Bonnie Maddox 4th Grade Mathematics Lesson Plan Title: Breaking Apart Multiplication Problems: Making Big Arrays

Lesson inspired by and adapted from Investigations 1. Student Outcome: The students will be able to model multiplication using arrays.

The students will be able to solve multiplication problems by breaking apart numbers. 2. Standard: 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. [4-NBT5]

3. Materials/Media/Technology: Pre-made sets of array cards (one for each pair of students) Centimeter Grid Paper (one for each student) White board and markers Student Activity Book page 6 (for extension activity)

4. Teaching/Learning Procedure: A). Launch of Lesson- 15 minutes; The lesson will start with a brief discussion of the mornings computation practice problems. I will ask the students to bring their math journals with their mornings computation practice problems and sit on the rug next to their math partners. They will have about 2 minutes to talk with each other about how they solved the 3 problems. I will then ask what they got for the first problem, if anyone got anything different, and if anyone wants to share how they got their answer. I will do this for each problem, but will try to keep it brief and only call on one volunteer to share how they got their answer per problem. The class will then do a number talk using the following problems: 6x5 6 x 20 6 x 100 6 x 125

For each problem, the students will give me a silent thumb when they have an answer and I will ask the following questions:

Does anyone want to share what they got? Did anyone get anything different? Does anyone want to share how they got their answer?

I will call on 2 volunteers per problem to share how they got their answers. At the end of the number talk, if the students have not already mentioned it, I will ask them if they see any relationship among the problems and/or answers and lead them to seeing that if we know 6 x 5, 6 x 20, and 6 x 100, then we know 6 x 125, because we can break apart 125 into 100 + 20 + 5. What property is that called? (Distributive) B). Investigation/Presentation- 40 minutes; I will begin the investigation portion of the lesson by reminding the students that they have just finished their unit on data and are now starting to work on multiplication. Today, we are going to think about how we can use combinations of smaller arrays to make bigger arrays. This will help us think more about how to solve harder multiplication problems by breaking big problems into smaller problems that are easier to work with, like what we just did in our number talk. You are going to work with your math partner during this lesson. I am going to pass out a set of array cards to each pair and draw an array on the board. I want you to find the array that I draw on the board in your set of array cards. I will then pass out the array cards and draw a 4 x 9 open array on the whiteboard: 9 4
4x9

So find the 4x9 array in your set of array cards. Now I want you to talk to your partner and find two smaller arrays that you can put together to make this 4x9 array.

The students will have a couple of minutes to do this and will then share their combinations with the class. I will draw each pair of arrays that the students suggest on the board and write equations that relate them to the larger array. I will explain that I am using parenthesis to show each of the small arrays in the equation. For example: 9 4
4x9

4x6

4x3

4 x 9 = (4 x 6) + (4 x 3) (They could also do 2 x 9, but there are not two of the 2 x 9 arrays in the bag, so they would have to just visualize it.) Now I want you to do what we just did as a class with your partner. So choose your own large array, whatever array you want, and find 2 smaller arrays that will combine to match the larger one. After you have done that, I want you to draw your arrays on the grid paper that I am going to pass out and write the equation under them, just like I did up here (I will point to the arrays and equation on the board and walk them through how they would draw the 4 x 9, then the 4 x 6 and 4 x 3, etc). I want you to work together, but each person needs to fill out their own sheet of grid paper and make sure your name is on it because you are going to be turning it into me.

I will then pass out the grid paper and circulate, observing and helping as needed. The students will have a few minutes to do this and I will then get their attention by holding up one hand. They will briefly share their arrays with the class and I will then draw an 8 x 9 array on the board. 9

8x9

Take a look at this 8 x 9 array. Without looking at your array cards, how can we break this array into 2 smaller arrays? Which factor would you like to break apart?

I will then have the students share their ideas about breaking the problem up and draw them on the board as they share. I am anticipating that they say to break 8 x 9 into two 4 x 9 arrays, or a 1 x 9 array and a 7 x 9 array, or an 8 x 4 array and an 8 x 5 array. I would draw these arrays underneath the 8 x 9 array. So these arrays show a few different ways to break up the numbers in the problem 8 x 9 into smaller multiplication problems which are easier to solve. Lets solve them together and see if they all give us the same answer.

