This document provides lesson plans and materials for teaching students 2-digit by 2-digit multiplication using base-ten blocks and area models. It includes the curriculum objectives of demonstrating understanding of multiplication through representing factors with expanded notation and modeling steps using arrays. Base-ten blocks are suggested for creating arrays to represent the numbers being multiplied and show the area model. An example problem is provided for students to build an array and solve in their journals. References for additional resources are listed.
Most of us in India had rote learned all tables back in senior kg and classes 1, 2 and 3. This is a graphical representation of multiplication as repeated addition and all our tables in math.
Most of us in India had rote learned all tables back in senior kg and classes 1, 2 and 3. This is a graphical representation of multiplication as repeated addition and all our tables in math.
Join National Council of Supervisors of Mathematics (NCSM) President Valerie Mills, renowned educator and author Cathy Fosnot, and past NCTM and AMTE President Francis (Skip) Fennell for a conversation about the future of mathematics education. Everyone interested in the success of all students in learning mathematics—educators and community members—will gain valuable insights from these leaders.
Topics will include:
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Pyramid Printing Company publishes magazines, catalogs, and retail.docxmakdul
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.
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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 ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This will be used as part of your Personal Professional Portfolio once graded.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Table of Contents
Rationale
Curriculum Objectives
Base-Ten Materials
Two-Digit by Two-Digit Multiplication
Student Lesson
Let’s Journal!
References
3. Rationale
Many students reach middle school without
solid grounding in the concepts they need to
succeed in more advanced mathematics.
Multiplication is one such concept.
Using models to form arrays can help students
to ‘see’ multiplication and work through
problems with greater understanding of the
math behind the numbers.
4. Curriculum Objective
Grade 5
N5: Demonstrate an understanding of multiplication
(2-digit by 2-digit) to solve problems.
Achievement Indicators:
1. Illustrate partial products in expanded notation
for both factors.
2. Represent both 2-digit factors in expanded
notation to illustrate the distributive property.
5. Curriculum Objective
3. Model the steps for multiplying 2-digit factors
using an array and base ten blocks, and record the
process symbolically.
4. Describe a solution procedure for determining the
product of two given 2-digit factors using a
pictorial representation, such as an area model.
5. Solve a given multiplication problem in context
using personal strategies and record the process.
6. Base Ten Materials
Base-Ten Materials can be a great tool when reviewing
multiplication with students.
By creating an array with these materials, students can
‘see’ the numbers being multiplied together and the
area they form, which is the answer, or product of
the two numbers.
thinkmath.edc.org
10. Let’s Journal!
In your journals, answer the following question.
Explain your work using pictures and words.
While visiting my grandmother’s
farm this week-end, she asked me
to collect the eggs from the
henhouse. When I was finished, I
had collected 23 dozen eggs. How
many eggs did I collect in total?
11. References
Aims Multimedia (Producer). (1991). The Children's Encyclopedia of
Mathematics: A Thousand and One Naughts: Multiplying
Larger Numbers. [Full Video]. Available from
http://www.discoveryeducation.com/
The Department of Education New Brunswick: Educational Programs
and Services. (2009). Grade 5 Mathematics Curriculum. Retrieved
from http://www.gnb.ca/0000/anglophone-e.asp#cd on August
11, 2011.
Notes:
Clipart downloaded from Microsoft PowerPoint’s free clipart
library.
Photo used is royalty-free. A link is included below the photo for
the creator’s website.
Editor's Notes
This presentation is geared towards teachers who are teaching/reviewing multiplication. It contains instructional slides, but also includes a video and some activities that could be used with students.
The curriculum objective and achievement indicators are based on the New Brunswick Mathematics Curriculum document for grade 5. However, this lesson could also be used to help students in middle school who have not yet attained the level of competency required in multiplication.
Teacher Notes:This video, retrieved from Discovery Education, is approximately 8 minutes long. It is a cartoon depicting a King with a problem to solve that involves multiplication. The solution is determined using base-ten materials and nicely demonstrates how an array can help to solve a multiplication question.The complete video could be shown or just the segment pertaining to arrays, depending on the amount of time available.
Teaching Notes:Explain how the number can now be decomposed and seen in pieces Write equations right on the diagram or use sticky notes with actual models! Ex: 20 x 10 = 200 20 x 7 = 140 4 x 10 = 40 4 x 7 = 28 , Therefore 200 + 140 + 40 + 28 = 408.A major benefit of this model…students gain an understanding of place value. For example, they are not just ‘carrying the 2….which is actually 20!Have students test the validity of their answer with estimation! Ex: 24 x 10 = 240 and 24 x 20 = 480….therefore my answer needs to be somewhere in between.Stress the importance of starting from where the student is in their understanding. If a student is still struggling with 1-digit by 1-digit, begin by building an array to show 4 x 7 (4 rows of 7). When the student is ready, move into 1-digit by 2-digit, then 2-digit by 2-digit, etc… Reinforce the importance of differentiating the lesson in such a way that all students are building their understanding of multiplication by beginning from what they know and moving forward. This often will mean that students are working on different problems all at the same time.
This activity is designed to be done in the classroom with students either working individually or in small groups. Teaching Notes:Students begin by building the array using base-ten materials. (Have students who are not ready for 2-digit by 2-digit start with easier numbers such as 1-digit by 1-digit or 1-digit by 2-digit).After building the array, students should record their work on chart paper and be prepared to explain their thinking to the class.Have several students explain their thinking using the models and/or their chart paper.Check for understanding.Have students choose at least 2 other numbers to multiply together in this way. (Remind them to explain their thinking.)
