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# Katherine Chanler

## Revised Lesson Plan

October 20th, 2016
Central Focus: Multiplying by a 1-digit number
Lesson Objective: Students will be able to use different methods to multiply up to 4digit numbers by 1-digit numbers, with or without regrouping. Represent multiplication
as repeated addition, a rectangular array, and the area of a rectangle.
Standards: CCSS.MATH.CONTENT.4.NBT.B.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.
Prior Knowledge: Students understand place value of whole numbers up to 1 million,
rounding whole numbers, and algorithms for addition and subtraction. Students are fluent
in multiplication facts up to 100 and have gained familiarity with factors and multiples of
whole numbers up to 100.
Materials & Media: Math In Focus Chapter 3, math workbooks, smart board, document
camera
Introduction: (10 minutes)
What does it mean to share your mathematical reasoning? What is mathematical
reasoning?
When we are trying to solve a word problem, we are gather information, and asking
ourselves what do we know and what do we need to find out in order to figure out how to
solve it. This process of figuring out how to solve a problem is our mathematical
reasoning. It is being able to explain why you have chosen a particular operation or
procedure to solve.
Today we are going to review three different methods to represent multiplication that can
help us solve word problems. What does it mean to represent something? (Slide 1) For
example, in your own words, can you describe what 58 represents? (Slide 2)
(Instead of turn and talk, just quickly call on a student because this is a review of what

## Slide 3: Give students a few moments to look at the different ways

is
represented. Name each
method:
rectangular
array, and the area of a rectangle.
class

## Can someone explain to

how the area of the
rectangle
represents 5x8?

## Now lets try working with some larger numbers.

Development: (15 minutes) Using Slides 4,5,6 introduce the different methods of
representing multiplication while working with larger numbers.

5x8

the

## Slide 7: Lets see how using the rectangular array method

can help us solve this word problem.
So can we just count up all the dots in each place value to
Why not?
What do we have to do?
We must regroup because we have more than ten ones and more than ten tens and
more than ten hundreds.
Using the blackboard write out and solve, to show regrouping.
Slide 8: Lets practice one more. Lets take a look at the next word problem.
Now you can see this number is much too large to use the array method, but can someone
tell us why it is important to keep in mind while working on solving the problem?
What do you think is the most important thing to keep in mind while solving 6,139 x 9 ?
Place value!
Small group practice: (10 minutes) You are going to break
into partners to work together to solve a multiplication word
problem. You can use any of the methods that we discussed
today. The most important thing is to share your thinking
and show your work. We will have ten minutes to solve
one problem. That means, with your partner you are going to
explain why you chose the operation that you did to solve the
problem. Talk to your partner to discuss how you can explain
your reasoning. Then we will come back together as a whole
class to present what we did to the whole class.

Each pair of students gets one worksheet with the problem so they must work together to
solve it.
NYC Real World Word Problem
Times Square has the busiest subway station in all of New York City. An average
of 7,681 people enter or exit the Times Square station each hour during the day.
On average, how many people pass through the Time Square station during an 8hour workday?
**If students say that they are finished, check in to see if they have written explanations
of their reasoning. Ask if they can think about the problem or solve it another way.
Culmination: (10 minutes) The class reconvenes for a whole group discussion. Not
every group is going to share their work for the sake of time and student engagement,
however I am interested in hearing feedback from students specifically about their
experience working as a group to solve the word problem and if any of the new methods
for representing multiplication helped inform their understanding of the operation.
First, I would like students to share their explanation of their math reasoning. Do not
share your answer right now, just how you figured out what to do to solve it.
Did any of your group members have a different way of thinking about the problem?
(Display student work under the document camera so it is easier for the
entire class to see.)
Concluding statement: We have learned three different ways to represent multiplication
to deepen our understanding of the operation and how to use it. Always remember to
always take extra care in lining up the place values of numbers while solving multi-digit
problems. And finally, you can always check your answer by using the opposite
operation.
Assessment: Circulate classroom during group work to check for understanding. Ask
guiding questions if students seem off track. Answer student questions to clarify
understandings.
Extension: Ask students to think of other types of facts that they could find about New
York City in order to make their own word problem. For homework, write your own
Real World Word Problem.

## Mural displayed inside Times Sq. Station by Roy Lichtenstein

Times Square has the busiest subway station in all of New York City. An average
of 7,681 people enter or exit the Times Square station each hour during the day.
On average, how many people pass through the Time Square station during an
8-hour workday?