Math Lesson Plan: Multiplying 2 digit whole numbers by 2 digit whole numbers Grade 5

(based on ideas from the Teacher of the Week work done in the 41 ! class at "cadia #ni$ersity% and the book found through "ma&on'com(

"ppro)imate Time Length: 4* minutes +,- .: /tudents will demonstrate operation sense and apply operation principles and procedures in both numeric and algebraic situations' 0/,-: .y the end of grade 1% students will ha$e achie$ed the outcomes for entry2grade ! and will also be e)pected to i( model problem situations in$ol$ing whole numbers% decimals% and fractions by selecting appropriate operations and procedures SCO: B3 find the product of two 2-digit numbers +oals3-b4ecti$es: To introduce to the students how to multiply two 22digit numbers together% first using base ten blocks% then pictures% then in numbers' Procedure35escription: To start the class and re2familiari&e the students with multiplication% 6 will read the book 7Multiplying Menace: The Revenge of Rumplestiltskin8 by Pam ,al$ert' This book is about 9umplestiltskin:s return to the kingdom after the ;ueen banished him' <e wants to get his re$enge so he starts multiplying the animals in the kingdom so that there are lots of them' <e multiplies them at first by single digits and then increases to double digit amounts' 6n the end he gets multiplied by &ero and disappears and makes this number important number to re2$isit' The students will be seated in the reading corner at this time' =6t is important for children of all ages to hear literature% e$en though this is a book that most will be able to read with ease on their own(' Then% we will talk about the book and debrief making sure that e$eryone understands what is going on' 6 will then ask why 9umplestiltskin multiplied the animals instead of 4ust adding them' Would you get a larger product faster if you multiplied> Why do you think it is important for us to learn how to multiply 2 digit numbers by 2 digit numbers> ?e)t% on the white board we will do some practice ;uestions in$ol$ing multiplication of one digit numbers by one digit numbers and one digit numbers by two digit numbers' This is important to see if there is understanding of the basic multiplication facts that the children should be able to spit out with little hesitation' 6 will write the ;uestion on the white board and then read what 6 wrote out loud' "t first 6 will point to students to get them to answer% especially those that 6 know ha$e some difficulties% howe$er some students ha$e problems with this pressure% so if they want to pass 6 will let them' .ut 6 will make sure that they

know that this is a safe en$ironment and it is -0 to make a guess' Then 6 will 4ust get the group to yell out the answer as a class' 6 will watch for students who are not mo$ing their mouths% or whom are looking to their peers for the answer and take note of these children' We will do appro)imately @ one digit by one digit ;uestions% and about 1 or one digit by two digit ;uestions' /ome would include 4)1% 1)2% 1*)2% 2*)!Aif 6 see hesitation of some of these 6 will ask more' More may be needed depending on the class and the day% so keep this in mind' "fter there is seemingly a comfort le$el attained with doing these problems% 6 will bring out the base ten blocks and my felt $ersions of the base ten blocks = if felt board is not a$ailable 4ust use the base ten blocks on the o$erhead( 6 would then model for the class what one of our pre$ious problems of multiplying 1 digit by 1 digit numbers would look like using the felt or base ten blocks% showing the rectangle that it forms' This would be a re$iew for the students because they ha$e already practiced using the base ten blocks to do this type of multiplication' Then 6 would call on a student to come up and show us a 1 digit by 2 digit problem using the blocks3felt' 6 would get the student to describe what they did to the class so that it is was clear what he3she had 4ust done with the manipulati$es' 9eferring back to the story% 6 would say% 76 want you all to imagine now that 9umplestiltskin found 12 rats in the woods and he wants to make e$en more% in fact 1! times more than he already has' /o we need to find out how many that will be'8 ?e)t 6 would ask them how they think this would look if we were using the base ten blocks to multiply 2 digit numbers by two digit numbers' 6 would ask the group how do 6 make the number 12 out of base ten blocks> The class will say using a rod and 2 cubes' Then 6 would ask what would 1! look like> -nce e$eryone agrees that 1 rod and ! cubes is the same as 1! and 1 rod and 2 cubes are the same as 12' 6 will tell them that we are about to multiply 12 by 1!' 6f there is a student that thinks that they can model this for the class using the input from the group on what to do% this will be great' 6f not 6 will put the pieces up asking them where 6 should put the blocks' 6 will re2introduce the grid we used before in multiplication% where we place on number along the side and one number along the top to find the product which will be in the middle' 6 =or the student $olunteer( will place 12 along one side and 1! along the top using the base ten blocks' 6 will then co$er up the cubes on both sides with a piece of paper so that the class 4ust sees the two rods' 6 will re2ask again how many do the rods stand for> They will answer with 1*' 6 will ask them to re$isit their multiplication tables to see if they can remember what 1* multiplied by 1* is' =They ha$e co$ered this in their tables pre$iously( They will answer with 1**% so 6 will ask them how can 6 make 1** out of the base ten blocks> /ome might answer with a flat and others might answer with 1* rods .oth answers are correct% and can be accepted at this time' 6 will ask do you think

