Edu 5360 - Unit Plan

Grade level: 4th
Subject area: Multi-digit multiplication
Utah State Mathematics Core:

• Generalize place value understanding for multi-digit whole numbers by analyzing patters,
writing whole numbers in a variety of ways, making comparisons and rounding
(Standards 4.NBT.1-3). Use place value understanding and properties of operations to
perform multidigit addition, subtraction, multiplication, and division using a one-digit
divisor (Standards 4.NBT.4-6). Expectations in this strand are limited to whole numbers
less than or equal to 1,000,000. o Standard 4.NBT.1: Recognize that in a multi-digit
whole number, a digit in one place represents ten times what it represents in the place to
its right.
o Standard 4.NBT.2: Read and write multi-digit whole numbers using base-ten
numerals, number names, and expanded form. Compare two multi-digit numbers
based on meanings of the digits in each place using >, =, and < symbols to record
the results of comparisons.
o Standard 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies based on place value, and
the properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Learning goal:
• Students will be able to use multiple strategies to solve multi-digit multiplication
problems.
Overview:
• Lesson #1: Place Value, manipulatives, family involvement
• Lesson #2: Area models
• Lesson #3: Partial products
• Lesson #3: Application of strategies/activity
Lesson Plan #1: Place Value

• Standard 4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right.
• Standard 4.NBT.5: Multiply a whole number of up to four digits by a one-digit whole
Essential Question:
• What strategies can I use to help me multiply multi-digit numbers?
• How can understanding place value help me multiply multi-digit numbers?
Objectives:
• Students will be able to use place value and multiplication properties to multiply by tens.
Background information:
• Students will need to know basic multiplication facts and understand place value. This
background knowledge be activated by reading the story and using the base ten blocks as
manipulatives.
Materials/Resources:
• 365 Penguins by Jean- Luc Fromental
*Teacher talk
TIME: LESSON:
15 minutes Before:
As a class, we will read 365 Penguins by Jean-Luc Fromental. Before reading I

will ask the students for predictions about what the book will be about.
After reading the book we will have a share out/question and answer period. I will
ask the students the following questions:
• What was the main problem in the story? o The family had so many
penguins to take care of.
• When there started to be a lot of penguins to take care of the Mom got
stressed out. What did the Dad tell her the solution was?
o They just had to organize and count the penguins.
• What were some of the strategies/solutions the family found to take care of
their penguin problems?
o They put the penguins in groups. o They did equations to find out
how much food and supplies they had to buy.
• Why do you think that the problems became harder with the more penguins
that arrived?
After the share out, I will introduce the lesson topic to the students and the
objectives:
Today we are going to be learning about strategy we can use for solving multidigit
multiplication, multiplying by tens or using place value. Our learning target for the
day is; “I will be able to use place value and multiplication properties to multiply
by tens.” (Have students repeat.)
40 minutes During:
To start I will pass the base ten blocks out to students. Once all students have a set
of blocks I will ask them to show me all the ways they can make the number ‘100’
using the blocks. After students have had a few minutes to build the number I will
ask a few students to share how they built 100. Hopefully a student will have built
it using 10 rods, if so I will go off their example. If someone has not I will ask
how many rods we would need in the tens place to make 100.
From this example with the manipulatives we will move on to a multiplication

problem. To give students something to apply the concept to I will use a penguin
example.
Before the end of January, the family has 30 penguins. If each penguin eats 15 fish
every day, how many total fish are eaten each day? What multiplication problem
do we have?
• 30x15=?
One way we can think about this is place value. How many tens, or rods, are in
30?
• 3 tens
So, that means we can think of this problem as 15 times 3 tens. This is easier
because there are fewer numbers to deal with. On your wipe boards use a strategy
to figure out 15 times 3.
At this point I would have students figure out the answer to 15 times 3 tens and
then build it with base ten blocks. I would remind them that we can only use rods
or regroup into hundred squares because we aren’t multiplying by 3, we are
multiplying by 3 tens which produces a larger number.
After doing the problem as a class students would move to into partners to do a
worksheet of multi-digit multiplication together. On the worksheet, the students
will be encouraged to draw out the base ten block solution to the problem to
solidify the place value relationship.
10 minutes After:
At the end of the lesson I would bring the students back as a whole class. I would
discuss how it is important to understand multi-digit multiplication because it is
something they will use a lot in the future.
We will discuss how the family in 365 Penguins was forced to use multi-digit
multiplication to solve some problems. We will talk about how their families
probably have situations that could be solved by multi-digit multiplication as well.
For example, their mom or dad may have a drive to work that is 25 miles long. If
their parent drives to work and back every day for five days that would be ten trips,
or 25x10 to figure out how many miles they travel to and from work a week.
Another example may be if the family uses 12 glasses a day, how many glasses do
they use in month, or 12x30.
The student’s homework would be to go home and talk about multi-digit

