Engage With Math

Overview:​ Prodigy is an engaging game that works with different mathematical practices.
Through these 5 lesson plans, our main focus is on multiplication in 4th grade and learning 4
different methods to solve and they are: the standard algorithm, lattice, area model, and breaking
numbers apart. These 4 methods can help students to see the different ways of solving a problem
and still getting to one answer. It is also to show the students that there are several ways to solve
math and not just one way.
Learning Outcome:​ Students will learn to see that math can be solve through multiple ways and
use all the methods to solve.
Materials: ​4th grade math book, graph paper, pencil, scissors, computer
Schedule:​ These lesson plans are to go on for about 25 minutes long. Additional time may be
added for more guided practices if needed.
Possible Issues:
1. What are the potential issues/barriers for the students? Describe the barriers and how to
solve them.
a. One barrier is that in Prodigy, it does not just focus on multiplication but other
mathematical practices too, like addition, subtraction, division, fractions, etc.
i. To solve this, students can do what they know first, and ask for help.
Unless the topic have been cover, students can skip over or get a hint on
how to solve for it.
b. Another barrier is that students may overcome is the different methods being
taught. They may find it difficult to remember all methods and forget how to
solve the problems differently.
i. To solve this, we can work with students to find at least 2 out of the 4
methods for students to do and get use it. They are not required to
remember all 4 methods, unless they want to.

2. Do the students have access to computer at the school?

a. Yes, students should have access to the computers because that is how they will
use what they learn and put to use by playing Prodigy as a way to test their ability.

3. What about the students’ skill levels? Is there a big diversity among the learners’ skill
levels? How to place the instruction to address all their needs?
a. Prodigy is gear towards 1st to 6th grade students so the math that is in the game,
averages to what each grade level is learning. So for our specific project, it is for
4th graders who are beginning to learn multiplication and using it to solve the
problems they come across in the game, including other mathematical practices.
b. There can be a big diverse in the learners’ skill levels because students learn
differently so it can take some time for some students to move on.
c. Depending on the students’ needs, teachers and T.A’s are able to assist students.
However, students with special needs will be accommodated to their needs on
their IEP plans.
 4. What do teachers need to teach them first before moving on Prodigy lessons?
a. Teachers can go over the math lessons first before allowing the students to go on
their computers and start Prodigy. They need teach the students to quietly play the
game and ask for help if needed.
b. Teachers can also ask if students need any clarifications on some of the methods
and give examples for students who are still confuse.

Lesson Plan 1 (Standard Method)

Learning Objectives Students will multiply two two-digit numbers correctly. Students
will use multiple strategies for multiplying two-digit numbers.

Grade 4th grade

Class Period 45 minutes

Materials 4th grade math book, graph paper, pencil, scissors, computer.

Introduction (10 mins) ● Write 41 x 36 on the board or overhead. Ask students how
they would begin to solve it. Several students may know the
algorithm for two-digit multiplication. Complete the
problem as students indicate. Ask if there are any volunteers
who can explain why this algorithm works. Many students
who have memorized this algorithm don't understand the
underlying place value concepts.

Explicit Instruction/Teacher ● Tell students that the learning target for this lesson is to be
modeling (15 mins) able to multiply two-digit numbers together.
● As teacher model this problem for them, ask them to draw
and write what you present. This can serve as a reference for
them when completing problems later.
● Begin this process by asking students what the digits in our
introductory problem represent. For example, "1" represents
1 ones. "6" represents 6 ones. "4" is 4 tens, and "3" is 3 tens.
You can begin this problem by covering the numeral 3. If
students believe that they are multiplying 41 x 6, it seems
easier.
● Begin with the ones:
 4​1
x 3​6
= ​6​ (1 x 6 = 6)
● Then move on to the tens digit on the top number and the
ones on the bottom number:
​4​1
x 3​6
6
+​ 24 ​ (40 x 6 = 240).
246
● Now we need to uncover the numeral 3 and remind students
that there is a 30 there to consider:

