
Misconceptions
Some students may think that 3 x 6 with 6 x 3 can be represented with the same addition sentence
and write the addition sentence incorrectly (e.g., 3 + 3 + 3 + 3 + 3 + 3 = 18, instead of 6 + 6 + 6 = 18).
Some students may think that 3 x 6 with 6 x 3 can be represented with the same word sentence and
write the word sentence as 6 groups of 3 instead of 3 groups of 6.
Some students may think that for the multiples of 11, they can multiply digits by 1 (e.g., 11 x 3 = 33
because 1 x 3 = 3 and 1 x 3 = 3).
Key Vocabulary
Products, multiply, array, equation/number sense, factor pairs, factor, multiple, total, composite,
pattern, models, area, each, equal groups
Suggested Day
5E Model
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources,
Notes
Day 1Engage
Topics: Building Arrays
ATTACHMENTS
Problem Solving-Use UPSE to guide students with the problem solving
method


Basic Facts-Teach Fact Families and Arrays to mastery basic facts in
multiplication. (All Squares)
Skills- Fraction Representation
Concepts- Building Arrays, factor times factor equals product, and
regrouping. (Concrete Level)



Sharon Wells
Curriculum
Problem Solving
9A, 9B
Basic Facts 9
Skills 9
Activity1
RESOURCES

Base ten blocks
TEACHER NOTE
Read from Sharon Wells
Curriculum. Note taking
in interactive notebook
Day 2 –
Explore
Topics: Writing story problems
ATTACHMENTS

Problem Solving-Use UPSE to guide students with the problem solving

Sharon Wells
Curriculum
Problem Solving
10A, 10B
method
Basic Facts-Teach Fact Families and Arrays to mastery basic facts in
multiplication, give fact practice. (All Squares)



Basic Facts 10
Skills 10
Activity 2
RESOURCES
Skills: Fraction practice

Base ten blocks
Concepts- Build problems using the fewest blocks possible.
Regrouping. (Semi concrete level)
TEACHER NOTE
Read from Sharon Wells
Curriculum
Day 3 –
Explain
Problem Solving-Use UPSE to guide students with the problem solving
method
ATTACHMENTS

Basic Facts-Teach Fact Families and Arrays to mastery basic facts in
multiplication, give fact practice. (All Squares)
Skills- Fraction practice
Concepts- Multiplication (semiabstract level)




Sharon Wells
Curriculum
Problem Solving
11A, 11B
Basic Facts 11
Skills 11
Activity 3
(multiplication)
RESOURCES

Lined paper
TEACHER NOTE
Read from Sharon Wells
Curriculum
Day 4 –
Elaborate
Problem Solving-Use UPSE to guide students with the problem solving
method
ATTACHMENTS

Basic Facts-Teach Fact Families and Arrays to mastery basic facts in
multiplication, give fact practice. (All Squares)
Skills- Fraction Practice
Concepts- Multiplication (Abstract Level)




Sharon Wells
Curriculum
Problem Solving
12A, 12B
Basic Facts 12
Skills 12
Activity 4
TEACHER NOTE
Read from Sharon Wells
Curriculum
Day 5 –
Evaluate
Evaluate
Instructional Procedures:
1. Assess student understanding of related concepts and processes
by using the Performance Indicator(s) aligned to this lesson.
ATTACHMENTS


Sharon Wells
Curriculum
Week 3
Assessment
First give the students Weekly Basic Facts Assessment, next go over
Weekly Test Taking Skills as a class, last students will do Weekly
Assessment independently.
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.