multiplication problems with their parents. They would be assigned to create/find a
multi-digit multiplication problem and bring it back to class the next day to solve.
Evaluation:
The worksheets that students do in this lesson will be formative for the teacher to
understand how well students understood the concept being taught. Allowing the
students to work with a partner will ease language burdens for some students and
help students learn from each other.
Adaptations:
• Linguistically diverse: ELL students, as well as all students, will be aided in this lesson
with the use of the base ten blocks. Further I would strategically group students so that
ELL students were paired with students who could help them linguistically.
• Early finishers: The task in this lesson could be meaningfully extended if you had the
students make up their own problems that meet the criteria of the ones we did as a class
and solve them. For example, their problem would have to have two multi-digit numbers
and be solved used the days strategy. Early finishers could trade these problems with each
other.
• Struggling students: Students who are struggling with this concept may benefit from
more work with the base ten blocks. You could pull struggling students to one area of the
room and go through some additional problems with them.
Lesson Plan #2: Area models

Essential Question:
• How can I use area models and partial products to multiply multi-digit numbers?
Objectives:
• Students will be able to use the area model to solve multi-digit multiplication problems.
• Students will need to know basic multiplication facts and understand the place value
concepts we learned in the previous lesson. This background knowledge will be activated
via the warm-up in the ‘Before’ section of the lesson.
• Computer access- http://www.dreambox.com/teachertools o Go to 4th
grade>Multiplication and Division> Multiplication: Open arrays
• SMART board
• Graph paper
• Crayons
*Teacher talk
TIME: LESSON:
15 minutes Before:
This lesson will begin with a review of the previous days lesson on place value.
Because students should be prepared with a problem from home to share with a
partner that will be the warm-up for the lesson. With a partner, they will share the
problem and work together to solve it using the previous days strategy or another
that works for them. I will strategically ask a few students to share their problems
and solutions with the class. After that warm-up, we will go into our new topic.
Today we are going to be talking about another strategy that can be used to solve
multi-digit multiplication problems. It is called an area model. Does anyone know
what area is/means?
• Area is the amount of space something covers.

Our objective for today is, “I will be able to use the area model to solve multi-digit
multiplication problems.” (Have students repeat).
40 minutes During:
The whole group part of this lesson will be taught using an online applet for the area
model of multiplication. I will be using one found on dreambox.com, but if there is
access to the NLVM that may be a better option.
Before beginning I will ask the students to write out the two numbers from our
multiplication problem (dreambox.com provides them) in expanded form. This will
help relate to place value. I will have a student share how this is done.
Next, we will go to the applet (via a SMART board) and do the problem together.
This applet has a zipper that you move around a rectangle to divide it into easier
pieces to solve. As you divide the rectangle you are asked to solve the equation that
results from the piece you just created. I will introduce these pieces as partial
products. After you have broken up the problem sufficiently you move on to adding
together all your partial products and the applet will tell you whether you are right or
wrong.
After doing a few of these problems together as a class, the students will do some
independent practice. My school has a one to one grant for Chromebooks so each of
my students will have their own computer to work one. They will each go to
dreambox.com and use this applet and solve the problems it gives them. They will
have a piece of graph paper and to copy their area models and different colored
crayons to separate the sections of the rectangle. The students will complete five
problems on their own.
5 minutes After:
To close this lesson students will complete an exit ticket. On this exit ticket, they will
share whether they like using the place value method or area model strategy better
for solving multi-digit multiplication. We will discuss how one isn’t necessarily
better than another, they are just strategies to help us become better at doing these
types of problems.
Evaluation:
As stated above each of my students will have their own Chromebook so they should
be able to do some independent practice using this applet. They will have to
complete the problem using the applet and copy down their area models and resulting
equations. I will check these copies later on to ensure that students were productive
and that they grasping the concept.
Adaptations:
• Linguistically diverse: This lesson is good for ELL students because they are most likely
able to use a computer efficiently. The applet we will be using allows them to work at
their own pace and it can be used in Spanish.
• Early finishers: Early finishers could continue doing this task by going back over their
problems to see if there are even more area models that can be created. The applet allows
multiple different sections to be created so there are a lot of possibilities.
• Struggling students: Students who are struggling may need help with the expanded form
of numbers. They could be provided with a sheet explaining how to write in expanded
form for reference. It may also be beneficial to have them draw the area models by hand
to start with on graph paper.
Lesson Plan #3: Partial products

