Multiplying with Confidence!

Grade Level

4th Grade

Time Allotted for Lesson

45 Minutes

Topic and Theme/Big Idea

By practicing multiplication strategies using place value, arrays, and area models, students can gain confidence in working with larger numbers in real-world situations, such as shopping or cooking.

Standards

CCSS.MATH.CONTENT.4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number.
CCSS.MATH.CONTENT.4.NBT.B.6: Find whole-number quotients and remainders with a four-digit dividend and a one-digit divisor.
CCSS.MATH.CONTENT.4.NBT.A.1: Understand the place value system.

Instructional Objectives

Cognitive Objectives (Knowledge):

• Identify the place value of digits in a four-digit number.
• Explain multiplication of a whole number by a one-digit whole number using arrays and area models.
• Use equations to illustrate multiplication calculations.

Behavioral/Psychomotor Objectives (Skills):

• Accurately complete a worksheet with multiplication problems.
• Construct and demonstrate an array or area model for multiplication.

Affective Objectives (Attitude):

• Work collaboratively in pairs to complete multiplication activities.
• Develop confidence in their ability to multiply larger numbers and explain their reasoning.

Aim/Goal/Teaching Point/I Can Statement/Do Now/Learning Target/Essential Question

I can multiply large numbers using arrays and explain my reasoning.

Assessments

Assessment Plan

Objectives	What to Assess	How to Assess	Criteria Used	When to Assess
Cognitive	Identify place value positions.	Worksheet (Formative, Formal Assessment)	Students complete accurately with correct place value identification.	Throughout the lesson.
Cognitive	Explain calculations using arrays	Whole Class Observation	Participation in demonstrating arrays or area models.	During activities.
Behavioral	Complete multiplication worksheets.	Multiplication Worksheets	All problems are worked out correctly with explanations.	During independent work.
Affective	Work collaboratively	Observation	Students share roles and cooperate during activities.	During pair activities.

Assessment Tools

• Multiplication Worksheets (with arrays and word problems)
• Exit Ticket

Prerequisite Knowledge/Skills/Gaps

• Students should understand basic multiplication facts (1-12).
• Students should know place values (ones, tens, hundreds, thousands).

Vocabulary

• Place Value: The value of where a digit is in the number (e.g., in 2356, the 2 is in the thousands place).
• Array: A visual representation of multiplication using rows and columns.
• Area Model: A model used to multiply where a rectangle is divided into parts to represent factors of the numbers.

Instructional Procedure

Mini-Lesson/Introduction/Motivation/I Do-We Do (10-15 Minutes)

1. Start by displaying a multiplication problem on the SmartBoard, e.g., 2345 x 4.
2. Ask students, "What does it mean to multiply?" Elicit responses and guide them.
3. Introduce arrays and area models:
   • Arrays: "Imagine we have 4 rows with 2,345 apples. How would we arrange them?" Demonstrate with a few rows on the board.
   • Area Model: Break down 2345 into 2000 + 300 + 40 + 5 and multiply each by 4.
4. Show how both methods help visualize the problem, emphasizing the connection to place value.

Developmental Application – Independent and/or Small Group Learning Activities (20 Minutes)

Activity 1: Array Building (10 Minutes)

• In pairs, students receive graph paper and are tasked with creating an array for a multiplication problem (e.g., 234 x 4).
• They will sketch the array on the graph and shade in squares.
• Key Questions:
  • "How many rows and columns did you use?"
  • "What is the total number of squares in your array?"

Activity 2: Area Model Multiplication (10 Minutes)

• Provide students with a template where they can break down a larger number (e.g., 1234) into parts and multiply each by a one-digit number (e.g., 3).
• Students will then fill in the area model and label their diagram.
• Key Questions:
  • "What did each section of your area model represent?"
  • "How did you find the total?"

Culminating Application – Whole Class Share (10-15 Minutes)

1. Have pairs present their arrays and area models to the class.
2. Encourage them to explain their reasoning:
   • "How did you decide on rows and columns?"
   • "What did you notice while multiplying?"
3. Conclude with a class discussion on which method they preferred and why.

Exit Ticket (5 Minutes)

• Have students write a multiplication problem that they created themselves.
• They will fill out an exit slip that states:
  • Problem: (e.g., 432 x 3)
  • Array Sketch: (Brief representation)
  • Area Model Box: (Breakdown)
  • Reflect on what you learned today about multiplication.

Extension/Homework

Multiplication Game:

• Have students create a multiplication board game at home where they can practice multiplying two 2-digit numbers.
• Include different challenges like "Multiply using an array!" or "Use your area model!"
• Encourage them to play the game with family members to reinforce the concept.

Instructional Resources

• SmartBoard for presentations
• Graph Paper
• Colored pencils or crayons
• Multiplication Worksheets
• Templates for Area Models

This detailed lesson plan is designed to engage 4th-grade students in understanding and applying multiplication strategies using place value, preparing them for more advanced topics in mathematics while making learning enjoyable and interactive.