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Mathematics Alignment Lesson

Grade 4 Quarter 1 Day 38


Common Core State Standard(s)
4.NBT.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.

Standards for Mathematical Practice


Standard 3: Construct viable argument and
critique the reasoning of others
Standard 4: Model with mathematics
Standard 6: Attend to precision.

Materials Needed:

Student whiteboards/markers
TE Vol.1 Page 580-581
Blackline Masters, Conjecture and
Critique, Partner Practice

Formative Assessment
Ask students to share a problem/solution
and then have a partner check it using an
alternative strategy.

Alignment Lesson
Real World Application of Multiplication
Activity 1: Math Modeling (Engage and Explore 20 min)
1. Explain to students that they will discuss how to solve
43 x 67 using each of the three multiplication methods
they know. Have students solve the problem on their
whiteboard.
2. Ask students to stand and sort based on the method
they chose to solve the problem. Have students check
solution and accuracy with strategy in a focused small
group. As students work, take notes as to which strategy
students are most comfortable with and monitor small
groups to check for understanding.
3. choose one student leader from each group to
demonstrate each of the models (Area
Model/Rectangle Sections Method, Expanded
Notation Method, and Algebraic Notation Method)
and solution at the front of the board. Teacher could
also have students in each of the focused small strategy
groups complete the method step by step allowing all
members to participate in whole group at the front of
the board.
4. Discuss all three methods. Additional teaching points
can be found on TE pages 580-581.
Area Model

Homework
Blackline Master
HW Multiplication Methods
Vocabulary
Expanded Notation-a method used to solve
multiplication problems that shows the value of
each of the digits in the larger factor and are
each multiplied by the smaller factor
Algebraic Notation-a strategy for multiplying in
which a factor is decomposed to create simpler
algebraic expressions,
and the distributive
LEARNING
STRATEGIES:
property is applied.
Area Model-a model for multiplication that
shows each place-value product within a
Wake County Public School System, 2013
WCPSS/PROJECT ACHIEVE/C&I/2001

Expanded Notation

Algebraic Notation

Teacher Guide Grade 4

Day 38

Standard(s) 4.NBT.5
Source:
Teacher Created

Alignment Lesson
Real World Application of Multiplication
Continued
1. Promote more math talk in a whole group discussion by asking other questions to connect and
clarify ideas such as: What did ____just say? Can you tell me more? Who can repeat what
_____just said? Does anyone want to add on to what ____said? Do you agree or disagree
with _____s idea? Is this what you said? Can you prove it? What do you think will happen if
_____? What makes you say that?
Activity 2: Conjecturing and Critiquing (Explain and Elaborate 20 min)
1. Distribute Blackline Master, Conjecture and Critique problem. Ask students to work
independently to think and respond to the problem and task.
2. Circle the Sage Cooperative Group Strategy: Choose 4-6 sages or student leaders who are
able to facilitate small group discussion with precision of language to sit around the room in a
chair. Assign the other students to form a circle around each of the sage so the sages have a
small group of participants. Have all students bring the Blackline Master, Conjecture and
Critique to the small groups and their whiteboard/marker.
3. The sages will explain why choice C is correct AND why the other answer choices are
incorrect. Teacher monitors small groups and take anecdotal notes based on informal
observations. Sages should be asking small group to repeat or if participants agree/disagree.
Other students who have circled the sage should be asking questions to clarify or adding on to
the Sages discourse. It might be helpful to have question stems or sentence starters to
support the small group math talks.
Answer Key:
A Does not understand how to model multiplication of two two-digit numbers using
area models
B Did not account for the values of the digits in the tens places.
C Correct
D Did not understand that the 1 represents 10 in the multiplication problem
Activity 3: Partner Practice (Extend and Evaluate 20 min)
1. Have students create and solve real world word problems using multiplication methods. This
assignment is differentiated as students are allowed to choose the magnitude of numbers they
work with as well as the strategy/method for solving. Encourage students to use 2-digit
numbers to multiply.
2. After a student has finished, switch with partner to practice solving his/her multiplication
problem using a different method. Provide calculators for partners to check accuracy of
computation only after each problem has been solved using a different method. Teacher
monitors and/or works with a small group of students for more direct instruction.
3. Assign Blackline Master, HW Multiplication Methods This assignment is also differentiated
with student choice. Use this homework activity as a warm up/review for the next days lesson
if time allows. Answers vary based on students strategy and numbers chosen. Provide
on System,
the strategy,
Wake Countyfeedback
Public School
2013 skill, and/or fact errors if evident in the problem before returning to
student.

Blackline Master

Grade 4

Day 38

Standard(s) 4.NBT.5

Name:____________________________Date:___________________
Conjecture and Critique
Lisa was planning a party. She bought 17 cases of soda. Each case had
12 cans. She wanted to figure out how many cans of soda she had
altogether and wrote this multiplication problem.
17

12

Which model below should Lisa use to represent the solution to this
problem? Explain why you think the model you chose is correct and why
the others are incorrect.
A

(1x1)+(1 x7)+(2x1)+(2x7)

(17 x 2)+(17 x 1)

Name:________________Date:______________
Wake County Public School System, 2013

Blackline Master

Grade 4

Day 38

Standard(s) 4.NBT.5

Partner Practice
Directions: Determine the solution to the problems you create below
using a method of your choice(area model, expanded method,
algebraic notation). Check your answers by switching with a
partner. Partners must prove solutions using a different
strategy/method on the back of your paper for additional practice.
Be ready to share your thinking with your partner and justify your
method.
a. There are________ tanks of fish at Patsys Pet Place. Each tank contains
_________goldfish.
How many goldfish are in the tanks?

b. Mrs. Smith finds a deal on stickers for her prize box. Each pack contains
_________ stickers.
She buys _______ packs of stickers. How many
stickers does she have altogether?

c. There are ________elephants at the North Carolina Zoo. Each elephant drinks
________ gallons of water a day. How many gallons of water are consumed by
the elephants each day at the zoo?

Wake County Public School System, 2013

Blackline Master

Grade 4

Day 38

Standard(s) 4.NBT.5

Name:___________________________________________Date:___________________________

HW Multiplication Methods
CREATE IT (Choose two 2-digit numbers to create a multiplication problem)
_________ x _________ = ___________

PROVE IT (Choose a methodarea model, expanded notation, algebraic notationto solve it)

EXPLAIN IT (Tell how you solved the multiplication problem using precise language such as:
Algebraic notation, expanded form/method, rectangular array/area model, product, partial
products, ones/tens, digits, multiply, properties)
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Wake County Public School System, 2013

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