Essential Question:
• How can I use place value and partial products to multiply multi-digit numbers?
Objectives:
• Students will be able to use partial products and place value to multiply multi-digit
numbers.
• Students will need to know basic multiplication facts and understand the concepts taught
in previous lessons in this unit. We will do a warm-up on wipe boards to help students
remember the area model and ‘helper equations.’
• Wipe boards
• Math journal
*Teacher talk
TIME: LESSON:
10 minutes Before:
At the beginning of this lesson students will have wipe boards. I will write a
multi-digit multiplication problem on the board and ask them to solve the
problem using an area model, writing out the equations for each section of the
rectangle. Once they are finished they will hold up their board. We will check
their answers and compare different answers as needed. I will point the student’s
attention to the number of different equations that were created as a result of the
area model. The applet we will have used in the previous lesson calls these
‘helper equations.’ I will tell the students that today we will be learning how to
use these helper equations a little bit faster and more efficiently in a strategy
called ‘partial products.’ We will then go over the learning goal for the day and
proceed to the group instruction part of the lesson.
35 minutes During:
We will have a discussion about where the helper equations come from and why
they are called this. I will inform students that the products of these helper
equations are what’s called partial products, or smaller bits of what will eventually
be our whole answer. These help us because they provide more friendly numbers
to work with, once we have all our partial products we can add them together to
get our whole answer.
I will explain to students that we don’t always want to draw out area models to
solve equations because it can take a lot of room and time. Partial products follows
the same approach but takes up less space. I will introduce students to the box set
up for partial products found in our text book on page 285, figure 13.10. This
shows an equation and then there are lines dividing the thousands, hundreds, tens,
and ones. These divisions help students know how to organize their partial
products and add them up later. We will use these boxes together as a class a few
times and then students will move on to some individual practice. In their math
journals students will complete three problems using this box strategy, these will
be checked by the teacher.
15 minutes After:
To close this lesson, we will come together as a class to discuss how we have now
learned a few different strategies to solve multi-digit multiplication problems.
Students will then be given the following writing prompt from the GoMath book
which they will respond to in their math journal.
“Explain why it works to break apart a number by place values to multiply?”

The responses to this prompt could be honed from any of the previous lessons as
they all involve breaking up a number into place values to make an equation easier
to solve. These responses will also be read by the teacher.
Evaluation:
To evaluate student learning in this lesson I will go through and check their
journal responses. Specifically, I will be looking for them to remark how breaking
up the number makes it into friendlier numbers that are easier to deal with. I want
them to recognize that they are still working with the same numbers in the original
equations, just broken down into smaller pieces. These journal responses will just
be looked at for completeness but evidence of a lack of understanding will be
addressed.
Adaptations:
• Linguistically diverse: Adaptations for students who are linguistically diverse are
important in this lesson because there is a writing component. For students whose writing
skills are not fully proficient they could draw pictures or use word banks to help them
finish the journal prompt. They could also respond with fewer sentences.
• Early finishers: Students who finish this lessons task early could provide some compare
and contrast examples in their journals of multiplication problems that get broken up and
ones that don’t. They could outline the process for breaking up the numbers and how they
get their answers.
• Struggling students: If students are struggling with using this strategy they may need
some one on one opportunities for further instruction with the teacher. To aide them in
the lesson you could write down the steps they follow as they solve the equation and
provide a space for them to check each step off as they complete it.
Lesson Plan #4: Application activity

