VITAL INFORMATION

Subject(s): Math

Topic/unit of Study & time allotment: Multiply with Three-Digit Numbers/ 1 day

Grade/Level: Grade 4

Model of Instruction: Differentiated Instruction

Resources: Textbook, workbook, notebook, pencil, color pencils, multiplication chart, dry-
erase sheet, SmartBoard.

Materials and resources: Sadlier-Oxford Progress in Mathematics Grade 4, Progress in

Mathematics workbook, notebook, pencil, color pencils, multiplication chart, dry-erase sheet,
SmartBoard.

STANDARDS, OBJECTIVE AND ASSESSMENT

Standards: Common Core Standards: 4.NBT.5 (Numbers and Operations in Base

Ten) Curriculum Focal Points: FP:NOA (Numbers & Operations & Algebra). 4-NBT:
Use place value understanding and properties of operations to perform multi-digit
arithmetic. 5-NBT: Perform operations with multi-digit whole numbers.

Central Focus: What are some strategies to solving multi-digit multiplication

problems? How can you use place value when multiplying 3-digit numbers ? How
can you assess whether or not your answer is reasonable?

Learning Objective(s)/Learning Target(s):

Students will be able to identify the difference in place value structure from
1-digit multipliers to more than 1-digit multiplier by applying zero-place
value holders.
Students will be able to compare/contrast the steps of estimation to
defend whether or not the actual answer in multiplication is reasonable.
Students will be able to make a chart/grid representing visual cues as an
aid to keeping track of partial products when multiplying three-digit numbers
by two-digit numbers and/or money amounts.

Knowledge of Students to Inform Instruction

I have twenty-three students, four students with I.E.P.s. Below, I have

graphed a triangle with which I recognize students who need immediate
attention, students who need partial attention, and students who can
independently work as higher thinkers.
 9 independent students

10 require partial needed

instruction

4 IEP students require full-time

attention

To proactively plan for students, I am going to provide a mixture of whole-

class instruction, and group instruction throughout this lesson. I am going to
construct a lesson modeled around visual and kinesthetic learning. Through the
perspective of a teachers response to learners needs, I will present my
anticipatory hook by joining flexible pairs together in which a brainstorming activity
will take place. It is a comparison and contrast of two problems. Although the
problems may be similar in wording, the objective is to find the difference between
the multiplication of two-digit numbers and the multiplication of three-digit
numbers. To differentiate this hook, my pairs will receive a grid indicating the place
value up to the hundreds place. Those at the bottom of my triangle will have to
diagram the anticipatory hook question with color-decoders to find the similarities
and differences of those numbers, while my remaining eighteen learners should
clearly see the differences in place value. Students that require more attention will
be given a dry-erase version of that grid when placed back to their original seats
while other students that need assistance have the option of drawing it in their
notebook. The color-coded sections with specific place values will already be done
with their colored pencils.

Here is an example of the grid below:

Hundreds Tens Ones

The thick black lines mean equal signs.

Correct numbers will be charted in correct place value.
Written version in their notebook and dry erase version.

As for the guided and independent instruction of the lesson, students will be
given short lecture instruction from the textbook and the SmartBoard. As it is
instructed, students can use the grids and/or visual cues such as arrows to show the
steps of multiplying three-digit numbers and their place holders.

Assessment Plan:

After formal instruction and independent practice, the assessment that I will
provide for this lesson is based on real-world instruction. The idea is to use our
resources in the classroom and label money amounts on them. The students have
to solve their total class number by the price of the item in which they are buying.
For instance, I have twenty-three students. That number needs to be multiplied by
the price of the item (For example, the price of a notebook is $1.30) Students
should pick an item from the list and multiply its price as if buying one item per
class member. This provides reinforcement, but by looking at it from a money
perspective.

Here is an example below of a chart I could print out and pass around to students.

Amount of Students: 23

Notebook $1.30
Construction Paper $2.54
Modeling Clay $3.65
Fiction book $5.75
Folder $1.05

Another assessment tool that I could use at the end of this lesson is an exit
ticket to evaluate what were the strengths of the instructions, weaknesses, and
what the student and/or teacher could do differently. I will also direct a question on
why we need to use place holders- since this will probably be the most difficult step
when solving problems.

Both of these are informal methods.