4​1
x ​3​6
30 (30x1=30)
And then,
​4​1
x ​3​6
30
​+1200 ​(40x30=120)
1230
● And the last step:
41
x 36
​246
+ ​1230
= ​1476
● The important part of this lesson is to constantly guide
students to remember what each digit represents. The most
commonly made mistakes here are place value mistakes.
● Add the four parts of the problem to find the final answer.
Ask students to check this answer using a calculator.
● Do one additional example using 27 x 18 together. During
this problem, ask for volunteers to answer and record the
four different parts of the problem:
27
x 18
 = 56 (7 x 8 = 56)
=160 (20 x 8 = 160)
= 70 (7 x 10 = 70)
=200 (20 x 10 = 200)

Practice (20 mins) ● Teacher will run the Prodigy game and show the code with
which student can assess to the game. After the game
begins, students will focus on the questions shown in the
game and try to use different methods to solve the problems.

Accommodations ● Teacher will walk around as the class is working on

independent practice and offer further help to any students
that may need it.

Checking For Understanding ● Teacher will come back as a class to check for understand
on problems that the students have done on their own. If
more guided practice is needed, teacher and students will do
more problems together as a class. Teacher may need to pull
students into a small group for further instruction.

Evaluation ● Teacher will give them a multiplication test depending on

where each student is. They have five minutes to complete
the test, most of the class is on 3's or 4's multiplications.
Students are also recommended to give more than one
method to get the correct solution.

Lesson Plan 2 (Lattice Multiplication)

Learning Objectives Students will be able to do 2 digital multiplication in a different

method.

Grade 4th grade

Class Period 45 minutes

Materials 4th grade math book, graph paper, pencil, scissors, computer.
Introduction (10 mins) ● Show student the traditional method of solving 2 digit
multiplication. Ask two students for any 2 digit numbers,
such as 38 and 25.
● Draw up 38 x 25 the traditional way (as below) and talk
about the process behind it. Traditional Multiplication
Method:

● Next ask students if there is any other way of completing

such multiplication. Answer: Using a lattice!

Explicit Instruction/Teacher ● Start off by getting students to draw this diagram in their
modeling (15 mins) books.

● Ask students where they think 38 and 25 should be placed.

Then show as follows.
● Tell students to focus on the individual box, “in the top right
hand box, we can see that 8 multiplied by 2 equals 16” So
we place 16 in the box like so.

● Fill out the rest of the grid. Put a zero in the tens column if
the number is less than 10, for example 3 x 2.
 ● By putting all the numbers together, the students will see
that they still arrive at the same number as per the
traditional way.

Practice (20 mins) Teacher will run the Prodigy game and show the code with which
student can assess to the game. After the game begins, students will
focus on the questions showed in the game and try to use different
methods to solve the problems.

Accommodations Teacher will walk around as the class is working on independent

practice and offer further help to any students that may need it.

Checking For Understanding Teacher will come back as a class to check for understand on
problems that the students have done on their own. If more guided
practice is needed, teacher and students will do more problems
together as a class. Teacher may need to pull students into a small
group for further instruction.

Evaluation Teacher will give them a multiplication test depending on where

each student is. They have five minutes to complete the test, most
of the class is on 3's or 4's multiplications. Students are also
recommended to give more than one method to get the correct
 solution.

Lesson Plan 3 (Area Model)

Learning Objectives Students will multiply two two-digit numbers correctly. Show
student the traditional method and Lattice Multiplication method of
solving 2 digit multiplication.

Grade 4th grade

Class Period 45 minutes

Materials 4th grade math book, graph paper, pencil, scissors, computer.

Introduction (10 mins) ● Students will login to Prodigy game and practice standard
method and Lattice Multiplication method to solve 2 digit
multiplication problems.

Explicit Instruction/Teacher ● Teacher can take 37 x 19 as an example.

modeling (15 mins) ● Teacher will ask students to draw this diagram on their
notebook.
● Teacher will break 37 into 30 and 7, and break 19 into 10
and 9, and then put the values to the diagram.

● The teacher will multiply 30 x 10, 7 x 10, 30 x 9, and 7 x 9,

then write the values in each slot.
 ● Teacher will add these four partial products to find the final
answer.

Practice (20 mins) ● Teacher will run the Prodigy game and show the code with
which student can assess to the game and practise Area
Model method to solve different problems. Then teacher
will run Prodigy again, this time students can choose the
method they prefer to solve the multiplication problems.

