Pyramid Printing Company publishes magazines, catalogs, and retail inserts for distribution in large metropolitan-area newspapers. Its largest customer is the New York News Company, for which Pyramid prints sales fliers and coupon inserts. Pyramid has contractual agreements with its customers; its present pricing strategy is cost-plus, and customers also agree to a yearly price escalation based on inflation. Pyramid completes the escalation based on cost-of-operations increases. Recently, Obelisk Publishing proposed a bid to the New York News Company for alternative pricing to counter Pyramid Printing’s contract, which will be up for renewal. To compete with the bid from Obelisk, Pyramid will have to employ target costing. For this discussion: · What are the differences between cost-plus and target-costing approaches to developing appropriate pricing? Give advantages and disadvantages of each. · Are there elements of the value chain that Pyramid may leverage in order to optimize target costing for a mature customer relationship? Required: Half to one page only with 2 references Math 5th Grade Lesson Plan Tami Martin CUR/520 December 12, 2016 Dr. Molly Dyer Standard # Cognitive Complexity (DOK level) / Learning goal w/ language objective MAFS.5.NBT.2.5 Fluently multiply multi-digit whole numbers using the standard algorithm (DOK1) MAFS.5.NBT.2.6 Find whole number quotients of whole numbers with up to 4 digit dividends and 2 digit divisors, using strategies based on place value, the properties of operations, and / or the relationship between multiplication and division. Illustrate and explain the calculations by using equations, rectangular arrays, and/or area models. (DOK2) Unit Scale 4.0 Examples of students independently working beyond what was taught in class may include, but are not limited to: · Creating an EXCEL spreadsheet that categorizes types of multiplication and division problems based on product unknown, group size unknown and group number unknown. 3.0 The students will · Fluently multiply multi-digit whole numbers (not to exceed 5 digits by 2 digits) using the standard algorithm · Find whole number quotients of whole numbers with up to 4 digit dividends and 2 digit divisors, using strategies based on place value, the properties of operations, and or the relationship between multiplication and division. Illustrate and explain the calculations by using equations, rectangular arrays, and/or area models. 2.0 The students will · Multiply multi digit whole numbers (not to exceed 5 digits by 2 digits) using a variety of strategies. · Find whole number quotients of whole numbers with up to 4 digit dividends and 1 digit divisors using a variety of strategies. 1.0 With help, the students will · Multiply 5 digit whole numbers by 1 digit whole numbers · Find whole number quotients of whole numbers with up to 3 digit dividends and 1 digit divisors, using a variety of strategies. Day 1 Day 2 Day 3 Learning Goal w/ Language ...

1. Pyramid Printing Company publishes magazines, catalogs, and
retail inserts for distribution in large metropolitan-area
newspapers. Its largest customer is the New York News
Company, for which Pyramid prints sales fliers and coupon
inserts.
Pyramid has contractual agreements with its customers; its
present pricing strategy is cost-plus, and customers also agree
to a yearly price escalation based on inflation. Pyramid
completes the escalation based on cost-of-operations increases.
Recently, Obelisk Publishing proposed a bid to the New York
News Company for alternative pricing to counter Pyramid
Printing’s contract, which will be up for renewal. To compete
with the bid from Obelisk, Pyramid will have to employ target
costing.
For this discussion:
· What are the differences between cost-plus and target-costing
approaches to developing appropriate pricing? Give advantages
and disadvantages of each.
· Are there elements of the value chain that Pyramid may
leverage in order to optimize target costing for a mature
customer relationship?
Required:
Half to one page only with 2 references
Math 5th Grade
Lesson Plan
Tami Martin
CUR/520
December 12, 2016
Dr. Molly Dyer

2. Standard #
Cognitive Complexity (DOK level) / Learning goal w/ language
objective
MAFS.5.NBT.2.5
Fluently multiply multi-digit whole numbers using the standard
algorithm (DOK1)
MAFS.5.NBT.2.6
Find whole number quotients of whole numbers with up to 4
digit dividends and 2 digit divisors, using strategies based on
place value, the properties of operations, and / or the
relationship between multiplication and division. Illustrate and
explain the calculations by using equations, rectangular arrays,
and/or area models. (DOK2)
Unit Scale
4.0
Examples of students independently working beyond what was
taught in class may include, but are not limited to:
· Creating an EXCEL spreadsheet that categorizes types of
multiplication and division problems based on product
unknown, group size unknown and group number unknown.
3.0
The students will
· Fluently multiply multi-digit whole numbers (not to exceed 5
digits by 2 digits) using the standard algorithm
· Find whole number quotients of whole numbers with up to 4
digit dividends and 2 digit divisors, using strategies based on
place value, the properties of operations, and or the relationship
between multiplication and division. Illustrate and explain the
calculations by using equations, rectangular arrays, and/or area
models.

