Multiplying Our Way to McSwain Elementary

JMU Elementary Education Program

A. CONTEXT OF LESSON
Per my cooperating teacher, the students will be working on SOL 4.4 d during the end of
November when I will be teaching my lesson. They will have just broadened their
knowledge of multiplication by completing activities that taught them how to multiply onedigit by two-digit numbers and two-digit by two-digit numbers. A deep understanding of this
content will be the foundation for the lesson I teach. In my multiplication lesson, they will
need to specifically be able to expand their conceptual understanding and strategic
competency of multiplying two digit-by-two digit numbers to move towards procedural
fluency. I will use informal observations and test scores from my teacher to gauge their prior
understanding level, so I will be more aware of which ability group the students will be in. I
will work with my cooperating teacher to decide groups depending on if the particular
student needs more review with more basic processes of multiplication. This could include
altering the game to meet the needs of students with learning disabilities in the class by
focusing on one-digit by two digit numbers. I suspect most students may understand how to
do two-digit by two-digit multiplication problems and will work through the game to
increase fluency. The last group could include the gifted students who have become fluent
with two-digit by two-digit numbers and will use my game to work through three-digit by
two digit or three-digit by three-digit multiplication problems. This pre-lesson discussion
will be crucial to allowing my lesson to meet various needs.

Vertical Planning: There are many number sense concepts that must be
understood before learning to multiply two-digit by two-digit numbers
fluently. Some of these basic concepts were covered in earlier grades,
including knowing multiplication facts (SOL 3.5) and the vocabulary of
multiplication problems (SOL 3.6.) These earlier SOLs help form foundations
of multiplication and introduce terms that are important to SOLs that will be
addressed in this lesson. My lesson will get them prepared for SOLs they will
face in later grades. It will be a basis for understanding how to solve more
complex multi-step multiplication problems in fifth grade (SOL 5.4.)

Horizontal Planning: By this point in the year, the students should be able to
estimate products of whole numbers (SOL 4.4 a) and multiply whole numbers
(SOL 4.4 b.) These are both skills that are needed to understand how to
multiply two-digit by two-digit numbers. Mastery of these SOLs will provide
framework for the upcoming lesson.

This lesson is appropriate because it will build on other related concepts they have just
learned. It will move their thinking from simple to complex. By relating past concepts to
new ones, they will be following a suitable progression of learning for fourth grade.
According to the Common Core Progression Guide, this plan is fitting because it will
follow fourth grade units and lessons on using place value understanding and properties, as
well as multiplication of one-digit numbers and multi-digit numbers (up to four digits.) The
students will be able to use their knowledge of basic multiplication problems in the more
advanced multiplication problem forms in my lesson. Knowledge of earlier points in the
fourth grade CCPG will act as important stepping stones to the more complex multiplication
concepts they will work to advance on in my lesson.
B. STANDARDS - VA SOLs and/or CCSS
Include standards for both mathematical content and processes/practices.
Also include cross-curricular standards look at the standards for other content areas
(literacy, science, social studies) for ways to make connections across the curriculum.
Math:
SOL 4.4- The student will:
d) solve single-step and multistep addition, subtraction, and multiplication
problems with whole numbers.
Process Standard- Mathematical Communication
Students will use the language of mathematics, including specialized vocabulary
and symbols, to express mathematical ideas precisely. Representing, discussing,
reading, writing, and listening to mathematics will help students to clarify their
thinking and deepen their understanding of the mathematics being studied.
English:
SOL 4.1 The student will use effective oral communication skills in a variety of settings.
e) Use grammatically correct language and specific vocabulary to communicate
ideas.
Common Core:
CCSS.MATH.CONTENT.4.NBT.B.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.
C. LEARNING OBJECTIVES

Understand what are the

broad generalizations/concepts
the students should begin to
develop? (These are typically
difficult to assess in one
lesson.)

