1

Kelsey Mercadante
ELED 433

S.M.A.R.T. Goal Update Final Additions Toward Goal

My progress toward my goal includes:

Multi-digit Multiplication Math Stories Lesson Plan (pages 1-15)

Follow-up Lesson Math Centers:
1. Community Helpers Multiplication Board Game (pages 15-21)
2. Math Libs (page 22)
3. Multiplication Jenga (page 21)
4. Multiplication Cube Toss (page 22)
Applicable Prep Notes (pages 23-24)
Notes on class readings in the book, Teaching Student-Centered Mathematics:
Developmentally Appropriate Instruction for Grades 3-5 by Van de Walle (pages 24-25)
ELED 433 Class Notes (page 25)
Engaging lesson ideas and activities (page 26)

Multi-digit Multiplication Math Stories Lesson Plan:

ELED 433 LESSON PLAN FORMAT

Kelsey Mercadante
Mrs. Hostetter, Bessie Weller Elementary School, 4th Grade
Date of Lesson: November 19th Time: 11:20-12:05 and 12:55-1:35
Date written plan is submitted to the practicum teacher: November 12th, 2014

JMU Elementary Education Program

A. Multi-digit Multiplication Math Stories!
B. CONTEXT OF LESSON
A week before my lesson, I will have the students answer a 2-digit multiplicative word problem
on the document camera. I will tell students to solve the problem on a piece of loose-leaf paper.
I will tell students to show their work and do their best. After the students complete and answer
the word problem, I will collect the pieces of paper and analyze how each student solved the
problem. I will be able to get a feel for the students experience with two-digit multiplication
word problems. I feel that I will get to see each childs individual knowledge pertaining to the
content of my lesson, which will help me know each childs needs when I conduct my lesson. In
addition to the multiplication word problem pre-assessment, I feel that another pre-assessment
for this lesson could consist of students solving one-digit multiplication facts. If students know

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one-digit multiplication facts, and can successfully compute one-digit multiplication problems,
then they are ready to move on to two-digit multiplication problems. I have observed students
solving one-digit multiplication problems throughout this entire semester and through my
observation of students completing multiplication problems, I have gathered that students are
now ready to solve multiplication problems with 2-digit numbers to further their mathematical
thinking.
Pre-assessment word problem: Katy is baking 14 cupcakes for her friend. She is going to put 31
chocolate chips on each cupcake. How many chocolate chips will she need in all?
After analyzing the student work from the pre-assessment, I have realized that everyone in the
class attempted to use the open-array model to solve the 2-digit by 2-digit multiplication
problem. Everyone in the class set up the open-array model correctly. However, six students
multiplied one, 2-digit by 1-digit fact within the problem incorrectly and got an incorrect partial
product within the open-array model; therefore this caused the final product of the problem to
be incorrect. Two students in the class multiplied all of the partial products within the problem
correctly; however, they did not add up the four partial products correctly to get the final
product. Eight students in the class correctly used the open-array model to solve the 2-digit
multiplication problem, and got the correct final product. In conclusion, 50% of the students in
the class successfully solved the 2-digit multiplicative word problem. During my lesson, I hope to
increase the percentage of students who successfully solve a 2-digit multiplicative word
problem. I will stress the importance of checking the multiplication of the partial products
before adding them up. I will tell students to make sure they add on the zero when multiplying a
problem such as, 30 X 4, which would equal 120 (Some students may just multiply 3 X 4 and
forget to tack on the zero at the end of the problem). I will make sure students understand why
the zero is tacked on to the end of the number (It is because the number is getting 10 times
bigger). During my lesson, I will also stress the importance of carefully lining up all four of the
partial products to add the numbers in order to get the correct final product. I will tell students
to make sure they double-check their multiplication and addition when solving the problem if
they use the open-array model.
A lesson involving multiplication word problems will be an appropriate lesson for these students
because it will be taught during the week that the fourth graders will be learning about two-digit
multiplication. The topic of two-digit multiplication will be introduced to the students on
Monday, and I am teaching the lesson on two-digit multiplication involving word problems on
Wednesday. The word problems will build the students conceptual understanding.
o Vertical planning: My lesson will consist of fourth grade students computing
two-digit multiplication word problems. The students have been exposed to
many different types of word problems in prior grades including addition,
subtraction, and one-digit multiplication word problems. According to the SOLs,
first graders learned how to create and solve basic addition story problems (SOL
1.6). In second grade, students create and solve addition and subtraction
problems (SOL 2.8). In third grade, students learned how to solve single-step
and multi-step problems involving the sum and difference of two whole
numbers (SOL 3.4). In third grade, students also learned and had to be able to
recall multiplication facts through the twelves tables, which will help them
when computing two-digit multiplication problems (SOL 3.5). Lastly, third
graders had to be able to create and solve problems involving multiplication of
two whole numbers, one factor 99 or less and one factor 5 or less (SOL 3.6).
Students should be entering fourth grade with much of this knowledge from
prior grades. Students have also learned about place value, which plays a role in

