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Implementation Time
SWUT 1:
Math can be
represented
visually with
rectangular arrays
and/or area
models,
and manipulatives.
SWUT 2:
The windows
method of
multiplication gives
a broken down,
step-by-step
visualization of
multiplication
SWUT 3:
Lattice and the
traditional
multiplication
structures both
provide
alternatives to the
windows method
Essential Questions
Essential Question 1:
How does representing a mathematical situation
with visual representation increase your
understanding of a problem?
sub-question: How do you see math?
Essential Question 2:
Which multiplication model makes the most sense
to you? Visual? Computational? Both? Neither?
sub-question: Do you have a different model?
Prior Knowledge/Misconceptions
-Students should have a basic knowledge of multiplication
basic facts. They should have the 2-9 times tables
memorized at least through 12.
However, this class struggles with facts so it will be a
teaching point
-Students will have a basic foundation for the traditional
multiplication method, windows and lattice
-Students may have a preferred method already
and may struggle with the introduction of new ones
-Students will have a feel for place values up to the ten
thousands place
Materials:
-Worksheets from
commoncoresheets.c
om
-Mini white boards
-Markers
-Paper towel/erasers
-Ipads/chromebooks
-Pre/postassessments
-Formative
assessments
Students will be able to.
SWBAT: Use the Windows Method of multiplication to solve for 4x1 digit and 2x2
digit multiplication problems (NBTB.5)
SWBAT: Use the traditional method of multiplication to solve for 4x1 digit and
2x2 digit multiplication problems (NBTB.5)
SWBAT: Use the Lattice of multiplication to solve for 4x1 digit and 2x2 digit
multiplication problems (NBTB.5)
Stage 2 Assessment Evidence
Performance Task(s):
Other Evidence
*See attachments
Worksheets found on
Post-assessments attached
commonscoreheets.com
(Posts are the same as prehttp://www.commoncoresheets.com/
assessments but with different
Math/Multiplication/Vertical
numbers) and they are 2x1,3x1
%204x1/English/9.pdf
and 4x1.
The students move up according
*1 Example attached
to their level groups
Stage 3 Learning Plan
Date
Learning Activities:
2/29
Give pre-assessment
3/1
3/2
3/3
3/7
3/83/10
3/11
3/143/17
3/18
windows where you draw a big ol box and give each number
their own rooms and have their uncle watching over them. It
looks something like: https://www.google.com/search?
q=windows+method+multiplication&rlz=1C1CHMO_koUS586US
586&espv=2&biw=1366&bih=599&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwjvgImN5MzLAhVisYMKHWOBCcoQ_AUIBygC#im
grc=M5oVUDNjX3NL2M%3A
Continue same rotations with level groups in the morning and
give formative assessment in the afternoon
*Group Switch Up* Groups change according to the formative
scores and the digits change so that groups are working on
3x1,4x1 and 2x2 digit multiplication
Work with new groups based on their levels *highest level
introduced to lattice and 3x2 whereas the others stay with the
same level
Formative assessment
*Group Switch Up* Groups change according to the formative
scores and the digits change so that groups are working on 4x1,
2x2 and 3x2 digit multiplication
Post-assessment
Name_____________________#____ Date_____________
Multiplication POST-Assessment
84
x7
27
x8
45
x3
93
x6
Name_____________________#____ Date_____________
Multiplication Formative Assessment
84
x 37
27
x 18
95
x 83
73
x 46
Name_____________________#____ Date_____________
Multiplication Formative Assessment
584
x 37
297
x 18
975
x 83
673
x 46
Name_____________________#____ Date_____________
Multiplication Post-Assessment
5,12
4
x
7
6,89
7
x
8
9,47
5
6 27
44
3
x
x 26
x
13
46
x3