4th Grade Structured English Immersion Lesson Plan
Content Objective
Grade
SWBAT explain their thinking when multiplying two
multi-digit numbers using an area model.
4th
Language Objective
SWBAT provide a written explanation of how they
multiply two multi-digit numbers using an area
model.
Key Vocabulary
1. Area model
2. Factor
3. Product
Visuals/Resources
Area model
Connections: Prior Knowledge/Building
Background/Prior Learning
Rally table – with a partner list everything you know
about multiplication (prior to this lesson students
would have learned multiplication with concrete
models).
Teacher will walk around and summarize what they
hear from students. Teacher will connect the
previous learning to the content for today.
Today we are continuing to learn about
multiplication. We’ll be two multi-digit numbers
using an area model. Who can tell me what area
is? Have a student share from previous geometry
lessons.
We have learned many different ways to represent
multiplication. Many of you talked about using
arrays or pictures to solve problems. Today we are
going to talk about another way to multiply larger
numbers, and area model.
Teacher Demonstration/Modeling
Meaningful Activities
An area model is a representation of multiplication
that breaks apart the numbers. There are a few
steps we need to take to use an area model. For
this first problem I am going to model my thinking
for you. At the end of the problem you’ll share with
your table what you heard and saw. Be ready to
share your thoughts.
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Littleton Elementary School is a palette garden for
the community. Students involved in the project
have the space to plant 35 rows of vegetables.
Each row can hold 27 plants. Use an area model to
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Prior Knowledge
Teacher modeling
Think-Pair-Share /Think-write-share in Teacher
Modeling
Whiteboards (guided practice)
Sage and scribe (cooperative learning
structure)
determine how many total vegetables they can
plant.
Teacher will model the key points for this problem:
Step 1____
As teacher models thinking, they must also model
how to do the written explanation!
After the teacher has modeled the problem she will
use numbered heads together for students to share
their thinking. What did you see my do and think?
Students will share in groups and come up with an
explanation. Teacher will call a number to share
out. All numbers will stand up and the tallest will
share first. Each students will agree or disagree
and add on.
For this next problem, I will model again, but after
each step you will be responsible for sharing the
thinking that happened.
There are 19 blocks in Cashion. On each block
there are 29 houses. Use an area model to
determine how many total blocks there are.
First, with a partner explain how you know that you
can use multiplication to solve this problem. Use
the sentence stem, “I know I can use multiplication
to solve this problem because _______.” Partner A
will share first with Partner B. Partner B, when
Partner A is done you will agree or disagree and
explain why. Partner B will use the sentence frame
“I agree/disagree because ___________.”
As I walked around I heard several good reasons
about how you know this problem can be solved
using multiplication. T can share a few or have
students share their reasons.
Now let’s think about how we can solve this using
an area model. First of all, to create an area model
I need to break my factors apart into their place
values. We have practiced doing this when we
multiplied using base 10 blocks. I am going to
break 19 apart into 10 + 9. Agree/Disagree (thumbs
up/thumbs down). Depending on time teacher may
ask for students to share why they agree/disagree.
I agree because ____________. I can break 29
into 20 + 9 because there are 2 tens and 9 ones.
Agree/disagree (thumbs up/thumbs down).
Depending on time teacher may ask students to
share why they agree or disagree.
For the rest of this second problem I am going to
show you what I am thinking as I solve. I want you
to listen and think about what I am doing. After
each step you will be responsible for sharing your
learning with a buddy.
Now that I have broken my numbers down into their
place values I need to start using my area model to
multiply.
The first thing I’m going to do is draw a rectangle.
The first factor is going to go on top. I have 1 ten
and 9 ones. I can split the rectangle into two parts,
one larger part of the 10 and a smaller part of the 9.
I write those values on the top. Think-pair-share.
What did you just see me do? Why did I do those
things?
Teacher will walk around to listen to the “pairing”.
Depending on time students may share out or
teacher can summarize what was heard.
Now let’s move on to the second factor. Those
values will go down the side. I put the 20 and 9 and
split the rectangle again. Now I see that I have four
smaller rectangles. Each of those will represent the
product of a smaller multiplication problem. Thinkpair-share this step for students.
Now that I have split apart the factors I can start
multiplying. In multiplication we know that we are
not multiplying numbers, but place values. So first I
multiply my 10 by 20 and get 200. Then I multiply
10 by 9 and get 90. Teacher continues working
through the multiplication.
For the last step I need to combine my partial
products to find out the total product. To do that I
add them together.
Think-write-share: Students will write out what they
saw the teacher do. First ____. Students will only
have 2 minutes for this part. Then partners will
share their writing.
Student Engagement during Modeling
In groups students will come up with an explanation
for what they saw and heard. The number rolled or
called will stand up. In order from tallest to shortest
they will share out the discussion their group had.