Accommodations ● Teacher will walk around as the class is working on

independent practice and offer further help to any students
that may need it.

Checking For Understanding ● Teacher will come back as a class to check for understand
on problems that the students have done on their own. If
more guided practice is needed, teacher and students will do
more problems together as a class. Teacher may need to pull
students into a small group for further instruction.

Evaluation ● Teacher will give them a multiplication test depending on

where each student is. They have five minutes to complete
the test, most of the class is on 3's or 4's multiplications.
Students are also recommended to give more than one
method to get the correct solution.
 Lesson Plan 4 (Break Apart Numbers Model)

Learning Objectives Students will multiply two two-digit numbers correctly with the
three methods they have learned. Students also need to know how
to use Break Apart Numbers Model to solve 2 digit multiplication
problems.

Grade 4th grade

Class Period 45 minutes

Materials 4th grade math book, graph paper, pencil, scissors, computer.

Introduction (10 mins) ● Students will login to Prodigy game and practice standard
method and Lattice Multiplication method to solve 2 digit
multiplication problems.

Explicit Instruction/Teacher ● Teacher can take the same problem 37 x 19 as an example.

modeling (15 mins) ● Teacher will leave 37 there and break 19 into 10 + 9.
● Teacher then do 37 times 9
37
x 9
63
27_
333
● Teacher then do 37 x 10 = 370
● Last step: add 333 and 370 to find the final answer 703.

Practice (20 mins) ● Teacher will run the Prodigy game and show the code with
which student can assess to the game and practise Area
Model method to solve different problems. Then teacher
will run Prodigy again, this time students can choose the
method they prefer to solve the multiplication problems.

Accommodations ● Teacher will walk around as the class is working on

independent practice and offer further help to any students
that may need it.

Checking For Understanding ● Teacher will come back as a class to check for understand
on problems that the students have done on their own. If
 more guided practice is needed, teacher and students will do
more problems together as a class. Teacher may need to pull
students into a small group for further instruction.

Evaluation ● Teacher will give them a multiplication test depending on

where each student is. They have five minutes to complete
the test, most of the class is on 3's or 4's multiplications.
Students are also recommended to give more than one
method to get the correct solution.

Lesson Plan 5: Assessment

Learning Objective(s) Students will be able to complete this assessment using multiple methods.

Materials Scratch paper, pencil, eraser, test assessment

Review Students can work in groups or individually to review for their

(10-15 minutes) assessment. Students can also ask the teacher to demonstrate a certain
method if they are confused.

Class Period 45 Minute (extra time may be provided is if students need it)

Explicit Tell students they have 45 minutes to complete 5 problems.

Instruction/Teacher Read students the directions and allow time for students to review and ask
modeling (15 mins) additional questions about the test if needed.
Assessment: Multiplication with Double Digit Numbers

1. Solve 13*24 using ​two​ methods of your 2. Use ​two​ different methods to solve 10*15
choice.

3. Solve 12*17 using Lattice multiplication 4. Use the Break Apart Number Model to
solve 13*33

5. Choose a method to solve 26*23. Explain your method step by step

Rubric for Student Learning
At the end of the week, students will be given a test to demonstrate the knowledge they’ve
retained throughout the week. The test will consist of 5 questions, 3 questions will have two
parts. In these problems, students will demonstrate how much they retained by solving the
problems using two methods of their choice.
3-step problems – 3*10 = 30
2 step problems – 2*5 =​ 10
Total 40 points

36-40 Points 32-35 Points 28-31 Points 24-27 Points 23-Below

A B C D F

Students have Students are Students are not Students are Students NEED
mastered the very close quite at mastery struggling. a lot of help.
topic and are mastery level.level. Students Students will be These students
ready to move Students can can move on but expected to are not ready to
on. move on. may struggle. come to tutorial move on and
Students are to correct their should seek
Students may Students may encouraged to test and practice additional help
help others who help others who continue on their own. from peers and
are struggling are struggling practice teachers.
different If students stay
methods with for tutorial they If students stay
different may retake their for tutorial they
problems. test to replace may retake
their grade their test to
replace their
grade