this makes a rectangle> Why or why not> 6 will place this flat in the inside of the grid and re2 go o$er how we get 1* multiplied by 1* to make a flat' /howing that it does indeed make a special rectangleAa s;uare' Making sure that e$eryone sees where this is coming from before proceeding% lea$ing time for ;uestions as well' NO !: 6f there is difficulty with the 1* by 1*% break the tens into 2 fi$es and do it that way first% then work back to the tens' 6 will then co$er up 1 rod on the side and unco$er the cubes on the side' 6 will lea$e the cubes on the top co$ered up and the rod unco$ered' ?ow all they can see is 1 rod and 2 cubes' "gain 6 will ask what number the 2 cubes stand for and what the 1 rod means' /how them that the problem is now asking what is 1* multiplied by two> When they answer with 2*% ask them what does 2* look like using the blocks> Will it make a rectangle> 2 rods should be the answer% so show them what it looks like in your making of the rectangle' "sk if they can see the rectangle forming' Why do you think we keep ha$ing a rectangle form> Probe the shape and the form it takes when using your materials' "sk them if they can model for you using the materials the concept of a rectangle' 6f they do not fully understand this right away it is ok because it is the first in a series of lessons% when this gets re$isited in the concluding lesson% they should be able to gi$e reasoning with more confidence' ,ontinue the co$ering up and multiplying for the other combinations left =! ) 1*% and !)2( Then ask them to name how much sections are worth keeping track of all their responses on the side so that they can be added' Birst they will respond 1** for the flat =so write 1** to the side( then 2* for the 2 rods% so write 2* under the 1**% and so on for the !* and the 1' Cncourage the students to add the numbers up with you' =This may be a long list if you had to do it with the 1*s broken down into two sets of @( /how them how there is a rectangle now in the centre' "lso when adding up be sure to stress not to add in the numbers that you ha$e placed on the outer edges% because those are the numbers you ha$e started with' Then show them in numbers what they 4ust did that 12)1!D 1@1% "sk if they can see where those numbers came from' +oing back and writing in the numbers by the felt or base ten ones' "sk if there are any ;uestions% and then do another model =21)22( getting the class to gi$e more input this time% so that it is less teacher directed' Binally do a third e)ample =2@)!2( with them% this time the teacher only gi$es the two numbers being multiplied together =2@ and !2(% with the students completely telling the teacher where and what to do with the rods% flats and cubes' "llow time to ask ;uestions and e)plore why things were done the way they were' /tudents will return to their seats and pair up with their neighbor to complete some e)ercises of their own using the blocks' 6 will get them to start again using

fairly small numbers =11)1!% then work up to some larger ones 2*)21% 1E)2 % !!)!! and the 42) 1! as a more challenging one at the end so that students that are bree&ing through can ha$e something to challenge them as well'( #sing both of their desks and a large piece of paper% probably a piece of chart paper cut in half with the grid drawn on they will place the base ten blocks on the paper' Birst they will work together to sol$e ! predetermined problems =listed abo$e% with 2 e)tra harder ;uestions( gi$en by the teacher' Then once they ha$e finished and correctly e)ecuted those ones they will be gi$en the opportunity to try and stump their partner by gi$ing each other problems to sol$e taking turns' "ll of the teacher asked problems will not in$ol$e ha$ing too large of answers and there will be plenty of room on their paper to place all of their needed blocks' .ut% once the students start coming up with their own ;uestions the problems might ha$e larger answers that might not fit% or they might start running out of materials' "s soon as students start complaining that there is not enough room or that they are running out of materials% 6 will stop the class and ask them to return to the reading corner' ?ow% 6 will ask them if they can tell me some of their problems they encountered with either space or lack of supplies' Then 6 will ask them if they would be able to draw me a picture of what a cube looks like' They might ha$e trouble with the !2 5 part so ask them if you were looking straight down on it what does it look like% then they should answer that it is a s;uare' =<olding up a cube so they can all look at the top and see that it is indeed a s;uare( 6 would also show them that if they lay the cube or rod or whate$er on the paper that they could 4ust trace it to get the shape' This would work for now but they might need to draw them smaller once the numbers get larger' Then 6 will continue to ask them what a rod and flat would look like as well' Then on the white board 6 will draw a cube and rod and flat and show them compared in si&e to an actual rod% cube and flat% asking which is bigger' /o then 6 will ask do you think you can fit more drawn flats on a page than actual flats> They will answer with yes% so 6 will then do a shared demonstration of what our first problem of 12)1! would look like drawn out' Time permitting% 6 will get them to go back to their seats and try writing out their problems on pre2photocopied paper with the grids on them' 6f not this is where the ne)t lesson will pick up'

