Design for Learning

Activity Plan- Math

Instructor: Annie Walker

Grade Level: 4th grade

Lesson Title: Amazing Multipliers

Curriculum Area: Math

Estimated Time: 45 minutes

Standards Connection:
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.
[4-NBT5]

Learning Objective(s):
Students will complete a multiplication worksheet with 1digit combinations with 90% accuracy.

Learning Objective(s) stated in kid-friendly language:

Today, you will complete this multiplication worksheet. There are only single digit combinations
so that you can practice your basic multiplication facts.

Evaluation of Learning Objective(s):

Students who have mastered the subject will have scored a 90 or higher on the multiplication
worksheet. They will move on to solving real world problems, using their multiplication skills.
Students who scored between and 80 and a 90 know the subject. They can continue to work on
multiplication skills, applying it to word problems. Students who score below an 80% will
continue to work on the basic multiplication facts, using flashcards and repeated practice until it
becomes second nature to them.

Engagement:

We will begin by reading the book Amandas Bean Amazing Dream. Today, were going to
talk about Amanda Bean. Now, Amanda Bean is just like a lot of you. She LOVES to count. She
counts everything! Even when it takes her a very long time, she still loves to count. In her class
at school, she is learning about multiplication. Do my friends in this class know how to multiply?
Wait for students to respond. Yes, we sure do! We have been learning all about multiplication.
Lets see what Amanda Bean learns about multiplication in this story! Read the story to the class.
Throughout the story, ask them questions like Can you relate to Amanda Bean? Do you like to
count instead of multiplying? Do you think its easier to count instead of multiply? Once
Amanda starts dreaming, ask the students to multiply the objects with her, like the tiles or the
books or the sheep and yarn or the grandmas sweaters. At the end of the book, discuss the lesson
with the students. So, what did Amanda Bean learn? Thats right! She learned that you can still
love to count and multiply at the same time. It is very helpful for us to know how to multiply!
Who can tell me one way that multiplying can help you? Those are all very good answers. One
of the biggest things Amanda learned about multiplying was that it was faster! Who likes to get
their work down fast? Yes, me too! When we multiply, it is a faster way to count than using
addition. Multiplying is a good skill for us all to use, and like Amanda, we should learn to love
it! Now, we are going to do an activity with our multiplication facts. Transition to activity.

Learning Design: (Activity)

Using the Document camera, we will flip to the very back of the book. Activity Three in the
appendix involves solving multiplication problems using riddles. We will examine these riddles
and solve them as a class. Three Two One. I want to know how many of you like riddles. Yes
me too! I love to tell them, and I love to solve them. Today, we are going to solve riddles. First, I
need everyones attention on the board at the front of the room. At the back of the book, there are
some riddles about Amanda Bean. Lets see if we can solve them! Discuss the riddles with the
children. For the first riddle: Which has more wheels, 4 tricycles or 5 bicycles, say: Lets look
at the first riddle. Who can read this for me? So, how should we solve this problem? Lets focus
on the first part. How many wheels does a tricycle have? Thats right three. So what are we