3. 2.0
The students will
· Multiply multi digit whole numbers (not to exceed 5 digits by
2 digits) using a variety of strategies.
· Find whole number quotients of whole numbers with up to 4
digit dividends and 1 digit divisors using a variety of strategies.
1.0
With help, the students will
· Multiply 5 digit whole numbers by 1 digit whole numbers
· Find whole number quotients of whole numbers with up to 3
digit dividends and 1 digit divisors, using a variety of
strategies.
Day 1
Day 2
Day 3
Learning Goal w/ Language Objective:
I will be able to multiply multi-digit whole numbers.
I will be able to multiply multi-digit whole numbers.
I will be able to multiply multi-digit whole numbers.
Learning Target
Multiplying multi-digit whole numbers
Multiplying multi-digit whole numbers
Multiplying multi-digit whole numbers
Academic Vocabulary
Dividend, divisor,

4. Standard algorithm
Quotient, product
Area model
Rectangular arrays
Materials / Resources
Math notebook
Math notebook
Multiplication Video
Math notebook
Table top Activity
Explicit modeled instruction / guided practice
Bell work:
An addition problem is shown.
62,549
12,332
+2,557
Calculate the sum.
Have students complete bell work
Review responses
REVIEW: Review learning goal/scale
Have students rate themselves on the scale
(DQ 1, Element #1)
Review vocabulary by turning and talking with their partners.
Share out.
(DQ 3, Element #14)
ENGAGEMENT :

5. 3 statements are written about multiplication.
2 of them are true & 1 is not true (fiction).
Stand up when you hear the "fiction" statement
Example:
1. You always start with the ones digit and multiply across the
top.
2. The numbers you multiply are called the product.
3. The numbers you multiply are called the factors.
Now you try! On your note card write 3 statements about
multiplication.
Remember…2 must be true and 1 must be fiction.
EXPLICIT:
SLIDE 1:
434
x 6
(DQ 2, Element 6)
CRITICAL INFO: Having students color code the place value
and then change color when moving on to the next digit can
help. Walk students through how this is done by also using the
steps within the traffic light on the slide. Students need to use
standard algorithm for each problem. The stop light will be used
throughout the lessons on multiplication, but today we are only
focusing on the green light.
Traffic Light: when explaining the traffic light to students –
1. GREEN - (Multiply the top) means to multiply the digit in
the ones place (green) by each of the digits in the top number.
2. YELLOW (drop it like it’s hot and multiply the top) means to
add in the place holder and the multiply tens digit (yellow) by
each of the digits in the top number.

6. 3. RED (ADD (+) and show ‘em what you got) means to add up
the green and the yellow products to get your final answer.
Answer: 2,604
(DQ. 2 Element 9)
SLIDE 2:
12,434 x 7
Answer: 87,038
(DQ. 2 Element 9)
GUIDED/Collaboration:
SLIDE 3:
3,634
x 2
Check for understanding: Monitor students to ensure they are
ready to move to student/student guided practice. If they are not
ready, continue with explicit instruction or teacher/student
guided practice
Answer: 7,268
(DQ. 2 Element 11)
SLIDE 5:
21,776
x 3
Check for understanding: Monitor students to ensure they are
ready to move to student/student guided practice. If they are not
ready, continue with explicit instruction or teacher/student
guided practice
Answer: 21,776
(DQ. 2 Element 11)

7. Check for understanding:
Today we are going to learn a new way to chat with our
partners. Let's learn how to play "Carousel Feedback“ (we
will be using this method throughout the week so students get
comfortable with it.)
Directions: Give students a minute or so to solve problem #1
independently. At the end of the minute they will pass trade
papers with their shoulder partner. Each partner will write 2
comments on the paper they now have in 30 seconds. One
comment should be something that they did well and the other
should be something that they could do better. At the end of 30
seconds they will give papers back and repeat with #2.
Question #1
Answer: 4,115
Question #2
Answer: 19,554
(DQ 5 Element 27)
Independent Practice:
Exit Slip:
17,221
x 7
Answer: 17,221 x 7 = 120,547

8. Revisit scale and have students rate themselves again
Bell Work:
An addition problem is shown:
36,549 + 37,332 + 6,437
Calculate the sum.
Have students complete bell work. Review responses.
REVIEW: Review the learning goal/scale. Have students rate
themselves on the scale.
(DQ 1, Element #1)
Review vocabulary by turning and talking to their partners.
Share out.
(DQ 3, Element #14)
ENGAGEMENT:
Multiplication Video
https://www.youtube.com/watch?v=6fan6ggvh4U
Q: What stop light step does Wacko forget?
Q: Is Wacko wrong for not using that step?
EXPLICIT:

9. CRITICAL INFO
Traffic Light: when explaining the traffic light to students –
1. GREEN - (Multiply the top) means to multiply the digit in
the ones place (green) by each of the digits in the top number.
2. YELLOW (drop it like it’s hot and multiply the top) means to
add in the place holder and the multiply tens digit (yellow) by
each of the digits in the top number.
3. RED (ADD (+) and show ‘em what you got) means to add up
the green and the yellow products to get your final answer.
SLIDE: 19
34 x 46
Answer: 34 x 46 = 1,564
SLIDE 20:
374 x 53
Answer: 374 x 53 = 19,822
GUIDED/Collaboration:
Check for understanding:
Monitor students to ensure they are ready to move to
student/student guided practice. If they are not ready, continue
with explicit instruction or teacher/student guided practice
SLIDE: 21
47 x 35
Answer: 47x35= 1,645
SLIDE: 22
591 x 72