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two-digit multiplication also. Students learned about place value in second
grade (SOL 2.1), third grade (SOL 3.1), and in fourth grade (SOL 4.1). Fourth
graders should now be ready to be exposed to word problems involving twodigit multiplication.
Related vertical SOLs include: 1.6, 2.1 (a), 2.8, 3.1 (a), 3.4, 3.5, 3.6, and
4.1 (a).
o Horizontal Planning: In this lesson, students will be exposed to two-digit
multiplication word problems. They will also create and illustrate a word
problem involving two-digit multiplication with a partner. This lesson is
appropriate for the fourth graders at this time because it is a part of the Virginia
Standards of Learning for fourth grade mathematics and the fourth graders will
need to know how to multiply two-digit whole numbers for the SOL test at the
end of the year. Students will also need to know how to solve word problems
for the SOL test. Having students solve two-digit multiplication problems will
help them later in the school year when they compute to figure out factors and
multiples (SOL 4.5 a). This lesson will also help students when they divide whole
numbers (SOL 4.4 c) compute fractions and decimals (SOL 4.5, 5.5, and 5.6), and
work with expressions (SOL 5.7). Having students create and solve word
problems will prepare them for fifth grade since creating and solving word
problems meets a fifth grade standard of learning (SOL 5.4). The computation
that students will do and practice during this lesson will help students to
develop fluency in multiplication. When students use their knowledge and skills
to create and solve problems in this lesson, students will develop the foundation
to ensure success and achievement in higher mathematics.
Related horizontal SOLs include: 4.4 c, 4.5, 5.4, 5.5, 5.6, and 5.7.
This lesson supports the development of the students in Mrs. Hostetters class. This lesson fits in
with what I know about child development because it is allowing students to build on prior
knowledge from previous grade levels and then it prepares them for what is to come next in
future lessons. This two-digit multiplication word problem lesson will serve as a learning
progression through the sequence of levels that allow students to gain understandings and skills
embedded into this lesson. The learning progressions in this lesson will help students to achieve
the objectives, which are the goals of this lesson. According to the Progressions for the Common
Core State Standards in Mathematics, fourth graders should be able to multiply to solve word
problems (The Common Core Standards Writing Team, 2011, p. 29). Having children create and
illustrate word problems on a poster while working with a partner is considered a
developmentally appropriate practice. This activity is considered a varied instructional strategy
that meets the needs of children since it involves cooperative learning. Using and creating math
word problems is also an integrative lesson since it integrates reading and writing with math
(National Association for the Education of Young Children, 1996).
This particular lesson will also help students to become better at word problems, which is what
the fourth grade SMART goal is for the school. It is important to use word problems in every
math lesson to help students practice their problem solving skills so they can become confident
in their problem solving capabilities, and so that Mrs. Hostetter can reach her SMART goal.
C. STANDARDS - VA SOLs and/or CCSS
Math
Standard 4.4 Strand: Computation and Estimation
The student will

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b) Multiply whole numbers.
d) Solve single-step and multi-step multiplication problems.

English
Standard 4.1 Strand: Communication: Speaking, Listening
The student will use effective oral communication skills in a variety of settings.
b) Contribute to group discussions across content areas.
g) Demonstrate the ability to collaborate with diverse teams.
Standard 4.4 Strand: Reading
The student will expand vocabulary when reading.
e) Use vocabulary from other content areas.
Standard 4.5 Strand: Reading
The student will read and demonstrate comprehension of fictional texts.
e) Identify the problem and solution.
Standard 4.7 Strand: Writing
The student will write cohesively for a variety of purposes.
b) Focus on one aspect of a topic.
Process/Practice Standards: (Common Core Standards)
Grade 4 Operations and Algebraic Thinking
Multiply to solve word problems involving multiplicative comparison, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.
Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations.
Virginia SOL Process Standard for Math Lesson
Mathematical Problem Solving
o Students will apply mathematical concepts and skills and the relationships among them
to solve problem situations of varying complexities. Students also will recognize and
create problems from real-life data and situations within and outside mathematics and
then apply appropriate strategies to find acceptable solutions. To accomplish this goal,
students will need to develop a repertoire of skills and strategies for solving a variety of
problem types. A major goal of the mathematics program is to help students become
competent mathematical problem solvers.
D. LEARNING OBJECTIVES
Understand
Students will understand
that multiplication is a oneto-many constant
relationship between two
sets that can be expressed
as a ratio.

Know
Vocabulary: factor, product

Do
Students will create and
illustrate a word problem on
a poster with a partner that
involves multiplying multidigit whole numbers.
Students will solve a word
problem with a partner that
involves multiplying multi-

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digit whole numbers.

E. ASSESSING LEARNING

Objective

What documentation will you

have for each student?

What will your students do and

say, specifically, that indicate each
student has achieved your
objectives?

Students will understand that

multiplication is a one-to-many
constant relationship between two
sets that can be expressed as a
ratio.

I will create an observation chart

with a box for each student (20). I
will walk around the room when
students are creating and solving
word problems and I will ask them
questions such as, How did you
make it a multiplication problem,
How did you know that you had to
multiply to solve the problem?
How did you get your answer? I
will document any notes. I will do
this to check for student
understanding of multiplication.

Students will create accurate

multiplication problems that can
be solved by others. Students will
show their work in order to show
how they got the answer. Students
will also explain their reasoning on
how they got the answer. Students
will verbalize characteristics of
multiplication problems or
students will say explain/describe
multiplication in their own words.
Multiplication: a one-to-many
constant relationship between two
sets that can be expressed as a
ratio. Multiplication is magnifying
by a ratio.

Students will know multiplication

facts of two whole numbers when
one factor has two digits or fewer
and the other factor has three
digits or fewer, using paper and
pencil.

I will see if students know

multiplication facts of multi-digit
numbers using paper and pencil
when each student solves the
multiplication problems that other
classmates created. Students will
solve the problems on a poster
using markers. I will evaluate their
answers to the problem to see if
they know their multiplication
facts. I will document this
information on an observation
chart.
I will see if students know what a
factor and product are when I have
them label the factor and the
product on their poster. While
walking around when students are
working in pairs, I will ask students,
What is a factor What is a

Students will correctly answer the

multi-digit word problem. Students
will multiply all of the
multiplication facts correctly, using
paper and pencil.