"ssessment: 5uring the group warm2up acti$ity% if there is a child that is called on that does not know the answer% or that passes the ;uestion to one of the basic 1 digit by 1 digit or how to do the 1 digit by 2 digit ;uestions% 6 will make a note of that in my math log where 6 ha$e pre2made sheets with student names and dates% so 6 only ha$e to fill in info' 6 would write things like hesitant to answer% needs more re$iew on multiplication tables% etc' This way 6 will be

better able to plan and modify future lessons' =6 will make these notes after 6 get students to transition into their seat work so that 6 will not forget(' Then in the seat partner work 6 will circulate with my clip board3math log% and ask the groups ;uestions about how they are finding their answer% what are they e)actly doing' "nd 4otting down areas that might need more work or focus in an up coming class% or if certain people need more challenging e)ercises' Binally when the students start recording their diagrams through their drawing 6 will take them in after the lesson is o$er and see if there are any problems and add them to their portfolios for math% so 6 can ha$e a starting piece of info on how they are doing with 2 digit numbers' =?o formal e$aluation will be done here because this is 4ust an intro to a new concept% only assessment B-9 learning is being conducted( C)tending3Modifications: 6f a group3student is bree&ing through the base ten block models for constructing the ;uestions% they can mo$e onto the drawing part sooner% and if they grasp that then 6 will show them how to do it numerically instead' 6f a group3student is struggling with multiplication of let:s say 1*)1* or 2*)2*% then 6 will show them again how to break numbers down into more manageable pieces% and if a group is not ready to mo$e onto the drawing 6 will let them continue to work with the models to ensure their ma)imum proficiency' 6 will also try and make sure that there is a stronger student paired with a student that might need more help% so that the stronger student can help the other student learn better' 6t is also challenging the stronger student more because they need to help e)plain what is going on to their peer=s(' 6 will try to make sure that there are groups of 2 so that turn taking can happen more readily% but in the case that a student is absent or that there is an une$en class si&e groups of ! can be made as well' ?ot e$ery room is going to ha$e a reading corner% so the students may ha$e to stay in their chairs% but if there is room at the front of the room% to push some desks around to make a space% that would also work' 6t is 4ust nice to ha$e the children mo$e around so that they are not in one space the whole time' This lesson is broken up into a number of different parts% so that if there was an interruption it would not be the end of the world' "lso there may not be a white board% or felt board% so a chalk board2small or large or a hand held white board which is smaller could substitute' -r an o$erhead pro4ector would also do the trick' 6f there are students in your class with mobility issues the constant mo$ing around may not be as effecti$e% so that might change based on that' 6f it is hard for the child to maneu$er then the children would most likely remain in their seats for instruction% and 4ust mo$e when they partner up' 6 find for a child that may ha$e hearing or $ision problems% bringing the children closer on the floor in the reading corner or what ha$e you it will help

them hear and see better% without directly drawing attention to them% because the whole class would be with them' There are pictures% and numbers and oral communication for what the students are to do% which should encompass most needs in the classroom' When the story is being read howe$er% that is mostly an auditory acti$ity% so fre;uent picture showing may be needed' "lso some children find it hard to 4ust sit and listen to a story% so they may need to doodle on a piece of paper or do what they need to follow along' 6f possible ha$ing multiple copies of the book for some students to follow along would be nice' ,ommunication between students and as a class in the group is encouraged% and for a child that may ha$e speech problems% or C/L% modifications may need to be made' Making sure there are lots of pictures and diagrams as e)planations or little boards for them to write on' This is a hands on acti$ity so they are able to see what they are creating' "ll schools should ha$e access to base ten blocks% so it is important for teachers to communicate if they all share the blocks% and plan in ad$ance when you know you need them% so you do not turn up empty handed' There is a tie to language arts through the incorporation of the story =although% the story didn:t ha$e the actual 12)1! ;uestion% it was a nice lead in( but this lesson could also be tied into social studies or health or science if you create word problems to go along with them that will refer the students to something they are learning in other sub4ects' "lso problems can be created to deal with e$eryday life such as when they are buying something that they might need to multiply 2 digits by 2 digits' There are also connections being made to things that the students ha$e pre$iously learned in math such as the use of the base ten blocks% and multiplication of 1 digit by 1 digit and 1 digit by 2 digit numbers to reinforce that understanding'

Materials: 2.ook 7Multiplying Menace: The Revenge of Rumplestiltskin8 by Pam ,al$ert 2White board% chalk board% felt board% magnetic board =small and or large( =any one you ha$e access too% not all are needed( 2-$erhead pro4ector 2Markers% and chalk 2.ase Ten .locks =enough for the class which in this case would be for 21 students( 2Belt $ersions of base ten blocks% or magnetic 2Pre2made and photocopied pages with grids on them 2,hart paper 2Teachers note log3assessment sheets 2Pencils for the students 2Pictures of instructions if necessary for students with hearing difficulties or C/L students