1

Kelsey Mercadante
ELED 433

S.M.A.R.T. Goal Update Final Additions Toward Goal

My progress toward my goal includes:

Multi-digit Multiplication Math Stories Lesson Plan (pages 1-15)

Follow-up Lesson Math Centers:
1. Community Helpers Multiplication Board Game (pages 15-21)
2. Math Libs (page 22)
3. Multiplication Jenga (page 21)
4. Multiplication Cube Toss (page 22)
Applicable Prep Notes (pages 23-24)
Notes on class readings in the book, Teaching Student-Centered Mathematics:
Developmentally Appropriate Instruction for Grades 3-5 by Van de Walle (pages 24-25)
ELED 433 Class Notes (page 25)
Engaging lesson ideas and activities (page 26)

Multi-digit Multiplication Math Stories Lesson Plan:

ELED 433 LESSON PLAN FORMAT
Kelsey Mercadante
Mrs. Hostetter, Bessie Weller Elementary School, 4 th Grade
Date of Lesson: November 19th Time: 11:20-12:05 and 12:55-1:35
Date written plan is submitted to the practicum teacher: November 12 th,
2014
JMU Elementary Education Program
A. Multi-digit Multiplication Math Stories!
B. CONTEXT OF LESSON
A week before my lesson, I will have the students answer a 2-digit
multiplicative word problem on the document camera. I will tell students to
solve the problem on a piece of loose-leaf paper. I will tell students to show
their work and do their best. After the students complete and answer the
word problem, I will collect the pieces of paper and analyze how each student
solved the problem. I will be able to get a feel for the students experience
with two-digit multiplication word problems. I feel that I will get to see each
childs individual knowledge pertaining to the content of my lesson, which will
help me know each childs needs when I conduct my lesson. In addition to the
multiplication word problem pre-assessment, I feel that another preassessment for this lesson could consist of students solving one-digit

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multiplication facts. If students know one-digit multiplication facts, and can
successfully compute one-digit multiplication problems, then they are ready
to move on to two-digit multiplication problems. I have observed students
solving one-digit multiplication problems throughout this entire semester and
through my observation of students completing multiplication problems, I
have gathered that students are now ready to solve multiplication problems
with 2-digit numbers to further their mathematical thinking.
Pre-assessment word problem: Katy is baking 14 cupcakes for her friend.
She is going to put 31 chocolate chips on each cupcake. How many chocolate
chips will she need in all?
After analyzing the student work from the pre-assessment, I have realized
that everyone in the class attempted to use the open-array model to solve
the 2-digit by 2-digit multiplication problem. Everyone in the class set up the
open-array model correctly. However, six students multiplied one, 2-digit by
1-digit fact within the problem incorrectly and got an incorrect partial product
within the open-array model; therefore this caused the final product of the
problem to be incorrect. Two students in the class multiplied all of the partial
products within the problem correctly; however, they did not add up the four
partial products correctly to get the final product. Eight students in the class
correctly used the open-array model to solve the 2-digit multiplication
problem, and got the correct final product. In conclusion, 50% of the students
in the class successfully solved the 2-digit multiplicative word problem.
During my lesson, I hope to increase the percentage of students who
successfully solve a 2-digit multiplicative word problem. I will stress the
importance of checking the multiplication of the partial products before
adding them up. I will tell students to make sure they add on the zero when
multiplying a problem such as, 30 X 4, which would equal 120 (Some
students may just multiply 3 X 4 and forget to tack on the zero at the end of
the problem). I will make sure students understand why the zero is tacked on
to the end of the number (It is because the number is getting 10 times
bigger). During my lesson, I will also stress the importance of carefully lining
up all four of the partial products to add the numbers in order to get the
correct final product. I will tell students to make sure they double-check their
multiplication and addition when solving the problem if they use the openarray model.
A lesson involving multiplication word problems will be an appropriate
lesson for these students because it will be taught during the week that the
fourth graders will be learning about two-digit multiplication. The topic of
two-digit multiplication will be introduced to the students on Monday, and I
am teaching the lesson on two-digit multiplication involving word problems
on Wednesday. The word problems will build the students conceptual
understanding.
o Vertical planning: My lesson will consist of fourth grade
students computing two-digit multiplication word problems. The
students have been exposed to many different types of word
problems in prior grades including addition, subtraction, and
one-digit multiplication word problems. According to the SOLs,
first graders learned how to create and solve basic addition story
problems (SOL 1.6). In second grade, students create and solve
addition and subtraction problems (SOL 2.8). In third grade,