Vocabulary: factor, product

Students will correctly label the

factors and the product of the
word problem they solve on the
poster. When asked, students will
say what a factor and a product
are in their own words.
Factors: Numbers you can multiply

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product? I will document this
information on an observation
chart to see if students know these
mathematical terms.
Students will create a word
problem on a poster with a partner
that involves multiplying multi-digit
whole numbers.

Students will solve a word problem

with a partner that involves
multiplying multi-digit whole
numbers.

I will see if students create a

multiplicative multi-digit word
problem on the poster when
evaluating the poster that they
made. I will document this
information on an observation
chart.
I will see if students solve a word
problem when I look at the poster.
I will record how the students
solved the problem by naming the
strategy the students used. I will
document this information on an
observation chart.

together to get another number (a

product).
Product: The answer when two or
more numbers (or factors) are
multiplied together.
Students will come up with a word
problem and write it down on the
poster. The word problem will be a
multi-digit multiplicative word
problem.

Students will solve a word problem

by showing their work, to explain
how they got the answer. Students
could show their work in a variety
of ways. I will leave this choice up
to the students interests.

F. MATERIALS NEEDED
Secured by Cooperating Teacher:
Document camera
Chart Paper/ Poster Paper (1 for each pair =10)
Markers
Pencils
Manipulatives
Base-ten blocks
Secured by me:
Base-Ten Grid Paper
Math Lib Sheets (1 per student = 20)
Secured by students:
Math notebooks (students have their math notebooks everyday in class)
G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE
PROCEDURE PORTION OF THE LESSON
Mathematical Tasks:
Creating and Solving Two-digit/Multi-digit Multiplication Problems
1. Students will create a multiplicative multi-digit word problem with a partner
Anticipation:
a. Students may have a hard time creating multiplication problems. They may end up
creating an addition or division problem.
b. Students may find it more difficult to create a word problem with two-digit or multidigit numbers that make sense.
c. Students may end up using single digit numbers.
d. Before the activity, I will model with the students, how to create a word problem.

2.

3.

4.

5.

e. Students will most likely think of story problems that relate to them. They will
choose topics that interest them.
Students will solve a multiplicative multi-digit word problem with a partner.
a. Students may solve the problems incorrectly.
i. They may multiply the numbers within the problem incorrectly.
ii. They may set up the open-array model incorrectly, or they may set up any
other strategy they use incorrectly.
iii. Students may not show their work.
iv. Be alert for students who simply tack on zeros without understanding why.
v. Most students will most likely use the open-array model, since they were
taught to use this model for two-digit times one-digit problems.
b. Students may use a variety of valid strategies for solving the multiplication
problems:
i. *Open-array model (I will encourage this strategy. Most of the students will
use this strategy since this will be the only derived fact strategy the students
have been introduced to).
ii. Draw pictures or diagrams
iii. Base-ten blocks
iv. Arrays with graph paper
v. Open number lines
vi. Repeated addition
vii. Standard algorithm
viii. Students may look for smaller products
ix. Invented strategies, etc.
I will pick a pair or two to share how they created the word problem (I will try to pick
different types of 2-digit multiplicative problems students created based on context and
type).
a. Students may have a hard time explaining how they created the problem. If
students have a hard time, I will ask them specific questions such as, How did you
two come up with the objects you decided to use in this problem? Does this
problem relate to you in some way? How did you two decide on which numbers
you used in the problem? How did you know you were creating a multiplication
problem, instead of an addition or subtraction problem? What challenged you?
I will pick a few pairs to share how they solved the word problem (based on levels of
representation (concrete, semi-concrete, or abstract) and learning progressions and levels
of problem solving learning progressions (direct modeling, repeated addition/skip counting
and derived facts)). I will have a sequence of presenters: concrete/direct modeling will go
first, then semi-concrete/ repeated addition, then abstract/ open array or standard
algorithm.
a. Students may have a hard time explaining how they solved the problem. Students
may know how to solve the problem on paper, but may have a hard time explaining
their work aloud. If students have a hard time explaining their work, I will ask them
specific questions such as, What strategy did you use? Why did you choose that
strategy? Did you use any mental math Did you draw any pictures to help you?
Did you use your fingers at any point? What challenged you?
If time, students will do Multiplication Math Libs with partners.
a. Students will have to pick nouns, adjectives, verbs, and numbers to create a math
lib.

G2

PROCEDURE

Procedure

i. Students may have a hard time remembering what these language arts
terms mean. They may think a noun is an adjective, for example. This would
cause the word problem to not make any sense. I will clarify these terms for
students. I will tell students to work with partners to help one another. I will
go around the classroom to help students in need of clarification of these
terms.

BEFORE: Engagement
Introduction: Today we will be creating our own multiplication word problems involving two-digit
numbers!
a. Put the essential question on the board: How can word problems involving 2-digit
multiplication be used in everyday life?
*Activate prior knowledge:
b. Introduce the lesson by talking about literacy comprehension and the meaning of
word problems. Say: When solving word problems, understanding the word
problem is key! Before you start solving the problem you should:
i. Visualize the problem: create an image in your mind to help you.
ii. Make connections: relate the problem to personal experiences to help
you understand the problem.
iii. Ask yourself questions: to better understand what is being read, and
clarify information.
iv. Identify key ideas to focus on what the problem is asking.
c. Tell students that math word problems are just like reading a story; you have to
comprehend and understand what the problem is asking.
i. Explain to children how math word problems come up everyday in life:
For example, if you were baking 12 cupcakes for a friend, and you wanted
to put 32 chocolate chips on each cupcake, you would have to know how
many chocolate chips you would need to have in all.
d. Lets try out creating a two-digit multiplication problem together! (Model
creating a word problem under the document camera).
i. Who can tell me how I can start out creating a word problem?
1. Think of a topic/context relatable to students in class.
a. Problem Context: Who has an idea of what the word
problem could be about?
b. Call on a student to say a two-digit number.
c. Call on another student to say a two-digit number.
d. Make sure the numbers can make sense with the word
problem context.
ii. Write down word problem on document camera that students helped to
create so the whole class can see.
1. Example of relatable word problem: Mrs. Hostetter took her 4th
grade class of 24 students to the aquarium. Admission for each
student was $12. What was the total amount of money needed
for the field trip? ($240)
*Be sure the task is understood:

