School Boards · Web viewCounting patterns 1’s, 2’s, 5’s, 10’s, 100’s, 25’s to 1000. Learning Goals Content: multiply one digit whole numbers using a variety of strategies

Grade: 4 Lesson Title: Multiplication Date: March 20

Strand / Curriculum Expectations Solve problems involving the multiplication of one-digit whole numbers, using a variety of mental strategies

What do students need to know and be able to do? (consider prior knowledge based in curriculum)Grade 3; multiply to 7x7Reviewed fact families to 5x5Multiplication means “groups of”, repeated additionAnchor charts of mental strategies for thinking about multiplicationCounting patterns 1’s, 2’s, 5’s, 10’s, 100’s, 25’s to 1000.Learning GoalsContent: multiply one digit whole numbers using a variety of strategies including mental math

Process:Selecting tools and strategiesReasoning and Proving

Oral Communication:

Do the math (anticipate different strategies students may try) Anticipated Consolidation Highlights and Summary (what skills does each strategy emphasize)Arrays, grids, area modelPicturesInverse OperationRepeated Addition, SubtractionOther Adding and SubtractingBreak apart factsNumberlineSkip Counting/Number Patterns

Lesson Components Anticipated Student Responses and Teacher

Prompts / QuestionsDuring / Action / Working On ItMaterials:

Chart size graph paperMarkersCounters

Students working in teacher selected groups of 3 or 4.

Parallel Tasks:

The answer is 24. What might the number sentences be? Give as many possibilities as you can. Show your thinking.

The answer is 42. What might the number sentences be? Give as many possibilities as you can. Show your thinking.

-use of anchor charts

Vocab such as “groups of”

Scaffolding Questions

How (else) can you represent this?How are these ___the same or different?If I do ____, what will happen?How can you prove your answer? How do you know?Have you found all the possibilities? How could you arrive at the same answer in a different way?

Before / Minds-on / Getting StartedIn elbow partner groups:

The numbers are 4, 5, 20 What could the number sentence be? Show your thinking

Scaffolding Questions:

Lesson Components Anticipated Student Responses and Teacher Prompts / Questions

After / Consolidation / Reflecting and ConnectingWhat work will be shared?What skills will be highlighted?How will connections be explicitly emphasized?

1. Skip counting (counting number of groups/using fingers)

2. Use of number line to skip count3. Reverse number sentences (2x4,

4x2)4. Multiple sets of factors possible for

each product5. Break down into smaller parts6. Use “friendly numbers”

Scaffolding Questions:How is this solution similar or different from this one?What have you learned today?

What have you learned today?

Consolidation Exit Card/ReflectionHow will we know who really learned this?Independent Exit Card:

The answer is 30/100. What might the number sentence be? Give as many possibilities linked to multiplication as you can. Show your thinking.

Next Steps for Class

1. Use manipulatives to further develop the conceptual understanding that division is the opposite (inverse) of multiplication; they are operations that undo each other.

2. Continue to explore mental math strategies and represent thinking (6x4 = 5x4 + 1x4) and represent.