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students learned how to solve single-step and multi-step
problems involving the sum and difference of two whole
numbers (SOL 3.4). In third grade, students also learned and had
to be able to recall multiplication facts through the twelves
tables, which will help them when computing two-digit
multiplication problems (SOL 3.5). Lastly, third graders had to be
able to create and solve problems involving multiplication of two
whole numbers, one factor 99 or less and one factor 5 or less
(SOL 3.6). Students should be entering fourth grade with much
of this knowledge from prior grades. Students have also learned
about place value, which plays a role in two-digit multiplication
also. Students learned about place value in second grade (SOL
2.1), third grade (SOL 3.1), and in fourth grade (SOL 4.1). Fourth
graders should now be ready to be exposed to word problems
involving two-digit multiplication.
Related vertical SOLs include: 1.6, 2.1 (a), 2.8, 3.1 (a),
3.4, 3.5, 3.6, and 4.1 (a).
o Horizontal Planning: In this lesson, students will be exposed
to two-digit multiplication word problems. They will also create
and illustrate a word problem involving two-digit multiplication
with a partner. This lesson is appropriate for the fourth graders
at this time because it is a part of the Virginia Standards of
Learning for fourth grade mathematics and the fourth graders
will need to know how to multiply two-digit whole numbers for
the SOL test at the end of the year. Students will also need to
know how to solve word problems for the SOL test. Having
students solve two-digit multiplication problems will help them
later in the school year when they compute to figure out factors
and multiples (SOL 4.5 a). This lesson will also help students
when they divide whole numbers (SOL 4.4 c) compute fractions
and decimals (SOL 4.5, 5.5, and 5.6), and work with expressions
(SOL 5.7). Having students create and solve word problems will
prepare them for fifth grade since creating and solving word
problems meets a fifth grade standard of learning (SOL 5.4). The
computation that students will do and practice during this lesson
will help students to develop fluency in multiplication. When
students use their knowledge and skills to create and solve
problems in this lesson, students will develop the foundation to
ensure success and achievement in higher mathematics.
Related horizontal SOLs include: 4.4 c, 4.5, 5.4, 5.5, 5.6,
and 5.7.
This lesson supports the development of the students in Mrs. Hostetters
class. This lesson fits in with what I know about child development because it
is allowing students to build on prior knowledge from previous grade levels
and then it prepares them for what is to come next in future lessons. This
two-digit multiplication word problem lesson will serve as a learning
progression through the sequence of levels that allow students to gain
understandings and skills embedded into this lesson. The learning
progressions in this lesson will help students to achieve the objectives, which
are the goals of this lesson. According to the Progressions for the Common

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Core State Standards in Mathematics, fourth graders should be able to
multiply to solve word problems (The Common Core Standards Writing Team,
2011, p. 29). Having children create and illustrate word problems on a poster
while working with a partner is considered a developmentally appropriate
practice. This activity is considered a varied instructional strategy that meets
the needs of children since it involves cooperative learning. Using and
creating math word problems is also an integrative lesson since it integrates
reading and writing with math (National Association for the Education of
Young Children, 1996).
This particular lesson will also help students to become better at word
problems, which is what the fourth grade SMART goal is for the school. It is
important to use word problems in every math lesson to help students
practice their problem solving skills so they can become confident in their
problem solving capabilities, and so that Mrs. Hostetter can reach her SMART
goal.
C. STANDARDS - VA SOLs and/or CCSS
Math
Standard 4.4 Strand: Computation and Estimation
The student will
b) Multiply whole numbers.
d) Solve single-step and multi-step multiplication problems.
English
Standard 4.1 Strand: Communication: Speaking, Listening
The student will use effective oral communication skills in a variety of
settings.
b) Contribute to group discussions across content areas.
g) Demonstrate the ability to collaborate with diverse teams.
Standard 4.4 Strand: Reading
The student will expand vocabulary when reading.
e) Use vocabulary from other content areas.
Standard 4.5 Strand: Reading
The student will read and demonstrate comprehension of fictional texts.
e) Identify the problem and solution.
Standard 4.7 Strand: Writing
The student will write cohesively for a variety of purposes.
b) Focus on one aspect of a topic.
Process/Practice Standards: (Common Core Standards)
Grade 4 Operations and Algebraic Thinking
Multiply to solve word problems involving multiplicative comparison, e.g.,
by using drawings and equations with a symbol for the unknown number
to represent the problem, distinguishing multiplicative comparison from
additive comparison.
Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations.
Virginia SOL Process Standard for Math Lesson

Mathematical Problem Solving

o Students will apply mathematical concepts and skills and the
relationships among them to solve problem situations of varying
complexities. Students also will recognize and create problems from
real-life data and situations within and outside mathematics and then
apply appropriate strategies to find acceptable solutions. To
accomplish this goal, students will need to develop a repertoire of skills
and strategies for solving a variety of problem types. A major goal of
the mathematics program is to help students become competent
mathematical problem solvers.

D. LEARNING OBJECTIVES
Understand
Students will
understand that
multiplication is a
one-to-many constant
relationship between
two sets that can be
expressed as a ratio.

Know
Vocabulary: factor,
product

Do
Students will create
and illustrate a word
problem on a poster
with a partner that
involves multiplying
multi-digit whole
numbers.
Students will solve a
word problem with a
partner that involves
multiplying multi-digit
whole numbers.

E. ASSESSING LEARNING
Objective

Students will understand

that multiplication is a oneto-many constant
relationship between two
sets that can be expressed
as a ratio.

What documentation will

you have for each
student?

I will create an observation

chart with a box for each
student (20). I will walk
around the room when
students are creating and
solving word problems and I
will ask them questions such
as, How did you make it a
multiplication problem,
How did you know that you
had to multiply to solve the
problem? How did you get
your answer? I will

What will your students

do and say, specifically,
that indicate each
student has achieved
your
objectives?
Students will create
accurate multiplication
problems that can be solved
by others. Students will
show their work in order to
show how they got the
answer. Students will also
explain their reasoning on
how they got the answer.
Students will verbalize
characteristics of
multiplication problems or
students will say

Students will know

multiplication facts of two
whole numbers when one
factor has two digits or
fewer and the other factor
has three digits or fewer,
using paper and pencil.

Vocabulary: factor, product

Students will create a word

problem on a poster with a
partner that involves
multiplying multi-digit whole
numbers.
Students will solve a word
problem with a partner that
involves multiplying multidigit whole numbers.

document any notes. I will

do this to check for student
understanding of
multiplication.

explain/describe
multiplication in their own
words.
Multiplication: a one-tomany constant relationship
between two sets that can
be expressed as a ratio.
Multiplication is magnifying
by a ratio.

