M420 Structured Observation Lesson Plan 2

Lesson Topic: Four Partial Products Grade level: 4th Grade

Length of lesson: 35 minutes

Desired Results

Rationale: Why is this lesson important for students to learn? How is it relevant to their lives?

This lesson teaches students about how the area model can be used to picture and find the four
partial products that emerge when a 2-digit number is multiplied by another 2-digit, thus allowing
students to write corresponding equations. Specially, it enables students to observe connections
between area, moving towards solving multiplication problems using standard algorithm. This lesson
as a steppingstone based on student’s strengths of solving equations using partial products, which is
a previous strategy the class has had a lot of practice with. Students are able to connect the lesson
to high order thinking processes that require the use of step-by-step procedures and problem
solving. By fostering an inclusive and supportive learning environment through the creative
integration of technology and resources, students will move one step closer to understanding
standard algorisms. This lesson is relevant to students own lives through the use of word problems
and realistic scenarios that enable students to make connections to mathematics and real-world
applications that involve multiplication and problem solving.

State Content Standard(s): Indiana Department of Education

 4.CA.1 Multiply a whole number of up to four digits by a one-digit whole number and multiply
two-digit numbers, using strategies based on place value and the properties of operations.
 4.CA.2 Find whole-number quotients and remainders with up to four-digit dividends and one-
digit divisors using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Describe the strategy and explain the
reasoning.
 4.CA.5 Solve real-world problems with whole numbers involving multiplicative comparisons
(e.g., by using drawings and equations with a symbol for the unknown number to represent
the problem), distinguishing multiplicative comparison from additive comparison.

Central Focus: Essential Question(s):

Students will understand how to use the area  What strategies can be used to
model to picture and find the four partial products multiply 2-digit numbers based on
that emerge when a 2-digit number is multiplied by place value and the properties of
another 2-digit number to then write equations that operation?
represent their work.  How can modeling with mathematics
enable students to build connections
between equations and reasoning?
 What is the importance of looking for
making use of structure in relation to
the standard algorithm?
 How can observations and expressions
demonstrate regularity in repeated
reasoning?

Student objectives (outcomes):

 Students will be able to use the area model to picture and find the four partial products that
emerge when a 2-digit number is multiplied by another 2-digit number.
 Students will be able to write equations to represent their work through modeling with
 mathematics in order to observe regularity in repeated reasoning.
 Students will be able to make connections between story problems, equations, and the
standard algorithm for multiplication.

Differentiating Instruction and Planned Student Supports

Required Accommodations: IEP/504/ILP accommodations that apply directly to this specific

lesson

 One student with and IEP for SDL/Speech will be provided with reduced notes, extra time for
independent work and homework assignments, will be allowed to use their personal
electronic device to access the text to speech application if needed, and will be given a
reduced workload and test questions during informal assessment tasks.

Additional Accommodations for Individual Students: Planned instructional or pedagogical

differentiation for specific students in this specific lesson

 Three students with low mathematic academic learning needs will be provided with extra time
to complete all independent work and homework assignments. They will also receive small
group instruction at the teacher table during independent work time.

Assessment Evidence

Performance Task(s): highlight performance Other Evidence: highlight performance tasks

tasks and assessments in learning plan and assessments in learning plan
 Students will find the four partial products  Students will participate and
that emerge when a 2-digit number is actively engage in the whole-class
multiplied by another 2-digit number using instruction by following along as the
sketches and equations. teacher models and solves
 Students will complete the Double-Digit problems through step-by-step
Multiplication Sketches Worksheet instruction/
 Students will complete the More About  Students will respectfully work
Quarters Worksheet. alongside peers to complete
problems.