Know what are the tools,

vocabulary, symbols, etc. the
students will gain through
this lesson? (These knows
must be assessed in your
lesson.)

Do what are the specific

thinking behaviors/procedures
students will be able to do
through this lesson? (These
will also be assessed in your
lesson.)

Each student will:

Understand that
numbers are the
products of other
numbers.

Each student will:

Know what a factor is
numbers that can be
multiplied together to
get another number.
Know what a product
is the number found
when two numbers
are multiplied
together.

Each student will:

Be able to solve multistep multiplication
problems using whole
number operations.
Use appropriate
strategies to derive the
correct answer. (area
model, compatible
numbers, or standard
algorithm)

D. ASSESSING LEARNING
Objective

Understand that numbers are

the products of other numbers.

Assessment Tool
What documentation will you
have for each student?

Data Collected
What will your students do and
say, specifically, that indicate
each student has achieved your
objectives?
Through discussion before and
During discussion and the math
through interacting with the
game, they will show they
math game, I will be able to
understand by partaking in the
make a generalization about their discussion with answers that
understanding of multiplication
include:
as a whole.
Factors are numbers that
can be multiplied
together to get another
number.
Products are the number
found when two numbers
are multiplied together.
They will show they understand
the relationships by correctly
answering their multiplication
problems in the game.

Know what a factor is

numbers that can be multiplied
together to get another
number.
Know what a product is the
number found when two
numbers are multiplied
together.
Be able to multiply two-digit
by two-digit numbers.

Use appropriate strategies to

derive the correct answer.
(area model, compatible
numbers, or standard
algorithm)

Through discussing before we

start the math game, I will be
able to review multiplication
vocabulary and note any
confusions in my chart.
Through discussing before we
start the math game, I will be
able to review multiplication
vocabulary and note any
confusions in my chart.
Through my math game, I will
be able to see which problems
they get correct and incorrect. I
will note this in my chart.
Through the work they show on
paper throughout my math game
center, I will be able to see how
the students go about solving the
problems. If they do mental
math, I will ask them to tell the
group how they solved the
problem.

They will say factors are

numbers that can be multiplied
together to get another number
in the pre-discussion.
They will say products are the
number found when two
numbers are multiplied
together in the pre-discussion.
They will write the problems
and correctly answer them.
They will then articulate their
answers.
They will write the problems
and correctly answer them
showing their work as they go.
They will then verbalize the
strategy they used. This could be
through the following actions:
-Area model They draw a
diagram that has the correct area
for the given problem and get
the correct answer.
-Compatible numbers I will be
able to note this strategy through
them writing and/or verbalizing
I changed a to c and multiplied
that by b to get because I knew
that answer. I added/subtracted
the difference to get the answer
of the original problem.
Ex. AxB = AxC -/+ the
difference = answer
-Standard Algorithm- I will note
more written cues to observe
this method: The student would
show correct use of this method
by multiplying the ones digit of
the bottom number by each of
the two digits in the top number.
They would then multiply each
of the top digits by the tens digit
of the bottom number. Then
they would add zero to the
second product, and add the two

products together.

12
x 35
60
+360
420

E. MATERIALS NEEDED
I will be responsible for all of the following materials:
Game Board
Cards
Token Markers (Cars)
Die
Record Sheet
Direction Sheet
Calculator
Scrap Paper
G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S)
POSED IN THE PROCEDURE
The students will flip over two cards from the black stack and two cards from the red
stack. They will write down and multiply each of the formed two-digit numbers with one
another. These numbers could range anywhere from (11x11 to 99x99.) There are multiple
ways children can go about solving any of the many two-digit by two-digit multiplication
problems they may draw. To be consistent, I will use the problem 12x35 in all of my
strategy explanations.
Possible Acceptable Strategies:
1. One strategy would be to make one of the numbers more friendly, and then add in the
difference afterwards.
10x35->350+(2x35)->350+70=420
When using this strategy, it would be very easy to make a mistake when adding in or taking
out the difference from the beginning number. If a deep understanding of place value is not
understood, the children may add incorrect amounts.
2. Another strategy may be to use an array to figure out the area of a rectangle whos
dimensions are12 and 35. This would be rather time consuming if the child did not have an
abbreviated way to draw and count.