I will see if students know

multiplication facts of multidigit numbers using paper
and pencil when each
student solves the
multiplication problems that
other classmates created.
Students will solve the
problems on a poster using
markers. I will evaluate their
answers to the problem to
see if they know their
multiplication facts. I will
document this information
on an observation chart.
I will see if students know
what a factor and product
are when I have them label
the factor and the product
on their poster. While
walking around when
students are working in
pairs, I will ask students,
What is a factor What is
a product? I will document
this information on an
observation chart to see if
students know these
mathematical terms.
I will see if students create a
multiplicative multi-digit
word problem on the poster
when evaluating the poster
that they made. I will
document this information
on an observation chart.
I will see if students solve a
word problem when I look at
the poster. I will record how
the students solved the

Students will correctly

answer the multi-digit word
problem. Students will
multiply all of the
multiplication facts
correctly, using paper and
pencil.

Students will correctly label

the factors and the product
of the word problem they
solve on the poster. When
asked, students will say
what a factor and a product
are in their own words.
Factors: Numbers you can
multiply together to get
another number (a product).
Product: The answer when
two or more numbers (or
factors) are multiplied
together.
Students will come up with
a word problem and write it
down on the poster. The
word problem will be a
multi-digit multiplicative
word problem.
Students will solve a word
problem by showing their
work, to explain how they
got the answer. Students

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problem by naming the
strategy the students used. I
will document this
information on an
observation chart.

could show their work in a

variety of ways. I will leave
this choice up to the
students interests.

F. MATERIALS NEEDED
Secured by Cooperating Teacher:
Document camera
Chart Paper/ Poster Paper (1 for each pair =10)
Markers
Pencils
Manipulatives
Base-ten blocks
Secured by me:
Base-Ten Grid Paper
Math Lib Sheets (1 per student = 20)
Secured by students:
Math notebooks (students have their math notebooks everyday in class)
G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S)
POSED IN THE PROCEDURE PORTION OF THE LESSON
Mathematical Tasks:
Creating and Solving Two-digit/Multi-digit Multiplication Problems
1. Students will create a multiplicative multi-digit word problem with a
partner
Anticipation:
a. Students may have a hard time creating multiplication problems.
They may end up creating an addition or division problem.
b. Students may find it more difficult to create a word problem with
two-digit or multi-digit numbers that make sense.
c. Students may end up using single digit numbers.
d. Before the activity, I will model with the students, how to create a
word problem.
e. Students will most likely think of story problems that relate to them.
They will choose topics that interest them.
2. Students will solve a multiplicative multi-digit word problem with a
partner.
a. Students may solve the problems incorrectly.
i. They may multiply the numbers within the problem
incorrectly.
ii. They may set up the open-array model incorrectly, or they
may set up any other strategy they use incorrectly.
iii. Students may not show their work.
iv. Be alert for students who simply tack on zeros without
understanding why.

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v. Most students will most likely use the open-array model,
since they were taught to use this model for two-digit times
one-digit problems.
b. Students may use a variety of valid strategies for solving the
multiplication problems:
i. *Open-array model (I will encourage this strategy. Most of the
students will use this strategy since this will be the only
derived fact strategy the students have been introduced to).
ii. Draw pictures or diagrams
iii. Base-ten blocks
iv. Arrays with graph paper
v. Open number lines
vi. Repeated addition
vii. Standard algorithm
viii. Students may look for smaller products
ix. Invented strategies, etc.
3. I will pick a pair or two to share how they created the word problem (I will
try to pick different types of 2-digit multiplicative problems students
created based on context and type).
a. Students may have a hard time explaining how they created the
problem. If students have a hard time, I will ask them specific
questions such as, How did you two come up with the objects you
decided to use in this problem? Does this problem relate to you in
some way? How did you two decide on which numbers you used
in the problem? How did you know you were creating a
multiplication problem, instead of an addition or subtraction
problem? What challenged you?
4. I will pick a few pairs to share how they solved the word problem (based
on levels of representation (concrete, semi-concrete, or abstract) and
learning progressions and levels of problem solving learning progressions
(direct modeling, repeated addition/skip counting and derived facts)). I will
have a sequence of presenters: concrete/direct modeling will go first, then
semi-concrete/ repeated addition, then abstract/ open array or standard
algorithm.
a. Students may have a hard time explaining how they solved the
problem. Students may know how to solve the problem on paper,
but may have a hard time explaining their work aloud. If students
have a hard time explaining their work, I will ask them specific
questions such as, What strategy did you use? Why did you
choose that strategy? Did you use any mental math Did you
draw any pictures to help you? Did you use your fingers at any
point? What challenged you?
5. If time, students will do Multiplication Math Libs with partners.
a. Students will have to pick nouns, adjectives, verbs, and numbers to
create a math lib.
i. Students may have a hard time remembering what these
language arts terms mean. They may think a noun is an
adjective, for example. This would cause the word problem to
not make any sense. I will clarify these terms for students. I
will tell students to work with partners to help one another. I

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will go around the classroom to help students in need of
clarification of these terms.