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e. Have students do a Think Pair Share. Talk with the person beside you about how
you would go about solving this problem. Solve the problem in your math
notebook and show your work.
i. Activate prior knowledge by reminding students of the open array model
they learned.
f. Give the students some time to solve the problem. Then have students raise their
hands if they would like to come up to the document camera and share how they
solved the problem. Pick 2 students to share their work on the document camera.
The 2 students will model two ways to solve the problem and record their
thinking.
g. Ask students if they have any questions about solving the word problem.
h. Ask students:
i. What is a factor? (Factors: Numbers you can multiply together to get
another number (a product).
1. Have them find the factors in the example problem.
ii. What is a product? (Product: The answer when two or more numbers (or
factors) are multiplied together.)
1. Have them find the product in the example problem.
2. Tell students that they are going to pair up with a partner and create a multiplication
word problem involving two-digit numbers.
*Establish Clear Expectations:
a. Go over and put up word problem rules on document camera:
i. 1. Create 1 multiplication word problem with your assigned partner. Work
together! Write the problem down in your math notebook first.
ii. 2. Make sure the multiplication problem involves a two-digit number
times a two-digit number.
iii. 3. Solve your problem in your notebook to check to see if it makes sense
and find the correct answer.
iv. 4. Use markers to write the problem on the top of the chart paper. Allow
room for a classmate to solve the problem underneath the word problem.
v. 5. When you solve the problem, make sure to label the factors and the
product of the problem.
vi. Tell students that base-ten blocks, graph paper, and loose-leaf paper will
be provided on the front table if they would like to use them. These
materials will support students who may need different levels of
representation.

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DURING: Implementation
Let go!
a. Put the list of partners on the document camera. (I will partner students in order
to pair high achieving students with low achieving students to assist learning). I
will also list whom they are exchanging their word problems with to solve. (I will
keep this up in the board so students know who they are exchanging with when
they are finished. I will tell students, When you are finished creating your word
problem, switch your chart paper with your assigned pair or partners and solve
the word problem you are given.
b. Tell students to gather with their partner. Tell students to keep their math
notebooks with them, along with a pencil. Tell students that once they get a piece
of chart paper and markers, to begin creating a 2-digit multiplication word
problem with their partner. Work together!
c. Pass a piece of chart paper to each pair.
d. Pass out some markers to each pair.
e. Remind students how they should first write the problem in their math
notebooks first to get their thoughts down on paper, solve the problem to check
it, and then write their final problem on the top of the chart paper.
f. Students will be working in pairs and creating 1, 2-digit multiplicative word
problem.
2. Notice childrens mathematical thinking:
a. I will walk around the room with my observation chart that has a box for each
child. I will monitor the students as they work. I will listen in on student
conversation in the pairs. I will notice and write down how the students began
creating the word problems. I will record if a student does not understand the
task.
b. I will ask students questions: How did you come up with that? Why did you
choose that?
c. I will go to each pair and make sure students are writing a multiplicative word
problem involving 2, 2-digit numbers.
d. *I will make note on which pair would be good for sharing their word problem
creation with the class (based on how they created the word problem/strategies
and accuracy, etc.)
3. Provide appropriate support:
a. I will ensure that children understand what they are supposed to be doing
b. I will assist students if they need help. If they have trouble creating a word
problem I will prompt them with questions, such as: What are your favorite types
of food? Ex. What if you got 12 boxes of strawberries, each with a certain amount
in them? Or What do you like to do in your spare time? Do you like to kick the
soccer ball with a friend? Ex. Well, what if you kicked the soccer ball 24 days in a
row, and you kicked the soccer ball and you kicked it 21 times per day?
c. I will answer student questions.
d. I will remind students that they can use representations to work out the problems
if they need support, such as base-ten blocks, manipulatives, and graph paper. I
could get materials for students on front table or they are welcome to go get the
materials themselves since they will all be available on the front table.
4. I will remind students and announce that if they are finished creating and writing down
the problem on their piece of chart paper, they can trade it off to their matching pair.