Essential Question:
Objectives:
• Students will be able to use various strategies (place value, area models, partial products)
to help them solve multi-digit multiplication problems.
• Students will need to know basic multiplication facts and understand the concepts taught
in previous lessons in this unit. To activate this background knowledge, we will have a
number talk.
• Board for number talk
• Task cards (follows lesson plan)
• Rubric (follows lesson plan)
TIME: LESSON:
10 minutes Before:
To start this lesson, we will have number talk. On the board, I will have written a
multi-digit multiplication problem. I will tell students that we are going to be
doing a number talk, which they will have previously done and therefore know
the protocols. When they come up with a solution for the problem they will put a
thumb to their chest, and then add fingers as they find more ways to arrive at a
solution.
After a few minutes of think time we will begin sharing and discussing strategies
for finding solutions. We will talk about how the strategy you use should be the
one that works best for you and helps you find the product accurately.
40 minutes During:
For this portion of the lesson the students will be doing an activity that ties back
into the book we read at the beginning of the unit, 365 Penguins. Students will
work in groups of 3 or 4 on a task card that I will hand out to them. The task card
will tell them how many penguins they have to fit in their house. Their job will be
to figure out how to store the penguins, how much it will cost to feed the penguins,
and how many fish they will need to feed the penguins. They will have to answer
question on the task card and draw out their housing solution for the class.
10 minutes After:
At the end of this lesson, the students will come back together to discuss how their
group solved their penguin problems. They will get to share their drawing and
solutions with the class and we will discuss what strategies we used most often and
which worked best.
Evaluation:
To evaluate this activity, I will be using a rubric found on uen.org. I decided to use
a rubric to evaluate this because I am using this activity in place of a mid-unit test
that is formative. I think this rubric will help me understand where students are at
and would also be a good thing to give students afterward to help them see where
they need to improve. I also added an engagement section to this rubric so that
students can be evaluated on how well they worked with others and collaborated on
the problem solving. I think will be important to highlight for students and to teach
them to be good group members.
Adaptations:
• Linguistically diverse: ELL students would benefit from being strategically grouped for
this activity. They could be placed in a group with more proficient peers who could help
lessen the language demands. They could also respond to the task cards via sentence
frames.
• Early finishers: Students who finish early on this activity may add more to their
presentation that they will share with the class. For example, if they chose to organize
their penguins in rows they could draw them all out or make their presentation more
specific.
• Struggling students: Struggling students will also be strategically grouped. For this
activity, I would most likely place them in a group where they could receive some good
assistance and experience group success. Students will choose what strategies to use so
they could use manipulatives or models to help them understand as well.
Materials for Lesson #4

Penguin Problem #1:
It’s the last day of January and you now have 31 penguins to take care of! Each penguin
eats 12 fish a day. It cost $15 to buy 12 fish. Your penguins are starting to take up a lot of
space and you need to find a better way to organize them!
Your job:
1) How many fish will you have to buy to feed all your penguins?
2) How much will it cost to buy all the fish you need?
3) Discover/create a good way to store all these penguins and draw a model for the
class.
Penguin Problem #2:

It’s the last day of February and you now have 59 penguins to take care of! Each penguin
Your job:
class.
Penguin Problem #3:
It’s the last day of March and you now have 90 penguins to take care of! Each penguin
Your job:
class.
Penguin Problem #4:

It’s the last day of April and you now have 120 penguins to take care of! Each penguin
Your job:
class.
Penguin Problem #5:
It’s the last day of May and you now have 151 penguins to take care of! Each penguin eats
12 fish a day. It cost $15 to buy 12 fish. Your penguins are starting to take up a lot of
Your job:
class.
Penguin Problem #6:

It’s the last day of June and you now have 181 penguins to take care of! Each penguin
Your job:
class.
Distinguished Proficient - 3 Apprentice - Novice - 1
-4 2
Understands the Problem Identifies Understands Understands Doesn't
special factors the problem enough to understand
that influences solve part of enough to get
the approach the problem or started or
before starting to get part of make
the problem the solution progress
Uses Information Appropriately Explains why Uses all Uses some Uses
certain appropriate appropriate inappropriate
information is information information information
essential to the correctly correctly
solution
Applies Appropriate Procedures Explains why Applies Applies some Applies
procedures are completely appropriate inappropriate
appropriate for appropriate procedures procedures
the problem procedures
Uses Representations Uses a Uses a Uses a Uses a
representation representation representation representation
that is unusual that clearly that gives that gives
in its depicts the some little or no
mathematical problem important significant
precision information information
about the about the
problem problem
Answers the Problem Correct Correct Copying No answer or
solution of solution error, wrong answer
problem and computational based upon an
made a error, partial inappropriate
general rule answer for plan
about the
problem with
solution or
multiple
extended the
solution to a answers, no
more answer
complicated statement,
solution answer
labeled
incorrectly
Engagement
Participates Participates Is present in Little to no
fully with with group group contributions
group, and discussion but to group
contributes, contributes does not work.
helps while contribute
others, much.
and fulfills fulfilling their
group role. role.
Reflection
1. What is the difference between doing, learning, and teaching mathematics? Why is
understanding this difference important?
To me the first difference that comes to mind between doing, learning, and teaching
mathematics is the levels of mastery associated with each. For example, doing mathematic
requires a certain level of mastery and knowledge to perform the proper functions and arrive
at solutions. Learning mathematics requires the activation of background knowledge but
there isn’t a lot of focus on answers or correctness, the concern is understanding the
underlying processes of mathematics. Teaching mathematics requires mastery of skills and
the ability to explain their value and importance or the ability to answer the why questions.
The difference between these is important to me and my classroom because I don’t want
students to just ‘do’ math, I want them engaged and learning new things about math. Math
provides endless problems and solutions and can extend into so many different areas of real
life. I want to be sure that my teaching is engaging and students realize that learning math is
valuable and fun.
2. What is the importance of using manipulatives in elementary instruction?
I think that manipulatives play a vital role for success in a mathematics classroom. Math is
in many ways a very abstract subject but when we provide students with tangible
manipulatives to control it makes the learning more real. We also know that there are many
different types of learners and that some people learn best with visual representations and
hands-on activities, manipulatives service these students very well. I think that manipulatives
also encourage a certain amount of creativity and problem solving. When you are working
with a pencil and paper you aren’t very inclined to work past your first solution or idea, but
as you work with manipulatives new ideas may come to mind.
3. Why is equity important in mathematics education? How can classroom instruction be