Procedure

G2

PROCEDURE
BEFORE: Engagement
Introduction: Today we will be creating our own multiplication word problems
involving two-digit numbers!
a. Put the essential question on the board: How can word problems
involving 2-digit multiplication be used in everyday life?
*Activate prior knowledge:
b. Introduce the lesson by talking about literacy comprehension and the
meaning of word problems. Say: When solving word problems,
understanding the word problem is key! Before you start solving
the problem you should:
i. Visualize the problem: create an image in your mind to help
you.
ii. Make connections: relate the problem to personal experiences
to help you understand the problem.
iii. Ask yourself questions: to better understand what is being
read, and clarify information.
iv. Identify key ideas to focus on what the problem is asking.
c. Tell students that math word problems are just like reading a story; you
have to comprehend and understand what the problem is asking.
i. Explain to children how math word problems come up
everyday in life: For example, if you were baking 12 cupcakes
for a friend, and you wanted to put 32 chocolate chips on each
cupcake, you would have to know how many chocolate chips
you would need to have in all.
d. Lets try out creating a two-digit multiplication problem
together! (Model creating a word problem under the document
camera).
i. Who can tell me how I can start out creating a word problem?
1. Think of a topic/context relatable to students in class.
a. Problem Context: Who has an idea of what the
word problem could be about?
b. Call on a student to say a two-digit number.
c. Call on another student to say a two-digit number.
d. Make sure the numbers can make sense with the
word problem context.
ii. Write down word problem on document camera that students
helped to create so the whole class can see.
1. Example of relatable word problem: Mrs. Hostetter took
her 4th grade class of 24 students to the aquarium.
Admission for each student was $12. What was the total
amount of money needed for the field trip? ($240)
*Be sure the task is understood:
e. Have students do a Think Pair Share. Talk with the person beside
you about how you would go about solving this problem. Solve the

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problem in your math notebook and show your work.
i. Activate prior knowledge by reminding students of the open
array model they learned.
f. Give the students some time to solve the problem. Then have students
raise their hands if they would like to come up to the document
camera and share how they solved the problem. Pick 2 students to
share their work on the document camera. The 2 students will model
two ways to solve the problem and record their thinking.
g. Ask students if they have any questions about solving the word
problem.
h. Ask students:
i. What is a factor? (Factors: Numbers you can multiply together
to get another number (a product).
1. Have them find the factors in the example problem.
ii. What is a product? (Product: The answer when two or more
numbers (or factors) are multiplied together.)
1. Have them find the product in the example problem.
2. Tell students that they are going to pair up with a partner and create a
multiplication word problem involving two-digit numbers.
*Establish Clear Expectations:
a. Go over and put up word problem rules on document camera:
i. 1. Create 1 multiplication word problem with your assigned
partner. Work together! Write the problem down in your math
notebook first.
ii. 2. Make sure the multiplication problem involves a two-digit
number times a two-digit number.
iii. 3. Solve your problem in your notebook to check to see if it
makes sense and find the correct answer.
iv. 4. Use markers to write the problem on the top of the chart
paper. Allow room for a classmate to solve the problem
underneath the word problem.
v. 5. When you solve the problem, make sure to label the factors
and the product of the problem.
vi. Tell students that base-ten blocks, graph paper, and loose-leaf
paper will be provided on the front table if they would like to use
them. These materials will support students who may need
different levels of representation.

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DURING: Implementation
Let go!
a. Put the list of partners on the document camera. (I will partner
students in order to pair high achieving students with low achieving
students to assist learning). I will also list whom they are exchanging
their word problems with to solve. (I will keep this up in the board so
students know who they are exchanging with when they are finished. I
will tell students, When you are finished creating your word problem,
switch your chart paper with your assigned pair or partners and solve
the word problem you are given.
b. Tell students to gather with their partner. Tell students to keep their
math notebooks with them, along with a pencil. Tell students that
once they get a piece of chart paper and markers, to begin creating a
2-digit multiplication word problem with their partner. Work together!
c. Pass a piece of chart paper to each pair.
d. Pass out some markers to each pair.
e. Remind students how they should first write the problem in their
math notebooks first to get their thoughts down on paper, solve the
problem to check it, and then write their final problem on the top of
the chart paper.
f. Students will be working in pairs and creating 1, 2-digit multiplicative
word problem.
2. Notice childrens mathematical thinking:
a. I will walk around the room with my observation chart that has a box
for each child. I will monitor the students as they work. I will listen in
on student conversation in the pairs. I will notice and write down how
the students began creating the word problems. I will record if a
student does not understand the task.
b. I will ask students questions: How did you come up with that? Why did
you choose that?
c. I will go to each pair and make sure students are writing a
multiplicative word problem involving 2, 2-digit numbers.
d. *I will make note on which pair would be good for sharing their
word problem creation with the class (based on how they created the
word problem/strategies and accuracy, etc.)
3. Provide appropriate support:
a. I will ensure that children understand what they are supposed to be
doing
b. I will assist students if they need help. If they have trouble creating a
word problem I will prompt them with questions, such as: What are
your favorite types of food? Ex. What if you got 12 boxes of
strawberries, each with a certain amount in them? Or What do you
like to do in your spare time? Do you like to kick the soccer ball with a
friend? Ex. Well, what if you kicked the soccer ball 24 days in a row,
and you kicked the soccer ball and you kicked it 21 times per day?
c. I will answer student questions.
d. I will remind students that they can use representations to work out
the problems if they need support, such as base-ten blocks,
manipulatives, and graph paper. I could get materials for students on
front table or they are welcome to go get the materials themselves