With this strategy, a child may not break down their array in a way that would give them the
correct answer. This mistake would occur if the child divided it so they counted the same
section twice or left out a portion all together.
3. Another strategy option would be to break 12 into factors and multiply those by 35 and
then by the succeeding answers. This works because it does not matter the order in which
one multiplies all of the same numbers.

3x35=105
105x2=210
210x2=420

This strategy could cause some mistakes if the student does not understand how factors of
number work. If the student broke down 12 into 3x2x2, but only used one of the 2s, instead
of both in solving the multiplication problem, they will not get the correct answer.
4. A fourth strategy would be to break 35 apart into 3 and 5. Then, the student could
multiply 12x5 and 12x3 and add the zero back on to the 12x3 product since the tens were
turned into ones in the initial step. The students would then add these two numbers
together.

12x5=60
12x3=36 -> add on the zero we removed -> 360
360+60=420

With this method, a student may forget to add the two numbers together. They may also not
add the zero back to the 36. This misconception of place value will prevent students from
truly understanding how multiplication works.
5. Students may also use the standard algorithm to solve the problems by stacking the two
numbers and multiplying each of the bottom numbers by the top to supply two products.
Then they would add zero to the second product, and add the two products together.

12
35
60
+360
420
A mistake a child may make using this strategy is to multiply straight down the columns.
This would mean the child has misconceptions on how place-value in multiplication works.

12
x 35
40
They may attempt to multiply each of the digits on the bottom number to both digits of the
top number, but copy it straight down without carrying and then adding the tens digit.
x

12
35
510
+ 36
546
PROCEDURE
Include a DETAILED description of each step, including how you will get the students
attention, your introduction of the activity, the directions you will give students, the questions
you will ask, and appropriate closure. Write exactly what you will SAY and DO. Think of
this as a script.
x

BEFORE:

Procedure

1. The students will be split into groups based on ability level of multiplication. As a
whole class, I will start with a discussion to activate their prior knowledge by asking them
to think-pair-share with the following questions:
What have you learned about two-digit by two-digit multiplication?
What strategies can we use to solve them?
Why do those work?
-If there is a group of students who need more guidance in the one-digit by two-digit
multiplication, I will ask the same questions, but direct them towards one-digit by two-digit
multiplication aspects.
- If there is a group of students who need more guidance in the three-digit by two-digit
multiplication, I will ask the same questions, but direct them towards three-digit by twodigit multiplication aspects.
2. I will then introduce the Multiplying Our Way to McSwain Game. I will tell them that
the purpose of the game is to build on their knowledge of multiplication and give them the
opportunity to practice their multiplication skills. We will go over the following directions
with proper changes in cards drawn if the group is working on a simplified or more
advanced path:
Before Playing:
Sort cards into two stacks: a red stack and a black stack
Choose a game piece. (Car, Fire Truck, Cop Car, Ambulance, Dump Truck)
Decide how long you have to play. If you have 15 minutes or more, use one die. If
you have less time, use two dice.
Decide who will go first by rolling a die. Whoever has the highest number will go
first and play will continue with the person on their left.
Game Play:
When it is your turn, choose two cards from the red stack and two cards from the
black stack. Write the two numbers and answer the basic fact on your record sheet.
If you cannot answer the problem mentally, you may use scrap paper to solve it.
Have someone check your answer using the calculator.