We would then solve them all together and I would record the equations on the board like I did with the earlier array. For example: (4 x 9) + (4 x 9) = 8 x 9

4 x 9 = 36 4 x 9 = 36 36 + 36 = 72 Why do you think the product is always 72? So multiplication problems with larger numbers can be broken down into smaller parts that make them easier to solve. Now remember that the whole purpose of breaking the numbers apart is to make the problem easier, so really think about the numbers in the problem and which one you want to break apart that will make it easier for you to solve.

C). Accommodations/Modifications- If a pair of students is struggling with finding matching arrays, I would show them how they can put the smaller arrays on top of the larger arrays. When they have two that match the larger array perfectly, it will take up the same amount of space as the larger array. If students are struggling with writing the equation, I would ask questions and have them think of it visually. I would point to their arrays and ask: So this small array plus this other small array equals this big array? We could write big array = small array + small array. So what is this small array? What are the dimensions? (We would fill in the dimension for each array under the written words and then I would show them how I use parenthesis around the dimensions to make it clearer to the reader that 4 x 6 is one array, etc) D). Extensions/Challenges- For any students who finish early or who need an extra challenge, I would ask them if they can break their arrays down even further. Can they find three small arrays that equal their big array? Can they write the equation for that? If they find that too easy, they can try solving the multiplication story problems in their student activity book, Unit 3 Page 6. E). Closure- 5 minutes; I will ask the students to put all the cards back in their Ziploc bags and pass them to the front along with their grid papers, that have their names on them, for me to collect. Now I want you to open your math journals and write about how something you learned today is similar to something you already knew.

The students will have a couple of minutes to write about any connection they have noticed between this new material and what they already know. 5. Assessment: I will use a checklist and the submitted grid papers with the arrays and equations to assess the objectives.

Sample checklist Student Name Correctly Broke Apart the Numbers and Matched the Arrays Wrote an Accurate Equation that Represented the Arrays

Personal Reflections: Reflections will be submitted after the lesson is taught. Array Cards

Centimeter Graph Paper

Student Activity Book Page 6

Bonnie Maddox 4th Grade Mathematics Lesson Plan Title: Breaking Apart Multiplication Problems: Small Array/Big Array Lesson inspired by and adapted from Investigations. 1. Student Outcomes: The students will be able to solve multiplication problems by breaking apart numbers. The students will be able to model multiplication using arrays.

2. Standard: 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. [4-NBT5]

3. Materials/Media/Technology: Array Cards (one set per pair of students) Game Directions (one copy per pair of students) Small Array/Big Array Recording Sheets (in student activity book, Unit 3 Page 7) Construction Paper Student Activity Book Unit 3 Page 9 for extension activity

4. Teaching/Learning Procedure: A). Launch of Lesson- 15 minutes; The lesson will start with a brief discussion of the mornings computation practice problems. I will ask the students to get their math journals with their mornings computation practice problems and sit on the rug next to their math partners. They will have about 2 minutes to talk with each other about how they solved the 3 problems. I will then ask what they got for the first problem, if anyone got anything different, and if anyone wants to share how they got their answer. I will do this for each problem, but will try to keep it brief and only call on one volunteer to share how they got their answer per problem. The class will then do a number talk using the following problems: 6x4 6 x 20 6 x 100 6 x 124

For each problem, the students will give me a silent thumb when they have an answer and I will ask the following questions: Does anyone want to share what they got? Did anyone get anything different? Does anyone want to share how they got their answer?

I will call on 2 volunteers per problem to share how they got their answers. At the end of the number talk, if the students have not already mentioned it, I will ask them if this number talk reminds them of yesterdays number talk. What did we talk about during our number talk yesterday? I will then remind them that if we know 6 x 4, 6 x 20, and 6 x 100, then we know 6 x 124, because we can break apart 124 into 100 + 20 + 4. And what property is that called? (Distributive) B). Investigation/Presentation- 40 minutes; I will then ask the students to put their math journals on their desks and tear out Unit 3 Page 7 from their yellow Investigations book. They will need that plus something to write on, like a clipboard or a hard book. They will then return to the rug and sit in a circle next to their math partner. Do you remember what we did yesterday, breaking larger arrays into matching smaller arrays? Well, today we are going to play a game that is about that same idea. The game is called Small Array/Big Array, and it uses those array cards that we worked with yesterday. (This game will help them establish a basis for visualizing what happens when multiplication problems are broken apart to make them easier to solve.) You will be working with your math partner trying to cover a big array with two or three smaller arrays. One important rule for making this match is that your small array must have one of the dimensions, or factors, of the big array. So you will just break apart 1 of the numbers in the array. For example, if I had the array 8 x 9, I would only break apart the 8 OR the 9, I would not break apart both numbers.

