LESSON PLAN for Observation 2

Name: Jennifer Thornton Date Submitted:

02/08/2017

Grade Level: 4th Date Taught: 02/09/2017

Essential Question(s):
How can I multiply two multi-digit numbers using the area model,
partial products or the standard algorithm?

Arizona State/Common Core Standard(s):

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.

Content Area Objective(s) Blooms Taxonomy:

SWBAT calculate the product of two multi-digit whole numbers
(Blooms Level Apply).

Language Objective(s):
SWBAT work together in groups to discuss the product of two
multi-digit whole numbers.
SWBAT tell the class the process they went through to calculate
the product of two multi-digit whole numbers.

New Vocabulary (2-5 words): algorithm, partial products, area

model

Anticipatory Set:
Students will have a review of how to solve multi-digit
multiplication problems using the area model and partial
products. Students will be given at least two multi-digit
multiplication problems and be called up to the front of the class
to solve the problems on the board using these two methods of
multi-digit multiplication (area model and partial products).

Learning Experiences:
Students will have a review of strategies for solving multi-digit
multiplication problems.
Students will learn an additional method for solving multi-digit
multiplication problemsusing the standard algorithm.
 Students will work collaboratively in groups to play a game of
Beat the Teacher in order to work on solving multi-digit
multiplication problems.

Teacher Actions/Student Actions:

Teacher Actions
1. Teacher will show The Donut Doze Off video to learn about
multiple ways to solve multi-digit multiplication problems. The
students are presented with one way to solve the problem in the
video. As a class, they will work together to solve the problem in
two different ways (first, using the strategy they are familiar with
the area model/partial products; second, they will learn the
standard algorithm for multi-digit multiplication).
2. The teacher will present a new problem what if Bianca had to
make 18 trays of 12 donuts. How would we solve this new
problem using partial products and the area model? How would
we solve this problem using the standard algorithm?
3. The teacher may continue to have students solve problems like
the ones listed in steps 1 and 2. Once they feel that most of their
students understand the multiple ways of solving multi-digit
multiplication problems, they may move on to the activity.
4. The teacher will explain that the class is going to play a game
called Beat the Teacher. The teacher will present a
multiplication problem and have the students solve the problem.
Then each group will get an index card with a two-digit
multiplication problem on it. As a group, they will have 15
seconds to decide if they think their groups product is going to
be higher or lower than the teachers without solving the problem
(this will be done by estimation). Then, the students will have
one minute to individually solve the problem using the strategy
that works best for them. At the end of that minute, they will
compare answers as a group and have to decide on one answer
as a group. The presenter will present that groups number and
the teacher will check to see if that is correct. If the answer is
correct, and the group correctly guessed that their number was
higher or lower than the teachers, then that group will be
awarded 5 points. If the groups answer was either incorrectly
answered or the group did not correctly guess that it was higher
or lower than the teachers, then the group loses 5 points and
the teacher gets their 5 points. Whichever group wins, will get to
have a doughnut the next day (this is just a recommended prize
to connect to the theme of the video).

Student Actions
1. Students will watch The Donut Doze Off. They will work
together as a class to solve the problem presented in the video
 (12 x 12) in multiple ways (area model, partial products) and
then observe as the teacher goes over the standard algorithm
with them.
2. Students will solve a new problem (12 x 18) using the area
model, partial products, and the standard algorithm.
3. Students will continue to solve multi-digit multiplication problems
as mentioned above until the teacher feels like they are
proficient in solving these problems.
4. Students will listen to the instructions of Beat the Teacher and
be assigned their role.
Roles are as follows:
Facilitator: Makes sure everyone has a chance to share
their answer with the group. They are the one who
facilitates group discussions on what the correct answer is.
The facilitator gets the final say.
Recorder: Writes down the groups guess of whether or
not their groups product is higher or lower than the
teachers product. The recorder will also write down their
groups final answer (product) for each multiplication
problem.
Presenter: The presenter will stand up and present their
groups answer. In each round, they will first present
whether their group thinks their product is higher or lower
than the teachers. Then, they will present their groups
final answer.
Score Keeper: The score keeper in each group will take
out a piece of paper and keep track of their points for each
round.
Questioner: If your group has a question at any point
during the game, you will tell it to the questioner and they
will raise their hand and ask the groups question. The
teacher will only call on the questioner from each group to
ask questions.

Possibilities for Differentiation:

Students can be broken into smaller or larger groups depending
on the class. If students are unable to work in a group, they can
be given an alternative assignment a worksheet solving multi-
digit multiplication problems.

Closure:
Students will be asked to share what method of solving multi-
digit multiplication problems works best for them and why. This
closure directly relates to the essential question, as students will
be asked how they can solve multi-digit multiplication problems.
Assessment (formative and/or summative):
The teacher will walk around and assess how individual students
solve the multiplication problems. Formative assessment will also
be conducted as the presenter shares their groups answer.

Notes:
All rules should be defined at the very beginning of the game and
student roles should be assigned in a creative way that does not
lead to arguing (i.e. having a colored post-it note on every
students desk and having certain colors relate to certain roles).
Have a worksheet available with multi-digit multiplication
problems for students to work on if they cannot work
cooperatively within their group or do not follow the rules of the
game.
Make sure all students know your expectations before the game
starts, and that they understand that the goal is not just to win. It
is to get better at multi-digit multiplication.

Materials/Resources:
Prep: place students into heterogeneous groups that will work
well together
Multi-digit Multiplication with Standard Algorithm: The Donut
Doze Off Video: http://az.pbslearningmedia.org/resource/mwnet-
math-nbt-dozoff/multidigit-multiplication-with-standard-
algorithm-the-donut-doze-off/?
utm_source=twitter&utm_medium=social&utm_campaign=mktg
2015
Index cards with two multi-digit multiplication problems (enough
for at least 5 per group)
Whiteboard and whiteboard markers (one for every student)
PowerPoint that defines each student role within the group
(optional)