12
since they will all be available on the front table.
4. I will remind students and announce that if they are finished creating
and writing down the problem on their piece of chart paper, they can
trade it off to their matching pair.
5. Let go! I will remind students to show their work when solving the problem!
a. Student pairs will solve the 2-digit multiplication word problem they
are given by their other assigned pair on the chart paper, below the
word problem.
b. Students will work together when solving the problem and show their
work on the chart paper.
6. Notice childrens mathematical thinking:
a. I will walk around the room with my observation chart that has a box
for each child. I will monitor the students as they work. I will listen in
on student conversation in the pairs. I will record how the students
solved the problem.
b. I will look to see if students label the factor and product of the
multiplication problem correctly. (I will record if students have trouble
with this).
c. *I will make note on which pair would be good for sharing their
work with the class (based on the strategy they used, how they went
about solving the problem, levels of representation learning
progressions (concrete, semi-concrete, or abstract), and levels of
problem solving learning progressions (direct modeling, skip
counting/repeated addition, or derived facts)). I will look for
correctness/accuracy of the problem solving as well.
7. Provide appropriate support:
a. I will assist students if they need help. If they do not understand what
the problem is asking, I will support students by going over some of
the strategies they could use to understand word problems (the ones
we went over in class at beginning of lesson). If they have trouble
solving the problem, I will guide students on how to solve the problem
using an open-array model.
8. Provide worthwhile extensions:
i. I will challenge early finishers by asking questions:
1. I see you found one way to do this, are there any other
ways to solve the problem?
2. If they used the open-array model, I will ask: What other
derived fact strategies could you have used? (standard
algorithm).
3. If they did not use the open array model, I will encourage
them to try using it.
AFTER: Engage the full class in discussion
*I will tell students that the time is up!
1. Promote a community of learners:
a. I will tell students that Im going to select a couple of pairs to come up
to the front of the room to share with the class how they created their
word problem. I will tell students to respect other students word
problems and work they showed when they solved the problem.
b. I will pick 2 pairs who solved the problem differently to come up and
share their work. This way, students can see different ways the

13
problem is solved.
I will pick students to come up and share different types of 2digit multiplicative word problems. This way, students can see a
variety of ways the word problems can be written. The sharing of
different examples will be beneficial for students.
d. Encourage other students to ask questions.
e. Prompt presenting students with questions if they do not know what
to say:
i. How did you two come up with the objects you decided to use
in this problem?
ii. Does this problem relate to you in some way?
iii. How did you two decide on which numbers you used in the
problem?
iv. How did you know you were creating a multiplication problem,
instead of an addition or subtraction problem?
v. What challenged you?
2. Listen actively without evaluation:
a. As students share their creations and explain how they created the
word problem, listen actively.
b. Look for opportunities to highlight significant ideas in students work to
make these mathematical ideas more explicit to all students.
c. Notice childrens mathematical thinking and make it visible to other
students (avoid judging the correctness of an answer so students are
more willing to share their ideas.)
d. Ask other students what they think about the students response.
3. Select a 2-3 other pairs to come up to the front of the class and
share how they solved the problem. Have students share in an
appropriate sequence based on what strategies they used to solve the
problem. Consider the levels of representation learning progressions the
students use (concrete, semi-concrete, and abstract). Consider the level of
problem solving learning progressions the students use (direct modeling, skip
counting or repeated addition, and derived facts). Depending on time, select
either 2-3 pairs to share who solved the problem differently.
a. First, pick a pair to share who solved the problem using a concrete
method or direct modeling to solve the problem, such as using
manipulatives or an array model with graph paper.
b. Second, pick a pair to share who solved the problem using a semiconcrete method or repeated addition/skip counting to solve the
problem, such as drawing pictures or using repeated addition.
c. Third, pick a pair to share who solved the problem using an abstract
method or used derived facts to solve the problem, such as an openarray model, or the standard algorithm.
d. *Note: if each pair uses the same strategy, such as the open-array
model:
i. First, I will have a pair present their work if they ended up
making a mistake when multiplying one of the partial products
within the open-array model. This will show the class how
important it is to check the multiplication of the partial products
before adding them up.
ii. Second, I will have a pair present their work if they correctly
c.

14
multiplied within the open-array model, but incorrectly added
the four partial products. This will show the class how important
it is to check the addition of the four partial products in order to
get the correct final product.
iii. Third, I will have a pair present their work if they successfully
solved the multiplication problem using the open-array model
correctly. This will be a model of how to correctly use the openarray model to get the correct answer.
iv. *Note: if theres not time for 3 students to share, I will just have
2 students share. I will have one pair share that made one of the
mistakes explained above, and then have the second pair share
that answered the problem correctly when using the open-array
model.
e. Encourage other students to ask questions, agree, and disagree with
students as they share their work (but also tell students to remain
respectful).
f. Tell students to explain what they thought as they read the
problem:
i. Did you use any strategies when reading the problem, before
you began to solve it? Ex: Visualize problem, make connections,
predict, ask yourself questions, or summarize the problem in
your own words?
ii. How did you know to multiply?
iii. What did you try first?
g. Prompt students with more questions:
i. What strategy did you use?
ii. Why did you choose that strategy?
iii. Will this strategy always work? Who agrees or disagrees?
iv. I noticed you changed your answer. Why? What were you
thinking?
v. What challenged you?
h. Tell students to say what the factors and product is of the problem.
i. *Compare, contrast, and connect the strategies students used.
i. Ask students, How are these strategies similar and different?
4. Listen actively without evaluation
a. As students share their creations and explain how they solved the word
problem, listen actively.
b. Look for opportunities to highlight significant ideas in students work to
make these mathematical ideas more explicit to all students (make
connections).
5. Summarize main ideas and identify future problems
a. Highlight main ideas of lesson: Have students engage in a Think-PairShare as a teaching strategy to engage all students. (Every child will
get a chance to discuss these topics with a partner).
i. Think-Pair-Share: Have students talk with the person beside
them and tell them to talk about the strategies for
understanding word problems: (visualize, make connections,
predict, ask yourself questions, and summarize in your own
words).
1. Pull Stick- Have someone share what he or she discussed

15
with a partner.
ii. Think-Pair-Share: Have students talk with the person beside
them and tell them to talk about the strategies for solving a 2digit multiplication problem: (open-array model, standard
algorithm etc.) Also, have them discuss what a factor and
multiple are with their partner.
1. Pull Stick- Have someone share what he or she discussed
with a partner.
2. Highlight connections between strategies or different
mathematical ideas.
iii. Think-Pair-Share: Have students talk with the person beside
them and tell them to talk about how math word problems can
relate to everyday life.
1. Pull Stick- Have someone share what he or she discussed
with a partner.
b. Math helps you solve everyday tasks!
c. Does anyone have any questions?
6. If time: Students will work on Math Libs
i. If time, I will hand them a Math Lib sheet to work on as an
extension activity.
H. DIFFERENTIATION

Content

Interest

Readiness

I.