Later groups will add on, clarify, or correct what
they heard.
In pairs students will complete the sentence frame
“I know I can use multiplication to solve this
problem because ____________.” Partner B will
respond “I agree/disagree because ___________.”
Students will determine if they agree or disagree
with the teacher’s work. If teacher has students
share out their reasoning students will respond
using the sentence frame, “I agree/disagree
because__________.”
Students will think-pair-share through the first step
of solving this problem.
Guided Practice
Now let’s get some practice. You’ll need your
whiteboards for this. Split your white board in half.
On one side you’ll solve the problem. On the other
you’ll write out your explanation. Our problem is on
the overhead.
At 10:00 a.m. if you combined all the freshly baked
cookies at Urban Cookie there would be 98 rows of
cookies with 85 cookies in each row. Use an area
model to determine how many cookies have been
baked at Urban Cookie.
Think what the first step is to solve this problem.
One the count of three let’s respond
together…What is the first step 1…2…3….
Take 90 seconds to take the first step on your white
board. Be sure to write down your explanation as
well. Teacher walks around to monitor student
work.
Now think about what the second step is. Cold call
student to share out the second step.
Go ahead and take the second step. Be sure to
write down your thinking. Teacher will monitor as
students take the second step (drawing the
rectangle and putting the factors in the correct
places).
As the teacher monitors they will identify 1 – 3
students to share out what they did. The goal is to
find students who wrote out the numbers in
different places on the area model.
Cold call student to share out step 3 (multiply).
As students take step 3 teacher will monitor and
identify 1 – 3 students to share out what they did.
The goal is to find students that multiplied in
different orders.
And think about the final step. On the count of 3
share out “The final step is ______.” 1…2…3
Take the final step, display your product, and write
out the explanation of your thinking.
Teacher monitors student work.
Let’s pretend a new students arrived in our room
right now and we need to explain to them the
importance of what we are doing, what would you
say? Work with your group to come up with a
response that is 20 words or less. Each group
shares their response.
Now let’s try to solve another one. Solve this on
your whiteboard and write your explanation in your
math journal. In 4 minutes you are going to share
your product and explanation with your partner.
Teacher will give students 4 minutes to solve the
problem:
Andrew went to the Phoenix Suns game. During
half time he was a little bored and starting counting
the lights on the ceiling. He counted 46 rows. Each
row had 58 lights. Use an area model to determine
how many total rows there were.
Teacher will walk around to monitor student
progress. As necessary, the teacher will coach and
correct on the problem. Using information gathered
from the first problem, the teacher will stop and
check with specific students to have them share
what they are thinking.
After 4 minutes the teacher will bring all students
together. Okay let’s display our mathematical
answer on our whiteboards. Great! Looks good.
Now share your thinking with your partner.
Student Engagement During Guided Practice when
students share their explanation they use the
sentence “The _____ step is ______ because
______.”
Students share the first step (which should be
something along the lines of “The first step is to
break the numbers apart into their values”).
Students solve the first step, also writing their
explanation.
Students must think about the second step.
Student that is called on will share out the second
step. Rest of students will agree/disagree. Potential
follow-up for why agree/disagree.
Student who is cold called will share out their
thinking (the rest of the class will need to be ready
for agree/disagree and potentially sharing out their
thinking for why).
Students will chorally respond to the final step.
Groups work together to share the importance of
what they are doing.
Students will solve this problem on their own (if
possible). Students will need to include their
thinking on a separate sheet of paper.
Review/Assessment
Reflection
Students will participate in sage/scribe. Although
this is a partner activity, students are completing
the work on their own. They receive coaching only
if they get stuck or have a question.
Teacher will say
When students are the scribe they use the
language “The ____ step is ______
because______.”
If students complete the independent practice
before time is up they can write problems for one
another to solve.
Answers are provided to ensure that students
aren’t practicing in the wrong way. Students also
have their help protocol if they get stuck.
Student Engagement During
Review/Assessment
Students will participate in sage/scribe. Although
this is a partner activity, students are completing
the work on their own. They receive coaching only
if they get stuck or have a question.
When students are the scribe they use the
language “The ____ step is ______
because______.”
If students complete the independent practice
before time is up they can write problems for one
another to solve.
Answers are provided to ensure that students
aren’t practicing in the wrong way. Students also
have their help protocol if they get stuck.
Take 2 minutes to write down what we learned
today and why it’s important. When the two minutes
is over the teacher will ask students to stand up,
find a partner and read what they had to share.
Then students will switch their summaries and find
a new partner.
Teacher will circulate to listen to what students are
sharing. After 90 seconds of sharing the teacher
will ask 3 students to share the response they are
holding and who said it.