MIAA 340 Differentiated Units Grade 4

By Amy Schmerer
Math Concept: Multi-Digit Multiplication
Grade 4
CCSS.Math.Content.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.

Big Ideas: Multi-digit multiplication can be represented as a large array.

Lesson Goal #1: To activate students knowledge that large arrays can represent multidigit multiplication.
Open Question: I see a 10 foot long, 15 shelf high fully stocked wall of identically sized
soup cans in a grocery store. How can I figure out how many cans there are?
Expected Student Responses:
o I can count them all.
o I can multiply 10x15.
o What does stocked mean?
o Which grocery store?
o What kind of soup?
o I hate soup.
o How many cans are on each shelf?
Management:
Students are working in groups of 3-4 and discuss and list ideas and draw pictures
as they work. Teacher Questions to Probe Thinking: Have you seen a wall of
cans in a grocery store before? What did you notice? How would you figure out
how many cans are on one shelf? Does a wall of cans resemble something we
have done in math before? If I knew there were 4 cans on each shelf and there are
5 shelves, how can I figure out how many cans there are in an efficient way?
Academic Language Check:
Long = Length
High = Height
Same size = Identical size
How many = Total
Debrief: Have students share group ideas to the whole class as teacher charts. Remind
them to use their scholar words. Provide the following speaking frames:
A possible way to figure out the total number of cans on the wall is to ________.
Another way to figure out the total number of cans is to ___________________.
I had a similar idea to __________s idea about figuring out the total number of
cans by _______________.

Summarize what we have learned: Provide students with the following paragraph
frame on a strip of paper. Each student completes the frame and glues it into their math
journal. They each need to do one, but they can continue to discuss with their group.
Remind them to use their scholar words. Have students read their paragraph to a partner.
There are many ways to find the total number of cans on the wall. One way is to
____________. Another way is to ____________________. Also I could __________
__________________.
Formative Assessment: What are some ways that I can figure out the total number of
dots on this paper? (Provide an 11x14 array of dots) How do you know?
Lesson Goal #2: Students apply what they know about small arrays and multiplication
to figure out totals in large arrays.
Tiered Lesson: Students will be divided into two groups depending on outcomes of
lesson 1.
Group 1: Students will work with partners to describe some ways to ascertain the
number of dots on large arrays without counting them all. They must explain
their strategy using drawings, words or symbols.
Group 2: Students will work with teacher to decide on strategies to ascertain the
number of dots on small arrays without counting them. Teacher clarifies
misconceptions and guides students into applying what they discovered about
small arrays and transferring that to larger arrays.
Debrief: Students share with class their strategies to ascertain the total number of dots
on their papers. Teacher guides students in noticing which ways were the most efficient.
Summarize what we have learned: Complete the paragraph frame and read to a
partner.
I can find the total number of dots on a very large array by __________________.
I can also _________________.
Formative Assessment: Find the total number of dots on this array without counting
them all one by one. (give 16x22 array)