11
5. Let go! I will remind students to show their work when solving the problem!
a. Student pairs will solve the 2-digit multiplication word problem they are given by
their other assigned pair on the chart paper, below the word problem.
b. Students will work together when solving the problem and show their work on the
chart paper.
6. Notice childrens mathematical thinking:
a. I will walk around the room with my observation chart that has a box for each
child. I will monitor the students as they work. I will listen in on student
conversation in the pairs. I will record how the students solved the problem.
b. I will look to see if students label the factor and product of the multiplication
problem correctly. (I will record if students have trouble with this).
c. *I will make note on which pair would be good for sharing their work with the
class (based on the strategy they used, how they went about solving the problem,
levels of representation learning progressions (concrete, semi-concrete, or
abstract), and levels of problem solving learning progressions (direct modeling,
skip counting/repeated addition, or derived facts)). I will look for
correctness/accuracy of the problem solving as well.
7. Provide appropriate support:
a. I will assist students if they need help. If they do not understand what the
problem is asking, I will support students by going over some of the strategies
they could use to understand word problems (the ones we went over in class at
beginning of lesson). If they have trouble solving the problem, I will guide
students on how to solve the problem using an open-array model.
8. Provide worthwhile extensions:
i. I will challenge early finishers by asking questions:
1. I see you found one way to do this, are there any other ways to
solve the problem?
2. If they used the open-array model, I will ask: What other derived
fact strategies could you have used? (standard algorithm).
3. If they did not use the open array model, I will encourage them to
try using it.
AFTER: Engage the full class in discussion
*I will tell students that the time is up!
1. Promote a community of learners:
a. I will tell students that Im going to select a couple of pairs to come up to the front
of the room to share with the class how they created their word problem. I will
tell students to respect other students word problems and work they showed
when they solved the problem.
b. I will pick 2 pairs who solved the problem differently to come up and share their
work. This way, students can see different ways the problem is solved.
c. I will pick students to come up and share different types of 2-digit multiplicative
word problems. This way, students can see a variety of ways the word problems
can be written. The sharing of different examples will be beneficial for students.
d. Encourage other students to ask questions.
e. Prompt presenting students with questions if they do not know what to say:
i. How did you two come up with the objects you decided to use in this
problem?
ii. Does this problem relate to you in some way?

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iii. How did you two decide on which numbers you used in the problem?
iv. How did you know you were creating a multiplication problem, instead
of an addition or subtraction problem?
v. What challenged you?
2. Listen actively without evaluation:
a. As students share their creations and explain how they created the word problem,
listen actively.
b. Look for opportunities to highlight significant ideas in students work to make
these mathematical ideas more explicit to all students.
c. Notice childrens mathematical thinking and make it visible to other students
(avoid judging the correctness of an answer so students are more willing to share
their ideas.)
d. Ask other students what they think about the students response.
3. Select a 2-3 other pairs to come up to the front of the class and share how they solved
the problem. Have students share in an appropriate sequence based on what strategies
they used to solve the problem. Consider the levels of representation learning
progressions the students use (concrete, semi-concrete, and abstract). Consider the level
of problem solving learning progressions the students use (direct modeling, skip counting
or repeated addition, and derived facts). Depending on time, select either 2-3 pairs to
share who solved the problem differently.
a. First, pick a pair to share who solved the problem using a concrete method or
direct modeling to solve the problem, such as using manipulatives or an array
model with graph paper.
b. Second, pick a pair to share who solved the problem using a semi-concrete
method or repeated addition/skip counting to solve the problem, such as drawing
pictures or using repeated addition.
c. Third, pick a pair to share who solved the problem using an abstract method or
used derived facts to solve the problem, such as an open-array model, or the
standard algorithm.
d. *Note: if each pair uses the same strategy, such as the open-array model:
i. First, I will have a pair present their work if they ended up making a
mistake when multiplying one of the partial products within the openarray model. This will show the class how important it is to check the
multiplication of the partial products before adding them up.
ii. Second, I will have a pair present their work if they correctly multiplied
within the open-array model, but incorrectly added the four partial
products. This will show the class how important it is to check the addition
of the four partial products in order to get the correct final product.
iii. Third, I will have a pair present their work if they successfully solved the
multiplication problem using the open-array model correctly. This will be
a model of how to correctly use the open-array model to get the correct
answer.
iv. *Note: if theres not time for 3 students to share, I will just have 2
students share. I will have one pair share that made one of the mistakes
explained above, and then have the second pair share that answered the
problem correctly when using the open-array model.
e. Encourage other students to ask questions, agree, and disagree with students as
they share their work (but also tell students to remain respectful).

13
f.

Tell students to explain what they thought as they read the problem:
i. Did you use any strategies when reading the problem, before you began
to solve it? Ex: Visualize problem, make connections, predict, ask
yourself questions, or summarize the problem in your own words?
ii. How did you know to multiply?
iii. What did you try first?
g. Prompt students with more questions:
i. What strategy did you use?
ii. Why did you choose that strategy?
iii. Will this strategy always work? Who agrees or disagrees?
iv. I noticed you changed your answer. Why? What were you thinking?
v. What challenged you?
h. Tell students to say what the factors and product is of the problem.
i. *Compare, contrast, and connect the strategies students used.
i. Ask students, How are these strategies similar and different?
4. Listen actively without evaluation
a. As students share their creations and explain how they solved the word problem,
listen actively.
b. Look for opportunities to highlight significant ideas in students work to make
these mathematical ideas more explicit to all students (make connections).
5. Summarize main ideas and identify future problems
a. Highlight main ideas of lesson: Have students engage in a Think-Pair-Share as a
teaching strategy to engage all students. (Every child will get a chance to discuss
these topics with a partner).
i. Think-Pair-Share: Have students talk with the person beside them and tell
them to talk about the strategies for understanding word problems:
(visualize, make connections, predict, ask yourself questions, and
summarize in your own words).
1. Pull Stick- Have someone share what he or she discussed with a
partner.
ii. Think-Pair-Share: Have students talk with the person beside them and tell
them to talk about the strategies for solving a 2-digit multiplication
problem: (open-array model, standard algorithm etc.) Also, have them
discuss what a factor and multiple are with their partner.
1. Pull Stick- Have someone share what he or she discussed with a
partner.
2. Highlight connections between strategies or different
mathematical ideas.
iii. Think-Pair-Share: Have students talk with the person beside them and tell
them to talk about how math word problems can relate to everyday life.
1. Pull Stick- Have someone share what he or she discussed with a
partner.
b. Math helps you solve everyday tasks!
c. Does anyone have any questions?
6. If time: Students will work on Math Libs
i. If time, I will hand them a Math Lib sheet to work on as an extension
activity.

