Curry College Master of Education Program Lesson Plan Teachers Name: Dominique Lauria Date Written: April 23,

2013 Primary Subject Area: Math Curriculum Framework and Learning Strand(s): Massachusetts Curriculum Framework for Mathematics, March 2011 Learning Standard(s) to be taught and assessed (cite page #): 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. Page 45 Essential Question (s): Why is estimating a valuable method when multiplying decimals? How can we use estimation to figure out the placement of a decimal? Intended Learning Outcomes (ILO)/Results: Students will be able to multiply decimals by whole numbers. Assessment Plan: Embedded/Formative: Observe students answers during questioning periods of reading to asses their comprehension of the information as well as during white board activities. Summary: Students will complete three worksheets as well as math boxes to asses their understanding of the lesson. Unite Title: Fractions, decimals and percents. Lesson Title: Multiplication of decimals Grade Level: Grade 4 Estimated Time of Lesson: 45minutes -1 hour I. II. III. Activator/Engagement: Students will find the price of three items(oranges, strawberries and apples) on the board by adding their costs. ILOs: Students will be able to multiply decimals by whole numbers. Materials: White board/markers/erasers Homework from last night Math journal Over and up squares game board Homework to reinforce Procedure/Method/Plan: Steps: Write objective on the board Multiply decimals by whole numbers Hand out white boards, give 60 seconds to doodle. Ask students what estimate means. Write the following problems on the board and ask students to write a number model and estimate the product.

IV.

 Do an example together: o 9*18 estimate number model 9*20 =180 On board problems: 11*42 10*40 = 400 have volunteer come up 98*59 100*59=5900 22*76 20*75 = 1500 81*119 80*100=8000 87*15 90*20 =1800 45*188 50*200 =10,000 28*49 30*50 =1500 72*414 70*400 = 28,000 53*78 50*80 = 4000 have volunteer come up 609*684 600*700=420,000 63*63 60*60 = 3600 Have students leave white boards on their desk, flipped over in the corner. Have students take out their math journal and complete page 297 #1-4 After majority of students are done say, Estimating gives us a better idea of what our answer will be, or also known as an educated guess. When we start to multiple decimals it will help us have a better idea as to where we should put our decimal. On the board write the following problems: o 11*2.8 o 110*2.8 o 11 * 0.28 Ask students for 3 estimations for each problem. Write them on the board under the original problem. Then go back and ask students how they got their estimate. Ask students Which problem is most likely to have the answer 30.8? 11*2.8 Have students explain their answer. Write the number 308 under 110* 2.8 and 11*0.28. Have students come up to the board and move the decimal index card to where the decimal should be. Have volunteers explain their answers. Write the following problems on the board with 144 under each. o 12 * 1.2 14.4 o 12* .12 1.44 o 12*12 144 Have students move the decimal index card to the correct spot. Write the following problem on the board. Calculators are on sale for $9.29 each. How much will 5 of them cost? o Ask students to estimate what the cost will be between. 5*9 = 45 5*10 =50. 5 calculators will cost between 45$ and 50$. o Ask for 2 volunteers to multiply 929*5 on the board = 4,645 o Since our estimations were between $45 and $50 where would it make the most sense for our decimal to go? Move decimal index card to the correct spot. Help students summarize the usefulness of estimation when multiplying decimals. Example on the board: o 6*3.7 which is about 6*4 o Lets multiply 6 to get an estimate. x4 24

o If we multiplied 6*3.7 as two whole numbers we could do

37 X6 222

Since our estimate was 24 where would our decimal go? o Lets try this: 3.7 x6 222 Lets count how many decimal places are in the multiplication problem. How many? 1 Since there is 1 decimal point in the original problem there needs to be 1 in the answer. Since our estimation was 24, where would the decimal go? WHITEBOARD Grab your white board for this exercise. Write out two more problems 3.1*4 =12.4 6*4.7 = 28.2(DO NOT PUT ANSWER) Ask students to give the number model for the estimation. Then solve the problems on the board and compare with the estimation. WHITEBOARD Since we can now multiply decimals with one decimal place, lets try with more than one. o 3*4.76 = 14.28 number model: 3*5=15 o 2*9.48 = 18.96 number model: 2*10 =20 Ask for number model for estimation, and final answer have them hold them up for a correct nod. Collect white boards and ask students to take out their math journals and work on pages 268 and 269. Write order of events on the board o Math boxes 9.8 o When majority of students have finished go over the sheets. After sheets have been corrected put this order of events on the board o Math boxes through 9.8 o Over and up squares with a partner V. Conclusion/ Wrap up: Put the three items (oranges, apples, strawberries) and their costs back on the board. Ask students to find out the total costs, this time by multiplying their costs. VI. Assessment Plan: lkk Embedded/Formative Observe students answers during questioning periods as well as white board work. Summary: Students will complete math boxes as well as pages in their math journals. VII. Follow up ideas for review and extension of these objectives. Two worksheets Multiplying Decimals for homework.