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# Unit 4: Multiplication with Whole Numbers and Decimals Lesson 1: Shift Patters in Multiplication 1. Standard: a. CC.K-12.MP.

1- Make sense of problems and persevere in solving them. b. CC.K-12.MP.3- Construct viable arguments and critique the reasoning of others. c. CC.K-12.MP.4- Model with mathematics. d. CC.K-12.MP.5- Use appropriate tools strategically. e. CC.K-12.MP.6- Attend to precision. f. CC.K-12.MP.8- Look for and express regularity in repeated reasoning. g. CC.5.NBT.1- Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right, 1/10 of what represents the place to its left. h. CC.5.NBT.2- Explain patters in the number of zeros of the product when multiplying a number by powers o 10, and explain patters in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. i. CC.5.NBT.7- Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 2. Objective/ Target (I can statements) a. I can explain what happens when a number is multiplied by 10, 100 , or 1000. b. I can identify the shift whole numbers make when theyre multiplied by 10, 100, or 1000. c. I can identify the shift decimal numbers make when theyre multiplied by 10, 100, or 1000. 3. Anticipatory set: a. Pull up the money manipulative on the smart board and tell students that today were going to be working with multiplication and the first thing were going to multiply is money! 4. Input a. Task Analysis: Day 1 Model using the money manipulative on the smart board multiplying 1 dollar by 10, then 10 dollars by 10, then 100 dollars by 10 writing the multiplication problems along the way. Ask students to notice the patterns in the multiplication problems and have a discussion about the shift patterns theyre noticing. Take notes about the discussion in the class math notebook and have students record it in their own notebooks. Next, ask for 3 student volunteers and draw on the whiteboard 6 lines with a comma in the middle. Write (\$325) on the board and assign one student to represent the 3 hundreds, one the 2 tens, and one the 5 ones. The students should stand under the line they belong and hold up the correct number of

fingers. (If they represent the 3, they should hold up 3 fingers.) Write the numbers on the lines above the students heads. Add on (x 10) after the \$325 written on the board and ask the students to shift positions to show how \$325 changes when it is multiplied by 10. Ask the other students in the class to explain why they shifted the way they did. Write the numbers in the new places above the old ones. These are pages 101-105 in the student books so they can follow along

Day 2: Allow the students in small groups to look at the chart on page 106. Ask students to think about the big idea for multiplying numbers with zeros. Also discuss how you can decide how many zeros belong in the product. One way is to multiply the numbers without their zeros then add the zeros you ignored to your product. Have students quickly complete exercises 40-44. Remind the students that algebraic expressions often use shorthand notations. Write the following on the board: 7+7+7+7+7+7 Ask a volunteer to come to the board and write this expression in a shorter way (6X7). Explain that multiplication is shorthand for repeated addition. Today they will learn a shorthand notation for repeated multiplication. This is pages 106-108 so students can follow along. Students will take the quick quiz using the clickers and will comment on one thing they learned from todays or yesterdays lessons on an exit card. Page 75-76 in their homework and remembering books is homework. b. Thinking Levels: Blooms Taxonomy Knowledge: Students will recognize the basic multiplication problems and their products. Comprehension: Why did you move the way you did? (during the shift pattern exercise with three volunteers at the board) Application: The questions on student books page 104 and 105 about the red phantom marble ask students to apply the ideas. Analysis: Student book page 106 asks students to analyze when they are looking at the chart. They will compare the patters between 2x3, 2x30, 2x300, and 2x3000. Evaluation: Comment on one thing you learned in math today. (the students will do this on their exit cards) c. Accommodations: i. Remediation: Students needing extra support will be able to work with small groups rather than partners. ii. Extension: Students who blow through this content will work on logic using soduku puzzles and mystery multiplication charts. iii. Learning Styles:

Verbal Linguistic: Speaking, sharing, and discussing answers and ideas throughout the lesson. Intrapersonal: Self-reflection and thinking about the notes taken. Logical mathematical: Completing the problems in the homework and remembering book and working through the examples as a class. Visual/ Spatial: The example with the 3 volunteers at the board and the money examples in the beginning of the lesson. Body Kinesthetic: The example with the 3 volunteers will get the volunteers up and physically moving to represent the shifts in multiplying. Interpersonal: Cooperative learning. Musical: Naturalistic: d. Managing the lesson: i. Instructional Methods: Explanation of key ideas Partner work Volunteering to act out key ideas Representing key ideas with money Modeling Writing/ Answering questions ii. Engagement Strategies: Asking for volunteers Using the money manipulative Starting discussions Partner work iii. Materials: Homework and remembering books Student books Pencil White board/ markers Smart board with money manipulative Math notebook 5. Modeling: The teacher will model the shift in multiplication using the money manipulative on the smartboard. The teacher will model note taking in the class math notebook. The teacher will model the first problem on pages 101 and 102 and more if the students need extra help. 6. Checking for Understanding: The teacher will check for understanding by guiding the students through a couple of examples on the board with volunteers.

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The teacher will check for understanding using guided practice on workbook pages 101 and 102. Guided practice: The teacher will take the students through guided practice during the activity where the three volunteers are at the front of the room. The teacher will use guided practice on workbook pages 101-105 to see if the students are ready for independent practice. On day two the teacher will use guided practice on page 106-108. Independent practice: Students will complete page 75-76 in their homework and remembering books. Closure: The teacher will close the lesson by giving the quick quiz using the clickers. The teacher will also ask the students to write one thing they learned from the lesson on an exit card. Assessment and Reflection: The teacher will be assessing the students by monitoring during group work, taking note of student understanding during guided practice, through the quick quiz, and from the exit card. The teacher will take note of the students that were having difficulties and will have data from the quick quiz to help determine which students need more instruction. Based on the collected information the teacher will reflect on the lesson to determine whether the students understood the content and whether or not the objectives were met.

Sources: Money Manipulative: http://www.gynzy.com/en/#!/items/mathematics/moneycount/17/1698?gclid=CIPzsqmq07kCFchaMgod-jYAPw Math Expressions Common Core Teacher Edition