14

H. DIFFERENTIATION

Content

Interest

Readiness

I.

Process

Product

Students will be able to

choose the context of
the word problems that
they create with a
partner.
Students will be
partnered for creating
and solving the word
problems based on
readiness and
achievement levels.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT IT?

When using technology, I could run in to several of problems. The document camera may
not be working when I am doing my lesson, I will then have to have a back-up plan. I will
have create a PowerPoint as a back-up plan so students will be able to see the clearly stated
expectations, directions, and pair assignments. If PowerPoint does not work either, I will
have to write the directions or any necessary information on the board. I will also have to
orally assign students their pairs.
Throughout my lesson, I am going to ask the class a lot of questions; however, students
may not participate. If no students participate, then I will have students discuss the
questions within their groups first, and then have each group share their thoughts
regarding the question. I could also pull popsicles sticks out of a bucket where each
students name is on a popsicle stick to call on students to answer my questions.
Students may have a hard time creating the word problems. What if not a single pair
understands how to create a 2-digit multiplicative word problem? My whole lesson may
not work at all. If students have a lot of trouble (way more than I expected) I may have
to change my lesson, and give each pair Math Libs. The Math Libs will be structured, but
students will still take part in creating a word problem/making the word problem their
own, since they will come up with the nouns, adjectives, verbs, and numbers on their
own. I could have children semi-create these Math Lib word problems by using 2-digit
numbers. Students would still have to trade their Math Libs with another pair and solve
the multiplication problem. I would still select students to come to the front of the room
to share how they created and solved the 2-digit multiplication problems.
Students may not show their work. I will talk to the students who did not show their
work and ask them what exactly they did. I will help them to try and write their
mathematical thinking down on a piece of paper to show their work. I will encourage
the use of the open-array model since students were taught how to use that strategy.

15

Students may create word problems that do not make sense. I will assist the students
and ask them questions about how they could change parts of the word problem so it
makes sense.

Follow-up Lesson: Math Centers:

1. Community Helpers Multiplication Board Game
2. Math Libs
3. Multiplication Jenga
4. Multiplication Cube Toss
1. Community Helpers Multiplication Board Game:
I created this board game, which helped me work toward my S.M.A.R.T. goal because
this game was implemented into my lesson as a follow-up activity for the students, after my
lesson. After giving the Multi-digit Multiplication Math Stories lesson, I decided to create a
list of multiplication math centers that could be implemented in the classroom on the day
following the lesson (day 2). One of the math centers for day 2 of my lesson would be this board
game. This board game relates to my S.M.A.R.T. goal because the game is effective, engaging,
hands-on, and it is applied to everyday life through the use of word problems that relates to
helping the community.

16
Standards of Learning for the Community Helpers Multiplication Board Game:
History and Social Science
Standard 1.10 - The student will apply the traits of a good citizen by
a) Focusing on fair play, exhibiting good sportsmanship, helping others, and treating
others with respect;
Standard 1.12 - The student will recognize that communities in Virginia
b) Benefit from people who volunteer in their communities;
Standard 2.10 - The student will explain the responsibilities of a good citizen, with emphasis
on
c) Describing actions that can improve the school and community;
Standard 2.12 - The student will understand that the people of Virginia
a) Have state and local government officials who are elected by voters;
b) Have diverse ethnic origins, customs, and traditions, make contributions to their
communities, and are united as Americans by common principles.
Standard 3.11 - The student will explain the importance of the basic principles that form the
foundation of a republican form of government by
d) Describing how people can serve the community, state, and nation.
Mathematics
Standard 3.6 Strand: Computation and Estimation
3.6 The student will solve problems that involve multiplication of two whole numbers,
one factor 99 or less, and the second factor 5 or less.
Standard 4.4 Strand: Computation and Estimation
The student will
b) Multiply whole numbers.
d) Solve single-step and multi-step multiplication problems.
English
Standard 4.1 Strand: Communication: Speaking, Listening
The student will use effective oral communication skills in a variety of settings.
b) Contribute to group discussions across content areas.
g) Demonstrate the ability to collaborate with diverse teams.
Standard 4.4 Strand: Reading
The student will expand vocabulary when reading.
e) Use vocabulary from other content areas.
Standard 4.5 Strand: Reading
The student will read and demonstrate comprehension of fictional texts.
e) Identify the problem and solution.
Process/Practice Standards: (Common Core Standards)
Grade 4 Operations and Algebraic Thinking
Multiply to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison.

17

Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations.

Virginia SOL Process Standard for Math Lesson

Mathematical Problem Solving
o Students will apply mathematical concepts and skills and the relationships among
them to solve problem situations of varying complexities. Students also will
recognize and create problems from real-life data and situations within and
outside mathematics and then apply appropriate strategies to find acceptable
solutions. To accomplish this goal, students will need to develop a repertoire of
skills and strategies for solving a variety of problem types. A major goal of the
mathematics program is to help students become competent mathematical
problem solvers.

Learning objectives for the Community Helpers Multiplication Board Game:

Understand

Know

Students will understand

that multiplication is a
one-to-many constant
relationship between
two sets that can be
expressed as a ratio.

Students will understand

that mathematics can be
connected to the
community and
everyday life.

Students will know

multiplication facts of two
whole numbers, one factor
99 or less, and the second
factor 5 or less.
Students will know
multiplication facts of two
whole numbers when one
factor has two digits or
fewer and the other factor
has three digits or fewer,
using paper and pencil.