differentiated to meet the needs of all learners?
I think a common misconception about math is that it is the same no matter where you go
and that it provides concrete right and wrong answers. I think these misconceptions can
sometimes make it so that educators don’t put as much effort towards differentiating math
lessons, they assume that all students have a shared computational/mathematical literacy. In
fact, this is not the case. I was surprised to learn this semester that even though numbers and
symbols can be recognized universally, they may not be interpreted the same in every
culture. For this reason, I think it is important that we always remember to meet our students
where they are. This means that we do frequent progress monitoring and put our data to use.
We go through trial and error with our students to find what works for them and what doesn’t
and we apply them with the accommodations they need to experience success. There are
many opportunities for differentiation within the classroom, some of which are models,
manipulatives, word lists, pictures, etc. In this class, we have learned about equal outcomes
over equal treatment. To me this means that we hold high expectations of growth from all our
students and that we provide them with the means to reach these goals.
4. How can you develop a positive and effective learning environment for your learners?
One thing that I think is support important for a positive and effective learning environment
is well established routines and protocols. I think that when students are aware of the
expectations placed upon them, and the consequences that will follow for not meeting
expectations, they are more likely to comply and help their peers do so as well. One reason I
really like the idea of having number talks is because I think it helps to establish these
routines and protocols for a positive and effective learning environment. At the first number
talk students are taught the expectations and they are taught how to respect their peer’s
responses. In a number talk everyone’s response is valued and taken into the discussion. The
teacher makes specific responses so that they do not assign correctness to any responses. I
think the procedures and protocols put in place during number talks are great things to carry
over into the rest of the classroom as well. Students need to feel like they are welcomed and
accepted in the classroom and this is achieved as they are respected by the teacher and their
peers.
5. How can you work with families to support your students?
Providing a family or school-home connections is a super important factor for student

success. When students feel supported at home and school they are more likely to succeed
and to want to come to school. One way that I plan to work with families is to have frequent
communication between school and home. I will have a class webpage that parents will be
able to access as needed to see what is going on in the classroom and with their child’s
learning. I also plan to use one of those systems like class Dojo or some other text enabled
program to communicate with parents. I think it is very important that parents feel they can
communicate easily with the teacher about their child’s needs. I also plan to invite parents
into the classroom frequently so their children can see them at school and in their learning
environment. I know it is not always possible for parents to come to the school however,
which is why I think it is important to plan lessons like we did with this unit, that have a
family connection built in. I think being conscious about my student’s families and always
looking for opportunities to engage with them will be important in building positive
relationships with my students. Fostering open communication and providing opportunities
for interaction are some ways to do this.

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Grade level: 4th

Subject area: Multi-digit multiplication

Utah State Mathematics Core:

Lesson Plan #1: Place Value

Utah State Mathematics Core:

As a class, we will read 365 Penguins by Jean-Luc Fromental. Before reading I

From this example with the manipulatives we will move on to a multiplication

The student’s homework would be to go home and talk about multi-digit

Utah State Mathematics Core:

• Area is the amount of space something covers.

Utah State Mathematics Core:

“Explain why it works to break apart a number by place values to multiply?”

Utah State Mathematics Core:

Materials for Lesson #4

Penguin Problem #2:

Penguin Problem #4:

Penguin Problem #6:

2. What is the importance of using manipulatives in elementary instruction?

3. Why is equity important in mathematics education? How can classroom instruction be

5. How can you work with families to support your students?

Providing a family or school-home connections is a super important factor for student

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