Process

Product

Students will be able

to choose the context
of the word problems
that they create with
a partner.
Students will be
partnered for creating
and solving the word
problems based on
readiness and
achievement levels.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO
ABOUT IT?

When using technology, I could run in to several of problems. The

document camera may not be working when I am doing my lesson, I will
then have to have a back-up plan. I will have create a PowerPoint as a
back-up plan so students will be able to see the clearly stated

16

expectations, directions, and pair assignments. If PowerPoint does not

work either, I will have to write the directions or any necessary
information on the board. I will also have to orally assign students their
pairs.
Throughout my lesson, I am going to ask the class a lot of questions;
however, students may not participate. If no students participate, then I
will have students discuss the questions within their groups first, and then
have each group share their thoughts regarding the question. I could also
pull popsicles sticks out of a bucket where each students name is on a
popsicle stick to call on students to answer my questions.
Students may have a hard time creating the word problems. What if not a
single pair understands how to create a 2-digit multiplicative word
problem? My whole lesson may not work at all. If students have a lot of
trouble (way more than I expected) I may have to change my lesson, and
give each pair Math Libs. The Math Libs will be structured, but students
will still take part in creating a word problem/making the word problem
their own, since they will come up with the nouns, adjectives, verbs, and
numbers on their own. I could have children semi-create these Math Lib
word problems by using 2-digit numbers. Students would still have to
trade their Math Libs with another pair and solve the multiplication
problem. I would still select students to come to the front of the room to
share how they created and solved the 2-digit multiplication problems.
Students may not show their work. I will talk to the students who did not
show their work and ask them what exactly they did. I will help them to try
and write their mathematical thinking down on a piece of paper to show
their work. I will encourage the use of the open-array model since
students were taught how to use that strategy.
Students may create word problems that do not make sense. I will assist
the students and ask them questions about how they could change parts
of the word problem so it makes sense.

Follow-up Lesson: Math Centers:

1. Community Helpers Multiplication Board Game
2. Math Libs
3. Multiplication Jenga
4. Multiplication Cube Toss
1. Community Helpers Multiplication Board Game:
I created this board game, which helped me work toward my S.M.A.R.T. goal because
this game was implemented into my lesson as a follow-up activity for the students, after my
lesson. After giving the Multi-digit Multiplication Math Stories lesson, I decided to create a list
of multiplication math centers that could be implemented in the classroom on the day following
the lesson (day 2). One of the math centers for day 2 of my lesson would be this board game.
This board game relates to my S.M.A.R.T. goal because the game is effective, engaging, hands-

17
on, and it is applied to everyday life through the use of word problems that relates to helping the
community.

Standards of Learning for the Community

Helpers Multiplication Board Game:
History and Social Science
Standard 1.10 - The student will apply the traits of
a good citizen by
a) Focusing on fair play, exhibiting good sportsmanship, helping others, and treating
others with respect;
Standard 1.12 - The student will recognize that communities in Virginia
b) Benefit from people who volunteer in their communities;
Standard 2.10 - The student will explain the responsibilities of a good citizen, with emphasis
on
c) Describing actions that can improve the school and community;

18
Standard 2.12 - The student will understand that the people of Virginia
a) Have state and local government officials who are elected by voters;
b) Have diverse ethnic origins, customs, and traditions, make contributions to their
communities, and are united as Americans by common principles.
Standard 3.11 - The student will explain the importance of the basic principles that form the
foundation of a republican form of government by
d) Describing how people can serve the community, state, and nation.
Mathematics
Standard 3.6 Strand: Computation and Estimation
3.6 The student will solve problems that involve multiplication of two whole numbers,
one factor 99 or less, and the second factor 5 or less.
Standard 4.4 Strand: Computation and Estimation
The student will
b) Multiply whole numbers.
d) Solve single-step and multi-step multiplication problems.
English
Standard 4.1 Strand: Communication: Speaking, Listening
The student will use effective oral communication skills in a variety of settings.
b) Contribute to group discussions across content areas.
g) Demonstrate the ability to collaborate with diverse teams.
Standard 4.4 Strand: Reading
The student will expand vocabulary when reading.
e) Use vocabulary from other content areas.
Standard 4.5 Strand: Reading
The student will read and demonstrate comprehension of fictional texts.
e) Identify the problem and solution.
Process/Practice Standards: (Common Core Standards)
Grade 4 Operations and Algebraic Thinking
Multiply to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison.
Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations.
Virginia SOL Process Standard for Math Lesson
Mathematical Problem Solving

19
o Students will apply mathematical concepts and skills and the relationships among
them to solve problem situations of varying complexities. Students also will
recognize and create problems from real-life data and situations within and
outside mathematics and then apply appropriate strategies to find acceptable
solutions. To accomplish this goal, students will need to develop a repertoire of
skills and strategies for solving a variety of problem types. A major goal of the
mathematics program is to help students become competent mathematical
problem solvers.

Learning objectives for the Community Helpers Multiplication Board Game:

Understand

Know

Students will understand

that multiplication is a
one-to-many constant
relationship between
two sets that can be
expressed as a ratio.

Students will understand

that mathematics can be
connected to the
community and
everyday life.

