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Module 4 - Parallel Task 3 Part Lesson

This 3-part lesson plan teaches 5th grade students about different algorithms for multiplication. In the activate part, students discuss what multiplication is using a Frayer model. In the work on it part, students work in teams to find multiple ways to solve multiplication problems like 13 x 8 and 9 x 7. In the consolidation part, strategies are shared with the class and used to create a multiplication chart, and students try to find two ways to solve 18 x 5 by watching a video explaining open array models. The goal is for students to explore different algorithms for solving multiplication problems.

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117 views

Module 4 - Parallel Task 3 Part Lesson

This 3-part lesson plan teaches 5th grade students about different algorithms for multiplication. In the activate part, students discuss what multiplication is using a Frayer model. In the work on it part, students work in teams to find multiple ways to solve multiplication problems like 13 x 8 and 9 x 7. In the consolidation part, strategies are shared with the class and used to create a multiplication chart, and students try to find two ways to solve 18 x 5 by watching a video explaining open array models. The goal is for students to explore different algorithms for solving multiplication problems.

Uploaded by

api-199094940
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Module

4: Differentiating Math Instruction - 3 Part Lesson Plan by Martina Walton


Grade: 5
Big Idea: There are many algorithms for
performing a given operation: You can multiply
in more than one way.

Strand: Number Sense and Numeration


Curriculum Expectation: Multiply two-digit
whole numbers by two-digit whole numbers,
using estimation, student-generated algorithms,
and standard algorithms.

ACTIVATE (10 minutes)


Students will work together with their Math Team partners to show prior knowledge of operations
by writing on Frayer model diagrams for Multiplication. (What does Multiplication look like, sounds
like, what is the definition, what is an example, what is NOT an example).

Short sharing circle to co-create a whole-class model with student responses added.
WORK ON IT (15 minutes)
Students will work in their Math Team of 2-3 students. They will be given the option of solving
either one or both of the following questions:

Option 1: Show all the ways you can solve 13 x 8


Option 2: Show all the ways you can solve 9 x 7



Remind students to work together and to find as many possible solutions as they can.

CONSOLIDATION (20 minutes)
Bring the class back together as a group.
Highlight different strategies that were seen by asking students to share their methods.
During this congress of ideas, construct the Multiplication anchor chart for the class to refer to.

Ask students to look at the strategies on the chart and either alone or with their partner, see if
they can come up with two ways to solve 18 x 5

Show the video from Jo Boalers Stanford Course How to Learn Math on Conceptual
Understanding https://www.youtube.com/watch?v=KlXUYY97-NU
(students from Stanford are asked to solve 18 x 5 and share their strategies. Jo Boaler then
highlights the open array model to organize these strategies.


Learning Goal: Students will work together to
explore the various algorithms for solving a
multiplication problem.

Teacher:
Facilitate and observe students, provide key
questions to guide their thinking.

Teacher:
Observe students willingness to try bigger
numbers and record all strategies being used by
students.

Teacher:
Encourage math talk in discussing the various
strategies
Ask students questions:
How did you decide which problem to
solve?
How many ways did you try to solve the
problem?
Did you come up with a strategy that
could help you solve a bigger
multiplication question?

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