If you break the Multiplication Limit of 7500 by choosing two sets of cards that
give a product greater than 7500, you lose your turn for speeding and must stay on
your current space.
If you answer correctly and your product is less than 7500, roll the die or dice
(depending on the time limit given before playing.)
o The number you roll is the number of spaces you get to advance.
If you answer incorrectly, stay on your current space.
The first to reach McSwain Elementary wins!
Once, we are finished discussing the game directions, I will answer any questions they
have.
3. They will be told they are working with a given group. I will then establish clear
expectations by telling them this is a learning game at all times. I will instruct the students
they will solve the problem theydraw from the stacks of cards by writing it down and then
explaining their methods to the group. Even when it not a particular childs turn, he should
listen to others problems and explanations because he could benefit from other students
experiences as well. This will be a great way to teach and learn from one another at the
same time.
DURING:
1. After going over instructions for a particular group, I will allow the students to play the
game and work through their problems. This will give me the opportunity to sit back and
let the students work through their own issues without me stepping in to help immediately.
2. Through the students written work and verbal explanations of their multiplication
process, I will be able to notice where each child is in their mathematical thinking. It will
allow me to see if the child is in the proper group and make appropriate adjustments if
necessary. If will also inform me of how students work through their problems. Do they
have issues with solving the problem or do they just need continual practice to increase
their fluency? It will also allow me to see if their method is realistic for the amount of time
they will have.
3. Since all students are placed in groups based on ability and are able to complete
problems based on that level, any group may need support. I will provide appropriate
support based on the information I observe and hear. I will avoid telling them explicitly
how to solve the given problem, but I will implement questions that could reguide the
troubled students in the right direction. Questions could include:
What do you know about the problem?
How did you try to solve it?
Could you use a different strategy, maybe draw a diagram or use the information
from other problems you or someone in the group has solved already?
4. For groups who finish the game quickly and accurately, I would have them work on the
next level of the game. So, if they started with one-digit by two-digit multiplication, I
would bump them up to the two-digit by two-digit multiplication. The vast majority will
have started with two-digit by two-digit multiplication, so I would allow them to attempt to

solve the two-digit by three digit version of the game. This will allow them opportunities
to see how their multiplication knowledge will be extended in the future.
5. -It is important that I monitor all of the students actions throughout their completion of
the game in order to understand their mathematical thinking. I will use the attached chart
to note not only if they get a problem correct, but their methods for going about solving it.
I will make note of how the given strategy affects their ability to solve the problem in a
timely manner.
-This information will be used to select the students who will present during the follow up
discussion. I will select a student who uses a strategy that seems to take a lot of time and
effort, a student who uses a method that is effective, but could be more efficient, and a
student who uses a method that is quick and accurate. This sequence will show students
methods that could cut back the amount of effort they have to use in order to get the correct
answer. I will use this information to help students make connection in the post-game
discussion. (ex. Choosing one student who uses the array model, one who uses the
algorithm, and one who uses friendly numbers mentally)
-Lastly, I will note whether they are able to verbalize and explain their strategies to their
peers and answer questions about their process when questioned. This will ensure they
have not just memorized a series of steps, but have a true understanding of why
multiplication works the way it does.
AFTER:
-Once each group has finished playing the game, the entire class will engage in a
discussion. I will inform them that it is important to listen to one anothers opinions
because there are no right answers. These questions also give opportunity for listening
without evaluation because the students will have to think about how the given
explanations could benefit themselves in becoming more fluent with their own
multiplication. They will complete a think-pair-share with questions like:
What was the most difficult part of the game?
What did you like about the game?
What would make the game more helpful in becoming faster with multiplication?
What were you able to teach your classmates?
What did you learn from your classmates?
-The last two questions are the most important for helping students create a community of
learners in the classroom by showing explicit examples where they were able to help one
another in reaching the same goal of procedural fluency. They will be able to share ways
they learned from classmates to complete problems in a way that be quicker and easier than
the methods they originally used.
-I will then use the three students I chose from my observations to present their different
methods for solving the problems that required different amounts of effort and time. This
will give students at all stages opportunities to see how classmates, who were not in the
group, went about solving the problems in the game. In between the students
presentations of methods, I will ask the following questions to help the students make
connections:
How is this method similar to the last method?