Students will know

multiplication facts of two
whole numbers, one factor
99 or less, and the second
factor 5 or less.
Students will know
multiplication facts of two
whole numbers when one
factor has two digits or
fewer and the other factor
has three digits or fewer,
using paper and pencil.

Do

Students will solve word

problems involving
multiplication of two whole
numbers, one factor 99 or
less, and the second factor 5
or less.
Students will solve word
problems involving
multiplication facts of two
whole numbers when one
factor has two digits or fewer
and the other factor has three
digits or fewer, using paper
and pencil.

Community Helpers: Lets Help Out Our

Community!
A Multiplication Word Problem Board Game

20

Game Instructions
Contents
5 Bakery Task Cards
5 Mini Mart Task Cards
5 Park Task Cards
5 Neighborhood Task Cards
5 School Bus Task Cards
5 After School Program Task Cards
5 School Task Cards
5 Playing Pieces
Community Helper Gold Coins
1 Die
Recording Sheets
Multiplication Chart
Answer Key
Object of the Game
Help out with your community by going to your local community resources to
help others! The object of the game is to travel to each community resource
along the board and solve the word problems on a task card at each
community resource. Once you solve the word problem correctly, you collect
a community helper gold coin. When you receive all 7 community helper gold
coins after going to each community resource, you then race back towards
your designated color spot on the board to win!
Set Up
Place the community resource task cards face down around the game board.
Each player should choose a playing piece and place it on the designated
color spot on the board.
Each player should roll the die to see who goes first. Highest roll starts and
play follows to the left.
To Play
Player rolls die and moves the amount of spaces shown on the die. Player
may move any direction along the paths. Player can also share spaces.
Exact rolls are not needed to move into any community resource space. As
an example, if you need a three to get into the Bakery and you roll a four,
you may still go into the Bakery.

21

When players reach a community resource, they should draw the top card
from that stack.
The card will have a task on it. Read the word problem and solve it. Use a
pencil to solve the problem on the recording sheet to figure out the answer.
Once you have an answer, check the answer key to see if you are right. If
you are right, you receive a community helper gold coin. Return your card
underneath the others, and it is the next players turn. If you are wrong, then
you do not receive a community helper gold coin, and you return the card
underneath the stack. Then, it is the next players turn.
Students: If you have trouble with any particular word problem, place a star
next to the problem number on your recording sheet. I will be happy to help
you with it after the game!
If you land on a Trolley Stop space when you roll an exact number, then
you can choose to automatically take the Trolley to the next community
resource you need to go to.
If you land on a spot that has a direction written on it, the player must
immediately follow that direction. The turn is over when all directions have
been followed. For example, if you land on Lose a Turn you will lose the
next turn. If you land on, Steal a coin from a player then you will take
another coin from any player. This coin will count toward one of your 7 coins
you will need to win the game. The player who lost a coin to another player
will have to gain back a coin by answering another multiplication problem
correctly.
To Win
A player must have 7 community helper gold coins from each community
resource. That player then must travel back to their designated color spot to
win! Congratulations, the winner is a true community helper!
Directions for Variation
To differentiate for student interest, have children solve the multiplication
problems using any strategy they prefer.
Students can also choose to work in pairs when playing this board game. The
pairs will work together and use one player piece. Students will work
together when solving the multiplication problems. Students working in pairs
will promote cooperative learning. The use of cooperative groups is a
valuable way to differentiate instruction. This variation can also serve as
peer-assisted learning. Higher achieving students can pair up with lower
achieving students to assist and support the students who may need more
help than others. Peer-assisted learning is important to use because students

22
learn best when they are placed in the role of an apprentice working with a
more skilled peer.
If students need more assistance, they can use a multiplication chart.

Community Helpers Recording Sheet

Put the task number (problem number) next to each community resource
task. Solve the problem and show your work. If you have trouble with any
problem, place a star next to the problem number on this sheet.
Bakery Task #______

Mini Mart Task #______

Park Task #______

23

Neighborhood Task #______

School Bus Task #______

After School Program Task #______

School Task #______

24

2. Math Libs
The Math Libs center will consist of partially completed multiplication problems.
Students will have to fill in peoples names, plural nouns, and 2-digit numbers to complete the
multiplication word problem. After the student fills out the Math Lib entirely, then they will
solve the 2-digit by 2-digit multiplication problem in the space below. This lesson is a great way
to integrate mathematics and literacy.
Example of Math Lib:

1. ________________ bought _______ bags of ____________. There were

(name of person)
(2-digit #)
(plural noun)
_______ in each bag. How many __________ did ____________ buy?
(2-digit #)
(same plural noun) (same name of person)

Show your work:

3. Multiplication Jenga
The Multiplication Jenga math center will consist of a Jenga game set. Each Jenga wood
block will have a 2-digit by 2-digit multiplication problem on it. The students will play the Jenga
game as usual; however, when a student pulls out a Jenga piece, they will solve the
multiplication problem printed on the Jenga piece. Students will have a recording sheet where
they will show their work and record their answers.

4. Multiplication Cube Toss

25

The Multiplication Cube Toss math center will consist of two ice cube trays in a tub. You
may have a few tubs of ice cube trays depending on how many students will be at the math
center. The two ice cube trays in the tub will be two different colors. Each ice cube slot in the
tray will have a 2-digit number on it. The students will toss a small cube in each tray and
multiply the two 2-digit numbers together. Students will have a recording sheet where they will
show their work and record their answers.

Applicable Prep Notes:

Context problems are connected as closely as
possible to childrens lives. They are designed to
anticipate and to develop childrens mathematical
modeling of the real world (Ch. 8, p. 105).