going to do to figure out how many wheels 4 tricycles have? Thats right we are going to multiply
4 and 3. What answer do we get? Thats right 12! Okay, so now, lets look at the second part.
How many wheels are on a bicycle? Thats right, 2! So, how will we figure out how many wheels
are on 5 bicycles? Yes, 5 times 2, which equals 10. Which one has more wheels? Yes, 4 tricycles
have more wheels then 5 bicycles. How many more wheels? Thats right, 2! Let the students talk
about this riddle for 1 minute and ask any questions. Okay, lets look at the next riddle. Which
has more cookies, a cookie sheet with 3 rows and 8 columns, or a cookie sheet with 4 rows and 6
columns? Who has an idea about how to solve this problem? Good thinking! We could multiply,
and then compare! Thats a great idea. Lets multiply 4 and 6 first. What do you get? 24. Now,
lets multiply 3 and 8. 24 again! So, what would our answer be? You are right; both cookie
sheets have the same amount of cookies. So, we could pick either one and get the same amount
of cookies. YUM. Okay, finally, lets look at this last riddle. This one says Which has more
panesa window with 5 rows and 4 panes in each row or a window with 3 rows and 6 panes in
each row? Try and solve this riddle to yourself. You have 5 minutes to solve it independently. I
should hear no talking. Wait until students have completed the problem. Then ask them what
answer they got. Okay, what answer did you get? Yes, 5 rows and 4 panes equal 20, which is
more than 3 rows and 6 panes because that equals 18. How many more is it? Thats right, 2
again! Okay, now I need everyone to go quietly back to your seat. Once everyone is sitting down,
silent, and eyes on me, we will discuss the next directions. Wait for students to follow the
directions, and then proceed. Project a template for writing the riddle using the document
camera. Now, I want everyone to use the blank sheet of paper in front of him or her, and write a
riddle similar to the ones we just solved. If you get stuck, use the template on the board to help
you. Only use the numbers 1-10, but be creative! Once you have written the riddle, you will turn
it in, and then I will pass out the riddles again but this time you will be solving a riddle that one
of your classmates has written. That being said, dont make a riddle you yourself would not want
to solve because you might get your own riddle to solve when I hand them back out! Does
anyone have any questions? Let the students write the riddles, helping them if they are confused
or if they do not understand the assignment. Then, once all the students have a complete riddle,
collect them, and redistribute the riddles so that everyone has a new one to solve. I am now
going to pass out the riddles again, but you will get someone elses riddle to solve. Once you get
a riddle, you may start solving it. Raise your hand when you think you have solved your riddle,
and I will come check it. Once you have solved the riddle, you will receive another multiplication
worksheet that I will be grading. Do your very best on this worksheet!

Assessment
Once students have finished their riddles, they will receive the multiplication worksheet. Once I
hand you the multiplication worksheet, work silently on this worksheet. There are only single
digit multiplication problems, so that we can practice our basic combinations. I want everyone
to work independently, so I should hear no talking. Once you finish this worksheet, turn it over

on your desk and begin to read silently at your desk. I will come collect your papers when I see
that you are done.

Closure
Once all the students have finished the worksheet and are silently reading, command their
attention again. Okay, all eyes on me. Ill wait until I have everyones attention. We are almost
done with our lesson. But before we finish, we are going to solve one more riddle. Project an
image on the board from the document camera. Lets look at this last riddle I have put on the
board. Its a little more challenging than the last 2. How should we solve it? This riddle says
Ms. Walker has 45x20 shopkins. Mr. Addison has 33x42 shopkins.Who has more shopkins? I
dont want anyone to blurt out the answer. Lets think about this silently for 3 minutes, and then
we will talk about it. Let the students work on this problem. Now, who thinks they have a
solution? Thats a good idea. First, we should multiply 21 times 20. Who knows the best way to
do that? Thats a good idea. 45 times 2 is 90, and since we are dealing with a ten, we can make
that 900. Now, how should we multiply 33 times 42? Lets use a chart like we did last week. I like
that idea! Let the students work using the chart for 3 minutes. What answer did you get? 1,386?
Does everyone agree? I do. So who has more shopkins? Thats right, Mr. Addison does!

Materials and Resources:

Amelia Beans Amazing Dream

Document camera
Blank paper
Multiplication worksheet
Appendix in the book
Riddle template

Riddle Template:
First Step: Choose an object (Ex: Car)

Second Step: Choose a number 1-10 (6)

Third Step: Choose an object to compare the first one two (motorcyle)
Fourth Step: Choose another number 1-10 (8)
Fifth Step: Put it all together! (There are 6 cars and 8 motor cycles in the parking lot.
Which have more wheels, the 6 cars, or the 8 motor cycles?)