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Grade 4 5 multiplication problem
 

Grade 4 5 multiplication problem

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    Grade 4 5 multiplication problem Grade 4 5 multiplication problem Document Transcript

    • How can I plan my lessons using the Backwards Approach?Identify the outcomes to be learnedCut and paste your outcome(s) here.N4.4 Demonstrate an understanding of multiplication of whole numbers (2- or 3-digit by 1 – digit) by:• modeling the distributive property• using personal strategies for multiplication, with and without concrete materials• using arrays to represent multiplication• connecting concrete representations to symbolic representations• estimating products• solving problems.N4.5 Demonstrate an understanding of division of whole numbers(1-digit divisor to 2-digit dividend) by:• using personal strategies for dividing, with and without concrete materials• estimating quotients• explaining the results of dividing by 1• solving problems involving division of whole numbers• relating division to multiplication.[C,ME, PS, R, V]N5.2 Analyze models of, develop strategies for, and carry out multiplication of whole numbers.N5.3 Demonstrate, with and without concrete materials, an understanding of division(3-digit by 1-digit) and interpret remainders to solve problems.Now that I have listed my outcome:Determine how the learning will be observedWhat will the children do to know that the learning has occurred?What should children do to demonstrate the understanding of the mathematicalconcepts, skills, and big ideas?What assessment tools will be the most suitable to provide evidence of studentunderstanding?How can I document the children’s learning?Create your assessment tools before you create your lesson task.
    • a) Model a multiplication problem (concretely or symbolically) using the distributiveproperty (e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5)).b) Use concrete materials, such as base ten blocks or their pictorial representations, torepresent multiplication and record the process symbolically.Name Uses base 10 Models materials to multiplication using represent the distributive multiplication property or other efficient strategyN4.4 Demonstrate an understanding of multiplication of whole numbers (2- or 3-digit by 1 – digit) by:• modeling the distributive property• using personal strategies for multiplication, with and without concrete materials• using arrays to represent multiplication• connecting concrete representations to symbolic representations• estimating products• solving problems.N5.2 Analyze models of, develop strategies for, and carry out multiplication of whole numbers.
    • a) Model a multiplication problem (concretely or symbolically) using the distributiveproperty (e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5)).b) Use concrete materials, such as base ten blocks or their pictorial representations, torepresent multiplication and record the process symbolically.Plan the learning environment and instructionWhat learning opportunities and experiences should I provide to promote thelearning outcomes?What will the learning environment look like?What strategies do children use to access prior knowledge and continuallycommunicate and represent understanding?What teaching strategies and resources will I use?How can I differentiate the lesson to challenge all students at their learningability? How will I integrate technology, communication, mental math, reasoning,visualization, etc into this lesson? (7 Processes) Look at your outcomes to seewhich of the processes you should be including.Plan your lesson here: What lesson format will you use?BEFORE-DURING-AFTER? Math PODS? ETC.Materials Needed: Problem/recording materials Place Value mat Base ten materials of 2 colorsBefore: Guided Experience using the Base 10 materials Multiplication as an array (area model) 1square cm.
    • grid paper/ square cm paper 13X3=39 13+13+13= 39 39/3=3 39/13=3What would 2 rows of 4 look like?What is the product? Factors?What would 3 groups of 13 look like? How would we write that/ record as an addition sentence?Multiplication?Division?Build the product of 9 again. How would we show double the amount? Triple?Discuss place value ones/ tens / hundreds etc.Model a multiplication problem (concretely or symbolically) using the distributiveproperty13X3 = (10X3) + (3X3)During: Discussions around this pictureReveal the KEYto the map and discuss the mineral is around Yorkton/ Invermay area.
    • Look at 2 locations: Belle Plaine and Colonsay Estimate populations and give reasons for estimates. Reveal population statistics for the 2 towns above.Present the problem:Use concrete materials (base ten blocks) to represent multiplicationand record the process symbolically. Grade 4 According to the 2006 Census, Belle Plaine had a population of 64. If Belle Plainewere to grow to three times its 2006 population what would its population be? Grade 5 According to the 2006 Census,Colonsay had a population of 425. If Colonsaywere to grow to three times its 2006 population what would its population be?
    • After:Have students share their symbolic representations to the class.a) Model a multiplication problem (concretely or symbolically) using the distributiveproperty (e.g., 8 × 365 = (8 × 300) + (8 × 60) + (8 × 5)).b) Use concrete materials, such as base ten blocks or their pictorial representations, torepresent multiplication and record the process symbolically.Assess student learning and follow upWhat conclusions can be made from assessment information?How effective have instructional strategies been?What are the next steps for instruction?How will the gaps in the development of understanding be addressed?How will the children extend their learning?Future Lesson Tools:Virtual Manipulatives:http://nlvm.usu.edu/en/nav/topic_t_1.htmlLattice Multiplication