Do

Students will solve word

problems involving
multiplication of two whole
numbers, one factor 99 or
less, and the second factor 5
or less.
Students will solve word
problems involving
multiplication facts of two
whole numbers when one
factor has two digits or fewer
and the other factor has three
digits or fewer, using paper
and pencil.

18

Community Helpers: Lets Help Out Our Community!

A Multiplication Word Problem Board Game
Game Instructions
Contents
5 Bakery Task Cards
5 Mini Mart Task Cards
5 Park Task Cards
5 Neighborhood Task Cards
5 School Bus Task Cards
5 After School Program Task Cards
5 School Task Cards
5 Playing Pieces
Community Helper Gold Coins
1 Die
Recording Sheets
Multiplication Chart
Answer Key
Object of the Game
Help out with your community by going to your local community resources to help others! The
object of the game is to travel to each community resource along the board and solve the word
problems on a task card at each community resource. Once you solve the word problem
correctly, you collect a community helper gold coin. When you receive all 7 community helper
gold coins after going to each community resource, you then race back towards your
designated color spot on the board to win!
Set Up
Place the community resource task cards face down around the game board.
Each player should choose a playing piece and place it on the designated color spot on the
board.
Each player should roll the die to see who goes first. Highest roll starts and play follows to the
left.
To Play
Player rolls die and moves the amount of spaces shown on the die. Player may move any
direction along the paths. Player can also share spaces.

19

Exact rolls are not needed to move into any community resource space. As an example, if you
need a three to get into the Bakery and you roll a four, you may still go into the Bakery.
When players reach a community resource, they should draw the top card from that stack.
The card will have a task on it. Read the word problem and solve it. Use a pencil to solve the
problem on the recording sheet to figure out the answer. Once you have an answer, check the
answer key to see if you are right. If you are right, you receive a community helper gold coin.
Return your card underneath the others, and it is the next players turn. If you are wrong, then
you do not receive a community helper gold coin, and you return the card underneath the
stack. Then, it is the next players turn.
Students: If you have trouble with any particular word problem, place a star next to the
problem number on your recording sheet. I will be happy to help you with it after the game!
If you land on a Trolley Stop space when you roll an exact number, then you can choose to
automatically take the Trolley to the next community resource you need to go to.
If you land on a spot that has a direction written on it, the player must immediately follow that
direction. The turn is over when all directions have been followed. For example, if you land on
Lose a Turn you will lose the next turn. If you land on, Steal a coin from a player then you
will take another coin from any player. This coin will count toward one of your 7 coins you will
need to win the game. The player who lost a coin to another player will have to gain back a coin
by answering another multiplication problem correctly.

To Win
A player must have 7 community helper gold coins from each community resource. That player
then must travel back to their designated color spot to win! Congratulations, the winner is a
true community helper!
Directions for Variation
To differentiate for student interest, have children solve the multiplication problems using any
strategy they prefer.
Students can also choose to work in pairs when playing this board game. The pairs will work
together and use one player piece. Students will work together when solving the multiplication
problems. Students working in pairs will promote cooperative learning. The use of cooperative
groups is a valuable way to differentiate instruction. This variation can also serve as peerassisted learning. Higher achieving students can pair up with lower achieving students to assist
and support the students who may need more help than others. Peer-assisted learning is
important to use because students learn best when they are placed in the role of an apprentice
working with a more skilled peer.

20
If students need more assistance, they can use a multiplication chart.

Community Helpers Recording Sheet

Put the task number (problem number) next to each community resource task. Solve the
problem and show your work. If you have trouble with any problem, place a star next to the
problem number on this sheet.
Bakery Task #______

Mini Mart Task #______

Park Task #______

21

Neighborhood Task #______

School Bus Task #______

After School Program Task #______

School Task #______

22

2. Math Libs
The Math Libs center will consist of partially completed multiplication problems.
Students will have to fill in peoples names, plural nouns, and 2-digit numbers to complete the
multiplication word problem. After the student fills out the Math Lib entirely, then they will
solve the 2-digit by 2-digit multiplication problem in the space below. This lesson is a great way
to integrate mathematics and literacy.
Example of Math Lib:

1. ________________ bought _______ bags of ____________. There were

(name of person)
(2-digit #)
(plural noun)
_______ in each bag. How many __________ did ____________ buy?
(2-digit #)
(same plural noun) (same name of person)

Show your work:

3. Multiplication Jenga
The Multiplication Jenga math center will consist of a Jenga game set. Each Jenga wood
block will have a 2-digit by 2-digit multiplication problem on it. The students will play the Jenga
game as usual; however, when a student pulls out a Jenga piece, they will solve the
multiplication problem printed on the Jenga piece. Students will have a recording sheet where
they will show their work and record their answers.

23

4. Multiplication Cube Toss

The Multiplication Cube Toss math center will consist of two ice cube trays in a tub. You
may have a few tubs of ice cube trays depending on how many students will be at the math
center. The two ice cube trays in the tub will be two different colors. Each ice cube slot in the
tray will have a 2-digit number on it. The students will toss a small cube in each tray and
multiply the two 2-digit numbers together. Students will have a recording sheet where they will
show their work and record their answers.

Applicable Prep Notes:

Context problems are connected as closely as
possible to childrens lives. They are designed to
anticipate and to develop childrens mathematical
modeling of the real world (Ch. 8, p. 105).

Contextual problems should derive from recent

experiences in the classroom, a field trip, a discussion
you have been having on a subject, or from childrens
literature. Contextual problems help students form
mathematical ideas, recognize patterns, and engage in
a meaningful discussion. These types of word
problems are important for ELLs too since they relate
to life experiences.