IMPLEMENTATION

Rationale: I have made these choices for differentiated instruction in multiplying

three-digit numbers because students may have difficulty keeping track of the
partial products as they multiply three-digit numbers by two-digit numbers. For
example, the grids and partner work allows students to collaborate and put the
correct digits in their correct place value. By doing Think-Pair-Share in our
anticipatory group, students can analyze the differences between place values and
place holders. From a group stand point, working together provides motivation and
the ability to branch off of each other when explaining the steps of bigger numbers
and problems. We can also apply this discipline to using these numbers in real-world
situations. Through visual and kinesthetic learning, students can apply
multiplication numbers to these concepts as an aid to use for higher-level thinking
and problem solving.

Academic Language: I want students to understand the terminology of partial

product, which is the whole numbers that act as place holders when you are
multiplying more than 1-digit numbers.

Instructional Materials:

Each student will be presented with a color-coded grid, which was

diagrammed at the top of the page.
o As an assessment, students will be handed a chart with student-
supplies on it as created above.
Students will be instructed from the Progress in Mathematics textbook.

Procedure:

Content: As per knowledge, I want students to know the differences between

multiplying by two-digit numbers/money amounts and multiplying by three-
digits and money amounts. Students should already have an understanding
of multiplying two-digit numbers from the previous lesson. To challenge their
thinking, I will do this by presenting an anticipatory question that has similar
material but different values.
o For example:

Problem One: Miss Vadino planted 35 rows with 37 sunflower seeds in each
row. How many sunflower seeds did Miss Vadino plant?

Problem Two: Miss Vadino planted 35 rows with 370 sunflower seeds in each
row. How many sunflower seeds did Miss Vadino plant?

By working in Pairs-Check, students should be able to work/coach each

other in finding the similarities and differences in each problem. This can be a
visual interpretation or they can grid their items in their new place-value chart.
This is a pre-test to see if the students can identify the hundreds place in the
second problem. For those struggling to sort values, students can color-code the
chart. Another way students can do this is to estimate the values to see which
ones are great or make sense to the problem. Pairs will discuss their findings,
drawings, and interpretations when working through both problems. Students
will have about 5 minutes to discuss this activity.

Process: By using the grid chart, students can follow through with the
lecture instruction and SmartBoard activities. Through the oral instruction
and textbook work on p. 152, another differentiated instruction is having
team discussion at their tables. Team discussion will require groups of 4
students to come to the Smart Board and each be given a task for each
 problem. For example, the first student will estimate the produce, the second
student will only multiply the ones, the third student with multiply the tens
and the fourth student will add the partial products. Since I have 23 students
it will be simple enough to get 6 groups up to perform this tasks and go
through about six beginner-intermediate problems. It will allow teamwork,
visual cues, and coaching instruction from other students.

Product: Through independent instruction, students will be able to use their

grids and steps to complete the problems in the textbook. As for assessment,
students will be given a chart with school supplies in which they have to find
the total money value by multiplying 23 students for each product. In
learning the steps and using the grids, students must present their own
problem-solving question that includes a three digit value and a problem
where students must have place value holders. Once the students have
created their own word problem and explanation for their answer- students
can engage in Stand Up- Hand Up- Pair-Up and challenge the students
with their own word problems. Students who need the grid can take it with
them and they can talk over the problems with one another.

Finally, we complete the day with an exit-ticket on how this instruction

worked with understanding place value and partial products.

Evidence-Based Reflection

My students (all twenty-three of them) benefit from visual instructionsuch

as the grid aid to recognize the different place value numbers. Although some of
them might not need it, the ability to put a problem and even a word problem
through a grid allows the students to correctly label the number and its value. Using
base-ten blocks would be a challenge because the numbers are larger. I have been
using base-ten blocks in the past but for smaller numbers. My students enjoy
pairing up and working together and/or creating their own word problems to present
to the class. They are constantly challenged with the why of the instruction, so I
think it will be challenging to explain the differences in the anticipatory hook. My
goal is to steer away from lecture instruction and to use the SmartBoard as a tool
rather than copying what is right out of the textbook. Through independent practice,
I will be able to recognize that students will have trouble with labeling the place
holders the larger the number gets. Our strengths will be recognizing place value
and following basic instruction from the previously lesson- the only difference is that
our products are getting larger.