I will then give each pair of students a copy of the game directions. I will tell them that I know they are long and look complicated, but we are going to go through them together and they will become familiar with them through practice. I will tell them that I am going to demonstrate the game for them and will take out a set of Array Cards and spread them on the floor. I will ask the person sitting closest to me if he or she would mind demonstrating the game with me. We will then demonstrate the game while walking through the directions. I will deal out 10 Array Cards to him/her and 10 Array Cards to me. We will spread them out factor side up. I will then put a sheet of construction paper down and place 6 cards on it, factor side up. These are the center cards. The remaining cards are put in a pile to the side. I will then explain that my partner and I will take turns matching small arrays to big arrays. Matching means that both

arrays have one dimension, or one side, that is the same. So a 3 x 11 array and a 5 x 11 array are a match. When I have a match, I will place it on top of the center card. I will then look at one of the center cards, read out the dimensions, and then read out the dimensions of my cards. Which card should I play? After matching one, I will tell them that you play one card and then it is your partners turn. My partner would then model his/her turn. I will then tell them that if one of us does not have a match, we would do what it says on the second page of the directions. We would either draw a card from the pile, play it if we can, or add it to our array cards and it is then the next persons turn. Or we can choose one center array that matches another center array and play that card. If you do that, you have to replace it with a card from the pile or one of your own Array Cards. So your goal in this game is to make a complete match by covering a big array with a combination of 2 or 3 smaller arrays. When you play a card that makes a complete match, you collect both the big array and the smaller arrays covering it. You then replace the center card with one from the pile and record your equations on your recording sheet, like the equations we wrote yesterday. So, look at the example on the recording sheet. The big array, or the center card on the construction paper, was 5 x 11. One of the players put a 3 x 11 array on top of it and then their partner put a 2 x 11 array on top of it. So their partner collected the cards and replaced the 5 x 11 array on the construction paper. Then on their recording sheet, they wrote 5 x 11= (3 x 11) + (2 x 11) and 55 = 33 + 22. So you need to write two equations for it. The game is over when there are no more cards or no more matches can be made. Alright, so first you deal out 10 cards for each player and put 6 cards face up on the construction paper. Then you take turns trying to find matches for the center cards. You only get to do one match per turn. When you complete an array, you record it on your sheet and replace the center card. Are we ready to play?

I will then pass out a sheet of construction paper and set of array cards to each pair of students and let them play the game. C). Accommodations/Modifications- If there are still students who are struggling with how to play the game after I model it, we would play the first few rounds together. I would walk through each step of the game, modeling it and explaining it as we go, and then gradually let them do it on their own until they no longer need my assistance. D). Extensions/Challenges- For students who finish early or who need an extra challenge, they can complete the Student Activity Book Unit 3 Page 9 sheet, in which they figure out the missing factors or products in various multiplication combinations. E). Closure- 5 minutes; I will get the attention of the students by holding up one hand and will ask them to put all of the Array Cards back in the Ziploc bags, give them to me along with the construction paper, and have a seat on the rug next to their math partner. They will then

write in their math journals using the prompt: What I liked about this lesson. Or What I am confused about .. I will remind them to put their names on their recording sheets when they are finished and will tell them that we will be using them tomorrow, so put them in their math journals. 5. Assessment: I will use observation and a checklist to assess modeling multiplication using arrays and solving multiplication problems by breaking apart numbers. Sample checklist Student Name Correctly Broke Apart Numbers and Matched Arrays Wrote and Solved Accurate Equations that Represented the Arrays

Personal Reflections: Reflections will be submitted after the lesson is taught.

Pre-made set of Array Cards

Game Directions

Recording Sheet

Extension Activity Sheet

Bonnie Maddox 4th Grade Mathematics Lesson Plan Title: Breaking Apart Multiplication Problems: Small Array/Big Array Continued Lesson inspired by and adapted from Investigations 1. Student Outcomes: The students will be able to solve multiplication problems by breaking apart numbers. The students will be able to model multiplication using arrays.

