Download math lesson plan

Subject: Math
Essential Questions (DOK)
How can estimation and mental
strategies be used to find some
products?
Grade: 4th
Essential Questions (DOK)
How can estimation and mental
strategies be used to find some
products?
Week of: September 22-26
Essential Questions (DOK)
How can estimation and mental
strategies be used to find some
products?
Essential Questions (DOK)
How can estimation and mental
strategies be used to find some
products?
Essential Questions (DOK)
How can estimation and mental
strategies be used to find some
products?
Direct Vocabulary Instruction
Direct Vocabulary Instruction
Direct Vocabulary Instruction
Direct Vocabulary Instruction
Direct Vocabulary Instruction
Factor, Product, Commutative property, Associative property, Distributive property, Inverse, multiplicand, multiplier, multiples, partial products, area model, array model
Standard
MCC4.NBT.5 Multiply a whole
number of up to four digits by a
one-digit whole number, and
multiply two two-digit numbers,
using strategies based on place
value and the properties of
operations. Illustrate and explain
the calculation by using equations,
rectangular arrays, and/or area
models.
MCC4.OA.3 Solve multistep
word problems posed with whole
numbers and having wholenumber answers using the four
operations. Represent these
problems using equations with a
letter standing for the unknown
quantity. Assess the
reasonableness of answers using
mental computation and
estimation strategies including
rounding.
Activating Strategy
Math Prompt
Standard
MCC4.NBT.5 Multiply a whole
number of up to four digits by a onedigit whole number, and multiply two
two-digit numbers, using strategies
based on place value and the properties
of operations. Illustrate and explain the
calculation by using equations,
rectangular arrays, and/or area models.
MCC4.OA.3 Solve multistep word
problems posed with whole numbers
and having whole-number answers
using the four operations. Represent
these problems using equations with a
letter standing for the unknown
quantity. Assess the reasonableness of
answers using mental computation and
estimation strategies including
rounding.
Activating Strategy
Number Talk
Standard
MCC4.NBT.5 Multiply a whole
number of up to four digits by a
one-digit whole number, and
multiply two two-digit numbers,
using strategies based on place
value and the properties of
operations. Illustrate and explain
the calculation by using equations,
rectangular arrays, and/or area
models.
MCC4.OA.3 Solve multistep
word problems posed with whole
numbers and having wholenumber answers using the four
operations. Represent these
problems using equations with a
letter standing for the unknown
quantity. Assess the
reasonableness of answers using
mental computation and
estimation strategies including
rounding.
Activating Strategy
Math Prompt
Standard
MCC4.NBT.5 Multiply a whole
number of up to four digits by a
one-digit whole number, and
multiply two two-digit numbers,
using strategies based on place
value and the properties of
operations. Illustrate and explain
the calculation by using equations,
rectangular arrays, and/or area
models.
MCC4.OA.3 Solve multistep
word problems posed with whole
numbers and having wholenumber answers using the four
operations. Represent these
problems using equations with a
letter standing for the unknown
quantity. Assess the
reasonableness of answers using
mental computation and
estimation strategies including
rounding.
Activating Strategy
Number Talk
Standard
MCC4.NBT.5 Multiply a whole
number of up to four digits by a
one-digit whole number, and
multiply two two-digit numbers,
using strategies based on place
value and the properties of
operations. Illustrate and explain
the calculation by using equations,
rectangular arrays, and/or area
models.
MCC4.OA.3 Solve multistep
word problems posed with whole
numbers and having wholenumber answers using the four
operations. Represent these
problems using equations with a
letter standing for the unknown
quantity. Assess the
reasonableness of answers using
mental computation and
estimation strategies including
rounding.
Activating Strategy
Math Prompt
Cognitive Strategy
Using base-ten blocks, model the
following problem to students:
 3 x 27
At their desks, have students
Cognitive Strategy
Play the Learnzillion video on using
area models to multiply:
https://learnzillion.com/lessons/1876use-area-models-to-show-
Cognitive Strategy
Walk through problems 1-4 with
students on the Area Model
Multiplication sheet. Have
students use the language [partial
Cognitive Strategy
Discuss with students how we
have been using area models to
solve multiplication problems that
include multi-digit numbers.
Cognitive Strategy
Have students create a strategy
poster for multiplying multi-digit
numbers. Students should fold a
piece of computer paper in to
Subject: Math
model the following problems as
you rotate to check for
understanding.
 2 x 46
 480 x 3
 3 x 1361
 *Be sure to use the
language: __ groups of
___ when introducing
the problems.
For each problem, ask the
students if they see other
groupings. Share. Ask students
to share their strategies using the
base-ten blocks. Try to pull it
back to the distributive property
that we learned last week. We
want students to see that we can
split the factors to make
multiplication easier.
Explain to students that we will
be learning different strategies to
help us multiply multi-digit
numbers.
Grade: 4th
multiplication-of-whole-numbers
Week of: September 22-26
products, place value, etc] as they
explain their thinking.
Have students discuss why using area
models are more efficient than arrays
when doing multi-digit numbers [i.e.: it
isn’t as time consuming because you’re
not drawing all those dots. You are
less likely to make a mistake because
array’s require you to draw the correct
amount of items].
Using an example from the Area
Model Multiplication sheet, have
students brainstorm a way to
solve the problem using partial
sums without drawing a model.
Discuss their strategies.
Give students page 168 from the
interactive notebook. Solve
together, making sure students are
using the language of place value.
Give the top half of pg 159 in the
Interactive notebook to students.
Model the problem [8 x 54] on the
board using an area model. Have
students complete on their notes.
Then have students complete an area
model for: 2 x 32, 5 x 613, and 7 x
5641.
fours. They should write their
problem in the middle [or you can
write it for them]. Students
should model their problem in the
following ways:
 Area model
 Partial Product
 Base ten blocks [drawing]
 Distributive Property
 **See strategy poster
handout
Once the students seem comfortably
with the area model, ask them to solve
this problem using an area model: 23 x
45. Let them think about it by
themselves and then turn to a partner
to discuss. Use the other half of page
159 to model the problem. Then
model the last problem: 68 x 32
Summarizing Strategy
P5.3 in student workbook –
students may use base-ten blocks
to solve.
**Be sure to use the terms “partial
products” when talking about the
products for each square in the area
model. This will help scaffold the
students in to using the partial product
method without the aid of an area
model.
Summarizing Strategy
Have students solve problems 1-10 on
page R 5.3 using an area model [they
will need additional paper].
Extension/Re-teaching
** Create a class strategy
poster for multiplication to
hang in the classroom.
Extension/Re-teaching
Re-teaching: Start at Array Models
first [page 155 in the interactive
notebook has a flower activity to
Summarizing Strategy
Students should finish problems
5-10.
Summarizing Strategy
Complete R 6.1
Summarizing Strategy
Share strategy posters.
Extension/Re-teaching
Extension: Have students
come up with a strategy to
solve multiplying multi-digits
Extension/Re-teaching
Complete page p 6.1 for
additional practice
Extension/Re-teaching
Re-teaching: Model a strategy
poster on the board and then
have students create one.
Subject: Math
Grade: 4th
show various ways to do an array].
Start with 1 by 2 digit numbers and
then gradually add more digits.
Continue to use manipulatives to
model the problems and allow
students to use the manipulatives.
Assessments
P5.3
R5.3
Area Model Multiplication Sheet
R6.1
Strategy Poster
Week of: September 22-26
without using a drawing.
Extension: Have students
create a reasonable problem to
go with their multiplication
problem.