Learning Plan

Learning Activities:
1. To activate students’ prior knowledge and prepare them for instruction I will explain to
students that they are going to work together to solve a double-digit multiplication problem
using sketches and numbers for 2 minutes.
2. I will then use my iPad to digitally write the problem 35 x 23 in vertical format for the whole
class to see.
3. I will then instruct students take out their math notebooks and turn to a clean page to write an
individual story problem to match the expression and write an estimate of the answer for 5
minutes.
a. After a couple of minutes, instruct students to pair up and share their story problems
and estimates with a table partner.
b. I will then bring the class back together and call on several students using the sticks
of destiny to share their story problems with the class and have them share and justify
their estimates.
4. Next, I will make a quick sketch to match the expression.
a. I will first sketch and label the dimensions, then the total array, and then add an
 additional two lines to show how the array can be divided into four partial products by
place value.
5. I will then instruct students to make a similar sketch on the first sheet and ask students to find
the total product by filling in and adding together the four partial products for 10 minutes.
a. After a couple of minutes, I will ask students to share their partial products one at a
time as I record the, in numerical form beside the array.
i. Each time, I will use a short line segment to show which two numbers are
being multiplied.
ii. I will make sure to state that “I am drawing a line from the 2 down below to the
3-up top to show that we have multiplied 20 times 30.”
b. I will continue to have students share their partial products until students have
reported the total product.
i. Each time that I add a partial product, I will draw a line from a digit in the
bottom number to a digit in the top number to show which numbers were
multiplied.

6. I will then have two paper passers pass out the Double-Digit Multiplication Sketches
Worksheet and have all students follow along as we complete the worksheet as a whole
class for 15 minutes.
a. I will guide students through the gradual release of responsibility by completing
question 1 and 3 as a whole class using probing questions to evoke response and
using sticks of destiny to encourage active participation and then have students
 complete questions 2 and 4 independently.
b. Students will be allowed to sit around the room in flexible seating arrangements and
may work with a partner at a noise level 1.
c. I will let students know that they do not have to draw the lines between the numbers
they are multiplying if they do not feel like they need to. However, I will note that the
lines can help them to keep track of which numbers they have already multiplied,
especially if they decided to not sketch.
d. I will close of the teacher table for the first 5 minutes of independent work time to
make sure students are attempting to complete the worksheet on their own.
e. Then, I will open up the teachers table and allow students to come work with me on
specific questions or general clarification of instruction.
 7. I will then have two paper passers pass out the More Quarters worksheet to each student in
the class and instruct students to use the remaining class time to complete this worksheet.
8. I will explain to students that the More About Quarters worksheet will be homework if they do
not complete it in class.

Resources and Materials:

 Overhead projector
 iPad
 Math Notebooks
 Writing utensils
 Sticks of Destiny
 Double-Digit Multiplication Sketches Worksheet
 More About Quarters
Extending the Lesson:
 If students complete their Double-Digit Multiplication Sketches early, they will be given the
More About Quarters worksheet that reminds students about ¼ and .25 in terms of how they
can be used as partial products to find products or quotients.
 If the whole class completes their Double-Digit Multiplication Sketches, I will bring the class
back together for a whole class discussion that will allow for me to informally assess students
understanding and gauge what topics may need to be retaught for the following lesson.

Desired focus for feedback for this observation:

 I would like to receive feedback on how to keep all students engaged and actively
participating. During math instruction, a few students tend to answer a majority of the
questions, while many other students lack confidence to try solving problems that they are
unsure of.
 I would like to receive feedback on how I can informally assess students understanding
following independent work time to check for students understanding of the lesson content
and intended objectives.

Goal(s) for performance:

 To foster an effective learning environment through the demonstration of positive classroom
management strategies, effective use of time, instructional resources, technology, and high-
level questioning to develop students’ confidence.
 Structure the lesson in a logical manner that connects to prior lessons in order to build upon
ideas and generate discussions pertaining to the importance of learning about standard
 algorisms.
 Planning age-appropriate, yet challenging lessons with a variety of strategies including
scaffolding, modeling, the gradual release of response to evaluate student’s formative and
summative learning tasks.
 Commit to leaners of all backgrounds regardless of cultural differences through kindness,
respect, and patience.