24
The most important approach to solving any
contextual problem is to analyze it and make sense of
it. Key words are often misleading (Ch.8, p. 122)

The key word approach encourages students to ignore

the meaning and structure of the problem and look
for an easy way out. Sometimes the key word can
lead to an operation that is incorrect. Many problems
have no key words and key words do not work with
two-step problems or more advanced problems;
therefore, using the key word approach could
potentially set students up for failure.

Contextual problems are the primary teaching tool

that you can use to help children construct a rich
understanding of operations. Children should solve
problems using whatever techniques they wish
including whatever physical materials they feel they
need to help them, or they can simply draw pictures
(Chapter 9, p. 127).

Children should use words, pictures, and numbers to

explain how they went about solving problems.
When I was a child, it always helped me when I drew
pictures to help me solve word problems so I could
visualize the problem. I agree with the reading in that
it is important for students to be able to explain what
they did and why it makes sense when they solved
the problem.
I connected with this quote because I will be working
in a fourth grade class during practicum this
semester. I am nervous about helping 4th graders
with math this semester, since math is not my
strongest subject. I am hoping that I can learn ways to
help 4th graders with math concepts, such as this one,
in this class this semester.

Fourth graders extend problem solving to multi-step

word problems using the four operations posed with
whole numbers Some problems might easily be
represented with a single equation, and others will be
more sensibly represented by more than one equation
or a diagram and one or more equations
(Progressions for CCSS in Mathematics, p. 29).
Knowing each student in the context of learning
requires finding out who he or she is as an individual
on traits such as readiness, interests, and learning
profile. By using students preferences for learning to
structure the environment, tasks, and assessments,
you are greatly facilitating the learning process. (Ch.
4 p. 43).

Knowing the traits of your students can cause you to

modify different elements in your classroom. Use
pre-assessments (interest surveys) to see students
readiness and personal interests. Knowing your
students interests and using these interests in your
lessons will make your lessons meaningful for
students. Use your students interests to provide
contexts for your math word problems. Students will
relate to these word problems and become more
motivated in mathematics.

Notes on Class Readings: Teaching Student-Centered Mathematics: Developmentally

Appropriate Instruction for Grades 3-5 by Van de Walle
Page 79
Peer-assisted learning- students learn best when they are placed in the role of an
apprentice working with a more skilled peer or expert. (This will take place when
students create word problems. This will also be a choice when students play the
Community Helpers board game).
Page 90

25

Effective mathematics learning environments are rich in language. Real mathematics

involves more word problems.
Because some students struggle with reading and/or writing, share strategies you use to
help them understand and solve story problems (See Figure 7.3).

Pages 107-124
Multiplication Problem Structures (4 types)
o Equal groups
o Comparison
o Area
o Combinations
Students will answer problems using array forms for Mrs. Hostetters Class.
Teach using interesting, contextual problems that students can relate to.
A complete lesson will often revolve around one or two problems and the related
discussion.
Its important to focus on the problem and the meaning of the answer, instead of on
numbers.
Avoid the key word strategy when teaching word problems.
Page 130
Story problems provide a context that can help students understand the situation and
apply flexible strategies for doing computation.
Contexts must be relevant and understood. Language supports understanding, and story
problems are important for all students.
Page 143
Games and activities support basic fact mastery. They provide low-stress approaches to
practicing basic facts while helping students move toward quick recall.
Pages 146-147
The Dos and Donts of Basic Fact Practice

ELED 433 Class Notes:

Virginia SOL Process Standard for Math Lesson
Mathematical Problem Solving
o Students will apply mathematical concepts and skills and the relationships among
them to solve problem situations of varying complexities. Students also will
recognize and create problems from real-life data and situations within and
outside mathematics and then apply appropriate strategies to find acceptable
solutions. To accomplish this goal, students will need to develop a repertoire of
skills and strategies for solving a variety of problem types. A major goal of the
mathematics program is to help students become competent mathematical
problem solvers.

26
Before you start solving a word problem, you should:
b. Visualize the problem: create an image in your mind to help you.
c. Make connections: relate the problem to personal experiences to help you
understand the problem.
d. Ask yourself questions: to better understand what is being read, and clarify
information.
e. Identify key ideas to focus on what the problem is asking.

Engaging lesson ideas and activities:

Divide students into pairs and hand out a poster for each child along with markers.
Have each pair create a multiplicative word problem involving two-digit numbers.
Then have students switch poster with another pair.
Each pair will work together to answer the problem they receive from another group. Tell
students to show all of their work when they answer the problem on the poster.
Some students will be asked to share how they created the word problem.
Some students will be asked to share how they solved the word problem.
Math Centers Community Helpers Multiplication Board Game, Multiplication Jenga,
Multiplication Cube Toss, and Math Libs.

I want to make math fun and engaging for students so they can have an opportunity to
enjoy math. I am hoping to make math a positive experience for all students. I feel that this
math lesson along with the math centers will be fun and engaging for students. I hope that
students will enjoy being creative when they have the freedom to create their own
multiplication problem. I feel that students will be able to take ownership of the problem and
then enjoy solving other problems that their classmates created. Since the students created
their own problems, they will most likely enjoy sharing their creations. They will also most
likely create relevant problems that they can relate to, which would interest the students in
the class.
I am also hoping that by having students experience a variety of engaging math centers,
they will begin to enjoy math. I hope that I can create and use many other fun math games
and centers to use in my classroom so students learn and have fun at the same time for each
mathematical topic.
Examples of student work from Multi-digit Multiplication Math Stores lesson:

27