Understanding by Design Template: Lesson Planning Block III

Teacher: Marissa Nevins Grade: 4

Subject: Math Date: November 2015

Desired ResultsCCSS and/or NYS Learning Standards (Rubric Line 35 and 39):CCSS.Math.Content.4.NBT.B.5Multiply 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.

NYS Learning Standards for Health, Physical Education, Family and Consumer ScienceStandard 1: Personal Health and FitnessElementary Physical Education Key Idea #2: Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. Essential Questions (Rubric Line 36):Why is multiplication the best operation for these certain situations? What is the purpose in using area models when multiplying 2-digit by 2-digit numbers?

Enduring Understandings(Rubric Line 36):Students will understand that…Multiplication is useful in a variety of everyday situations. There is a reason behind each step of using the area models when multiplying. Objectives (Rubric Line 31):Students will be able to ...Student will be able to use certain strategies to multiply two-digit by two-digit numbers. Students will be able to multiply 2-digit by 2-digit numbers.

Assessment Evidence (Rubric Line 32)Performance Assessment Tasks:For assessment I will present the following problem and ask students to explain the “mathematical way” of solving it on their individual white boards. “I am going to be attending a book talk at an elementary school for students who have shown interest towards writing comic books. The school has emailed me a list of 42 students who have signed up to come to this meeting, and As a long time comic writer, I want to write a short comic book for the students attending the meeting and I want it to be 37 pages to keep it the same length as my other books. If I need to give a copy to all 46 students, how many pieces of paper will I be printing out?”

Scoring Rubric (to be used on the material the students write on their white boards)Low Medium High

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Correctness of Answer

10 pts 0 pts 5 pts 10 pts

Accuracy of Explanation

10 pts 2 pts 6 pts 10 pts

Other Evidence: Classroom observations (informal) of student participation and work samples.

Areas of Child Development (Rubric Line 28)Cognitive development is supported because children learn to make sense of the multiplication area models. Linguistic development is supported because children must explain their way of thinking and what makes the most sense to them to their peers and teacher. Social development is supported because children are asked to work together and make sure their peers comprehend what their ideas are on multiplication.

Learning PlanClassroom Arrangement:All materials will be ready ahead of time. Have white boards ready for each student on their desks. Get comic book samples ready so you can get them out right at the beginning (anticipatory set)Prepare the opening word problem on the Smartboard ahead of time so it is known that there are no technical issues.

Materials:SmartboardWord problem worksheetPractice worksheetHomework problems worksheetExit SlipIndividual white boards for each student Pencils/ Dry Erase markers

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Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):

Anticipatory Set (Rubric Line 38): I will begin the lesson by showing the students some old comic books that I had at my house. After discussing what my comic books are about and I know I have everyone’s attention with these visual objects, I will begin the story problem.

Procedure Story Problem (Rubric Line 40): To print a comic book, 54 pieces of paper are needed. The printing company has 1400 pieces of paper. Will that be enough to print 27 comic books?”

Students will work in groups at their tables to solve the problem in a way that makes sense to them. When a group finishes, I will check their work and ask them to find a different method for solving the problem. If any groups finish finding two ways, I will ask them to find as many ways as possible to solve the problem. (Application-level task from Bloom’s Taxonomy)

When all groups have found at least one way, I will call on selected groups to share with the class their way of solving. I will call on two different groups to share. (Comprehension-level task from Bloom’s Taxonomy)

I will then present the mathematical way of solving this type of problem: the 2-digit by 2-digit multiplication through the use of area models.

I will ask students what two numbers we are multiplying in this problem. Using the Whiteboard, I will write the multiplication equation on the board for students to see. I will then ask the students how to break down the number 54 and how to break down the

number 27. I will call on a student to show their peers on the whiteboard that 54 is broken down into 50 +

4 and 27 is broken down into 20 + 7. We will agree that this is correct due to the breaking down of place value concept that was

learned prior to this lesson. I will then I will draw a “four square” box (a square with a line going down the middle both

horizontally and vertically) and ask them to copy it down onto their whiteboards. I will demonstrate, step-by-step, how to use an area model to the students while they follow

along and help me through it. I will demonstrate the addition part of this multiplication method after finding the total of all

of the multiplication problems in each of the four squares. I will now hand out the Multiplication worksheet so we are able to complete the first 3

together as a class. I will repeat the same steps used in the word problem for all of the problems listed on this worksheet.

** (P.E tie-in) ** If it is nice outside, as a different way of acting out the four square method to students, I would bring them outside and draw a four square. We would write the problem to the side of the four square drawn, and then be able to play the game of four square while having students who are in a certain square either breakdown the numbers, put them on the sides of the squares, multiply

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the two numbers that need to be multiplied, or add up out total when the multiplication portion is finished. It is a great way to get students involved and show another way that may make sense to students who are having trouble understanding.

Differentiation of InstructionSince students are encouraged to solve “in whatever way makes the most sense to them”, differentiation is built in to this lesson design. Student will choose their preferred method. During direct instruction, accommodations will be made for students who have hearing or vision difficulties by making appropriate technologies and/or materials available to them – such as an amplification system, seating arrangements and larger print. Students with IEP’s or 504’s will receive individual help to ensure that their goals are being met.

Assessment (Rubric Line 32): For assessment I will present the following problem and ask students to explain the “mathematical way” of solving this on their individual white boards.

Next month, I am going to be attending another book talk at a different elementary school. However, due to not many students being interested in comic books at this school, I am only planning for 39 students to attend this meeting. If I still want each comic book to have 37 pages, How many pieces of paper will I be printing out?”

Closing Activity: I will ask students to begin thinking about what can be done if “We now need 74 pieces of paper to print a comic book. Will 2700 pieces of paper be enough to print 41 comic books?”

*Exit slip: students will complete a 3, 2, 1 exit slip that will allow me to see how well they liked this lesson and how well they were able to learn from it.

Evaluation of Teaching *done after the lesson is taught*:The students were able to learn how to multiply two-digit by two-digit numbers through the area model strategy. The worksheets corresponded well with what was being taught, and the students were able to correctly complete the problems on the worksheet both independently and in groups. The exit slip proves that students were able to learn from the lesson as well as grasp what an area model is and how to use in in multiplication.

References

Super Teacher Worksheets - Thousands of Printable Activities. (n.d.). Retrieved November 2, 2015.

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Unit 2 Lesson 4Problem Situation

To print a comic book, 54 pieces of paper are needed. The printing company has 1400 pieces of paper. Will that be enough to print 27 comic books?

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Revised 10/20/15