 How is this method different to the last method?

Which do you think would be quicker to use in real life situations?
These questions will help the students see ways they can alter their own methods of solving
multiplication problems that may decrease the amount of time or effort they have to put
forth to get the correct answer.
-To summarize the game, the students will complete a think-pair-share with another
partner to summarize the main ideas of the game. They will think about:
What they learned
How it will be helpful to them in the future
Answers to these questions could include becoming efficient with their mathematical
procedures and ways they can complete multiplication problems without using as much
work. The ideas they reinforce in this game will help them when moving on to even more
complex multiplication problems and becoming quicker when using multiplication in the
real-world.

H. DIFFERENTIATION
I will differentiate my content based on the students readiness. It is important I have my game
focused at the majority of the students ability levels, but include options that will meet the needs
of those who are both ahead or behind in the content. In my game, the students who are working
towards two-digit by two-digit multiplication fluency will draw two red cards and two black
cards to create two two-digit number to multiply together. This will give them repeated practice
in a fun way. For the students with learning disabilities and those who may just be more behind
in the content area, I will group them together so they will have a different variation of the game
that will meet their needs. If I find out through my pre-lesson discussion that the students are not
ready for two-digit by two-digit multiplication, I will instruct them to only draw one red card and
two black cards. This will help them with a more simplistic aspect of multiplication, one-digit
by two-digit multiplication, that is needed in order to move on to two-digit by two-digit
multiplication. Similarly, through my pre-lesson discussion, I will be aware of the students who
are fluent with solving two-digit by two-digit multiplication problems and will adjust my game
to meet their more advanced mathematical needs. If this is the case, I will have this group of
students draw two red cards and three black cards to create two-digit by three-digit multiplication
problems for them to solve instead. These alterations ensure that no matter the ability level in
the area of multiplication that the students abilities are being noticed and built upon.
Content

Interest

Students will be given a

Process

Product

Readiness

variation of the game

based on the pre-lesson
discussion I have with my
cooperating teacher that
informed me of the area
of multiplication in which
the student needs the
most assistance. This
could include one-digit
by two-digit
multiplication, two-digit
by two- digit
multiplication fluency, or
more advanced two-digit
by three digit
multiplication.

I. WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO
ABOUT IT?
There are always things that could go wrong in any lesson no matter how much you plan
ahead. It is important to think about some of these things before had so you can plan on how
to combat them. In my lesson there are several aspects that could need tweaking if they dont
go smoothly. First there could be individual conflicts between the students I group together.
Because my lesson will be completed at a center, I will with a small group of students at all
times. This will allow me to address any conflicts by reguiding the conversation back to
multiplication and the game through direct questions such as, How did you solve that? or
Can you think of another way we could go about solving the multiplication problem? It is
important to keep the focus on multiplication and not let the conflict take center stage. Of
course if the guidance efforts are not effective, I will be more direct by instructing them to
refocus their energy or by rearranging our physical positions in the group so the students are
not as apt to have conflict.
Another issue when it comes to grouping is that the students may be placed in the
improper group based on ability. I am not always present, so I am basing my initial grouping
a lot on my cooperating teachers opinion. It is very possible that a particular student has
progressed or digressed since she last observed their skills. Because of this, it is important
for me to be aware in the initial rounds of the game if a child is really struggling or flying
through the material. If this is the case, I will allow a second round of questions to pass. If
the game level still is not meeting their needs, I will provide scaffolded instruction for them
to finish out the game, but also instruct them to come back to the center when a more
appropriate level is being played. This will allow them to come back to the game to get
aligned instruction with what they need to gain most out of the lesson.

Name

Vocabulary

Answered Correctly

Answered Incorrectly

Strategies Used and

Time Required to
Solve

Verbalize Strategy In
An Understandable
Way