2. Standard: 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. [4-NBT5]

3. Materials/Media/Technology: Array Cards (one set per pair of students) Game Directions (one copy per pair of students) Small Array/Big Array Recording Sheets (in student activity book, Unit 3 Page 7) Construction Paper Student Activity Book Unit 3 Page 11 (Breaking Up Arrays) Student Activity Book Unit 3 Page 12 (for extension activity) Connecting cubes and color tiles (for extension activity)

4. Teaching/Learning Procedure: A). Launch of Lesson- 15 minutes; The lesson will start with a brief discussion of the mornings computation practice problems. I will ask the students to bring their math journals with their mornings computation practice problems and the Small Array/Big Array recording sheet and sit on the rug next to their math partners. They will have about 2 minutes to talk with each other about how they solved the 3 problems. I will then ask what they got for the first problem, if anyone got anything different, and if anyone wants to share how they got their answer. I will do this for each problem, but will try to keep it brief and only call on one volunteer to share how they got their answer per problem. The class will then do a number talk using the following problems: 5x5 5 x 40

5 x 200 5 x 245

For each problem, the students will give me a silent thumb when they have an answer and I will ask the following questions: Does anyone want to share what they got? Did anyone get anything different? Does anyone want to share how they got their answer?

I will call on 2 volunteers per problem to share how they got their answers. At the end of the number talk, if the students have not already mentioned it, I will ask them if this number talk reminds them of the previous number talks. What did we talk about during our number talk yesterday? I will then remind them that if we know 5 x 5, 5 x 40, and 5 x 200, then we know 5 x 245, because we can break apart 245 into 200 + 40 + 5. And what property is that called again? (Distributive) B). Investigation/Presentation- 35 minutes; The students will continue to play Small Array/Big Array. This game will help them establish a basis for visualizing what happens when multiplication problems are broken apart to make them easier to solve. I will ask the students if they remember the game we played yesterday and inform them that we are going to pick up where we left off in our games. I will tell them to raise their hands when they are done with the game and have them complete Student Activity Book Unit 3 Page 11 to reinforce their learning. I will circulate while the students are playing the game, observing and helping as needed. C). Accommodations/Modifications- If students are still struggling with the game, I would have them work on Student Activity Book Unit 3 Page 11 before playing it, which will help them see the relationship between two small arrays and a larger array. It also provides a model for writing equations with parenthesis. D). Extensions/Challenges- If a group finishes early or needs an extra challenge, I would have them complete Student Activity Book Unit 3 Page 12, multiplication story problems. They can use connecting cubes and color tiles to help them solve the problems if they want. E). Closure- 10 minutes; I will get the attention of the students by holding up one hand and will ask them to put their array cards back in the Ziploc bags and bring them to me along with the construction paper and Page 11, with their names on it. They will then sit on the rug with their math journals next to their math partner. I will write 17 x 6 on the board and ask them to talk with their partner about how they would solve this problem and then solve it in their math journals. After about 5 minutes, I would ask if anyone wants to share how they solved the problem. I am anticipating the students to break the numbers apart. They can break up 17 into 10 and 7, so (10 x 6) + (7 x 6), or they could say 17 x 2 = 34 and then add it three times because 2 x 3 = 6, or they could just add 17 + 17 + 17, etc I would then ask the class:

Which strategy do you think is the most efficient one for solving this problem? Why? So remember that our main goal when we break up numbers is to make the problem easier to solve. So really think about which number you want to break up and how you want to break it up so that you are making the problem easier.

5. Assessment: I will use a checklist and Student Activity Book Unit 3 Page 11 to assess understanding of the objectives. I will look for if the student accurately modeled the second multiplication problem with an array, if they wrote accurate equations that represented the arrays, and if they correctly solved the multiplication problems. Sample checklist Student Name Accurately Modeled the Second Multiplication Problem with an Array Wrote Accurate Equations that Represented the Arrays Correctly Solved the Equations

Personal Reflections: Reflections will be submitted after the lesson is taught. Array Cards

Game Directions

Recording Sheet

Extension Activity Sheet

Student Activity Sheet Unit 3 Page 11