The most important approach to solving any

contextual problem is to analyze it and make sense of
it. Key words are often misleading (Ch.8, p. 122)

Contextual problems should derive from recent

experiences in the classroom, a field trip, a discussion
you have been having on a subject, or from childrens
literature. Contextual problems help students form
mathematical ideas, recognize patterns, and engage in
a meaningful discussion. These types of word
problems are important for ELLs too since they relate
to life experiences.
The key word approach encourages students to ignore
the meaning and structure of the problem and look
for an easy way out. Sometimes the key word can
lead to an operation that is incorrect. Many problems
have no key words and key words do not work with
two-step problems or more advanced problems;
therefore, using the key word approach could
potentially set students up for failure.

26
Contextual problems are the primary teaching tool
that you can use to help children construct a rich
understanding of operations. Children should solve
problems using whatever techniques they wish
including whatever physical materials they feel they
need to help them, or they can simply draw pictures
(Chapter 9, p. 127).
Fourth graders extend problem solving to multi-step
word problems using the four operations posed with
whole numbers Some problems might easily be
represented with a single equation, and others will be
more sensibly represented by more than one equation
or a diagram and one or more equations
(Progressions for CCSS in Mathematics, p. 29).
Knowing each student in the context of learning
requires finding out who he or she is as an individual
on traits such as readiness, interests, and learning
profile. By using students preferences for learning to
structure the environment, tasks, and assessments,
you are greatly facilitating the learning process. (Ch.
4 p. 43).

Children should use words, pictures, and numbers to

explain how they went about solving problems.
When I was a child, it always helped me when I drew
pictures to help me solve word problems so I could
visualize the problem. I agree with the reading in that
it is important for students to be able to explain what
they did and why it makes sense when they solved
the problem.
I connected with this quote because I will be working
in a fourth grade class during practicum this semester.
I am nervous about helping 4th graders with math
this semester, since math is not my strongest subject.
I am hoping that I can learn ways to help 4th graders
with math concepts, such as this one, in this class this
semester.
Knowing the traits of your students can cause you to
modify different elements in your classroom. Use
pre-assessments (interest surveys) to see students
readiness and personal interests. Knowing your
students interests and using these interests in your
lessons will make your lessons meaningful for
students. Use your students interests to provide
contexts for your math word problems. Students will
relate to these word problems and become more
motivated in mathematics.

Notes on Class Readings: Teaching Student-Centered Mathematics: Developmentally

Appropriate Instruction for Grades 3-5 by Van de Walle
Page 79
Peer-assisted learning- students learn best when they are placed in the role of an
apprentice working with a more skilled peer or expert. (This will take place when
students create word problems. This will also be a choice when students play the
Community Helpers board game).
Page 90
Effective mathematics learning environments are rich in language. Real mathematics
involves more word problems.
Because some students struggle with reading and/or writing, share strategies you use to
help them understand and solve story problems (See Figure 7.3).
Pages 107-124
Multiplication Problem Structures (4 types)
o Equal groups

27

o Comparison
o Area
o Combinations
Students will answer problems using array forms for Mrs. Hostetters Class.
Teach using interesting, contextual problems that students can relate to.
A complete lesson will often revolve around one or two problems and the related
discussion.
Its important to focus on the problem and the meaning of the answer, instead of on
numbers.
Avoid the key word strategy when teaching word problems.

Page 130
Story problems provide a context that can help students understand the situation and
apply flexible strategies for doing computation.
Contexts must be relevant and understood. Language supports understanding, and story
problems are important for all students.
Page 143
Games and activities support basic fact mastery. They provide low-stress approaches to
practicing basic facts while helping students move toward quick recall.
Pages 146-147
The Dos and Donts of Basic Fact Practice

ELED 433 Class Notes:

Virginia SOL Process Standard for Math Lesson
Mathematical Problem Solving
o Students will apply mathematical concepts and skills and the relationships among
them to solve problem situations of varying complexities. Students also will
recognize and create problems from real-life data and situations within and
outside mathematics and then apply appropriate strategies to find acceptable
solutions. To accomplish this goal, students will need to develop a repertoire of
skills and strategies for solving a variety of problem types. A major goal of the
mathematics program is to help students become competent mathematical
problem solvers.
Before you start solving a word problem, you should:
b. Visualize the problem: create an image in your mind to help you.
c. Make connections: relate the problem to personal experiences to help you
understand the problem.
d. Ask yourself questions: to better understand what is being read, and clarify
information.
e. Identify key ideas to focus on what the problem is asking.

28

Engaging lesson ideas and activities:

Divide students into pairs and hand out a poster for each child along with markers.
Have each pair create a multiplicative word problem involving two-digit numbers.
Then have students switch poster with another pair.
Each pair will work together to answer the problem they receive from another group. Tell
students to show all of their work when they answer the problem on the poster.
Some students will be asked to share how they created the word problem.
Some students will be asked to share how they solved the word problem.
Math Centers Community Helpers Multiplication Board Game, Multiplication Jenga,
Multiplication Cube Toss, and Math Libs.

I want to make math fun and engaging for students so they can have an opportunity to
enjoy math. I am hoping to make math a positive experience for all students. I feel that this
math lesson along with the math centers will be fun and engaging for students. I hope that
students will enjoy being creative when they have the freedom to create their own
multiplication problem. I feel that students will be able to take ownership of the problem and
then enjoy solving other problems that their classmates created. Since the students created
their own problems, they will most likely enjoy sharing their creations. They will also most
likely create relevant problems that they can relate to, which would interest the students in
the class.
I am also hoping that by having students experience a variety of engaging math centers,
they will begin to enjoy math. I hope that I can create and use many other fun math games
and centers to use in my classroom so students learn and have fun at the same time for each
mathematical topic.
Examples of student work from Multi-digit Multiplication Math Stores lesson:

29