10. Answer: 42,552
SLIDE: 23
89 x 24
625 x 15
INDEPENDENT:
1. Provide the independent questions to students
2. Students should not have to spend time copying the questions
3. List all independent questions on one slide
Check for understanding: Based on your checks for
understanding – students may work in pairs or in a teacher-led
small group to complete the independent practice problems
Answers:
1. 24 x 14 = 336
2. 145 x 21 = 3,045
3. 17 x 38 = 646
4. 653 x 45 = 29,385
EXIT SLIP
In this flag, solve the following problem:
233 x 65
In this flag, write one important piece of information that you

11. learned about multiplying from today’s lesson.
Bell Work:
An addition problem is shown:
10,984 + 73,977 + 8,352 =
Calculate the sum. (93,313)
Have students complete bell work. Review responses.
REVIEW: Review the learning goal/scale. Have students rate
themselves on the scale.
(DQ 1, Element #1)
Review vocabulary by turning and talking to their partners.
Share out.
(DQ 3, Element #14)
ENGAGEMENT:
Table top activity
1) Give each group a copy of table top twitter slide
2) Students will each have a different colored crayon
3) Set a timer and students will write what they know about
multiplying decimals
4) If a student agrees with what another student wrote they can

12. put a smiley face & comment on what each other writes
5) Share out some of the thoughts
EXPLICIT:
CRITICAL INFO
Traffic Light: when explaining the traffic light to students –
1. GREEN - (Multiply the top) means to multiply the digit in
the ones place (green) by each of the digits in the top number.
2. YELLOW (drop it like it’s hot and multiply the top) means to
add in the place holder and the multiply tens digit (yellow) by
each of the digits in the top number.
3. RED (ADD (+) and show ‘em what you got) means to add up
the green and the yellow products to get your final answer.
SLIDE: 31
2784 x 22
Answer: 77,952
SLIDE:32
23,784 X 34
Answer: 808,656
GUIDED/Collaboration:
Check for understanding:
Monitor students to ensure they are ready to move to
student/student guided practice. If they are not ready, continue
with explicit instruction or teacher/student guided practice
SLIDE:33
3580 X 22
Answer: 78,760
SLIDE:34
10,604 x 47

13. Answer: 498,388
Check for understanding: Monitor students to ensure they are
ready to move to independent practice. If they are not ready
continue with explicit instruction, teacher/student guided
practice, or student/student guided practice
Today we are going practice chatting with our partners. Let's
play "Carousel Feedback“ (we will be used this method on
Monday as well)
Directions: Give students a minute or so to solve problem #1
independently. At the end of the minute they will pass trade
papers with their shoulder partner. Each partner will write 2
comments on the paper they now have in 30 seconds. One
comment should be something that they did well and the other
should be something that they could do better. At the end of 30
seconds they will give papers back and repeat with #2.
Answer #1: 1235 x 57 = 70,395
Answer #2: 42,743 x 32 = 1,367,776
ESOL / ESE
Accommodations
ELL Students:
Modeling, think-pair-share, direct Instruction, think-pair-share,
wait time, question for clarification
Modeling, think-pair-share, direct Instruction, think-pair-share,
wait time, question for clarification

14. Modeling, think-pair-share, direct Instruction, think-pair-share,
wait time, question for clarification
Assessments
Independent Practice
Student Reponses
Exit Slip
Independent practice
Exit Slip
Independent practice
Exit Slip

15. Reflection:
This lesson is a 5th grade lesson that focuses on multiplying
multi-digit numbers fluently. In order for students to be able to
perform the grade level standard, students need to be able to
recall basic multiplication facts. In this lesson, each type of
learner’s needs is addressed. Cognitive structures are presented
throughout the lessons. These structures allow for learners to
organize information for understanding and recall. The videos
provide students with a visual to understand the steps when
multiplying multi-digit numbers. The video is easy to follow
and bright with colors. The information from the video is
placed on an anchor chart for students to refer to, but once
again it is another type of visual. In this lesson, comparative
learning and symbolic representative learning strategies are
addressed with the use of the video and reiterating the steps to
perform the mathematical process. There are several strategies
included in the lesson plan to address each individual learner. I
included several collaboration strategies to help students
develop their math sense, in addition to provide support for the
low performing students. Using the Carousel Feedback gives
students the opportunity to work on a problem, but to give
feedback on their peers’ work. While students are working on
their problem, I am monitoring for understanding asking groups
to explain the steps in solving the problems and checking for
understanding. Students ability to evaluate, problem solve, and
analyze, the mathematical process, students are applying the
abstract logical reasoning. Using effective teaching strategies
increases students’ fluency with multiplying multi-digit
numbers.