Lesson 2
Method 1: Breaking it up
Method 1: Breaking it up
Key:
Assessment For Learning - (AFL)
Assessment Of Learning - (AOL)
Teacher Questioning - (TQ)
Working Mathematically - (WM)
Literacy Activity - (LIT)
Key ideas:
Syllabus dot points:
Relevant Working Mathematically indicators:
Assumed prior learning:
Learning goals:
By the conclusion of the lesson, students will be able to split numbers into their place values and multiply as such to create an answer to a large number multiplied by a 1 or 2 digit number
WM - Fluency, Understanding
Lesson length: 50 minutes
Resources:
Outline classroom behavioural expectations and learning goal for the lesson and write on the whiteboard:
Follow up homework from last lesson by collecting each students A4 sheet of paper with 10 made-up multiplication questions of up to 10x10, these will be used in Lesson 6.
WM - Understanding
Students begin the lesson (or for homework prior to the lesson) by watching this video explanation of METHOD 1 for higher multiplications.
This acts as a 'flipped classroom' where students learn the content at their own pace prior to the lesson and then come to class ready to complete the activities and share their knowledge.
This can be particularly beneficial for students with hearing or vision impairments, or those who may be CALD or ESL, as it allows for them to pause the video, rewatch, put subtitles on, alter the volume and most importantly, feel comfortable in their initial learning environment.
The teacher will provide some questions on the whiteboard for the entire class to complete on their mini-whiteboards individually, and then provide some time for small-group discussion of answers and how they achieved such answers AOL. e.g. 10 x 100, or 3 x 10 x 7 x 100
This allows for student-direction and initiative in the learning environment. Have base 10 blocks available for students who want the visual aid.
WM - Understanding, Communicating, Reasoning
TQ: What methods worked well?
Activity 1: Breaking it into place value
Working in pairs students are to follow the activity below and split their mini-whiteboards into columns for place value. Students will be given counters, and a number problem, and they must represent the numbers using the counters by placing them in the appropriate place value columns (some examples are shown below). Students will then solve each problem using their mini-whiteboards.
WM - Understanding
(Wagenaar, N/A)
Students should note that once there are 10 counters in one column, it is equal to 1 counter in the higher column, and adjust accordingly (as shown below)
While students are working the teacher should move around the classroom to ensure that students remain on task and understand the activity. There will then be a class discussion about the answers students received and their method.
WM - Reasoning, Communicating
TQ: What is important to remember when understanding place value in this activity?
Activity 2: Solving problems
Students will be given a worksheet (N/A, 2005) and are to work INDIVIDUALLY and then check their answers in their TABLE GROUPS to solve the problems.
It is important that each student has access to their own mini-whiteboard and counters that they can use to help them solve the questions on the worksheet, using the place-value method and showing clear working.
WM - Fluency, Understanding, Reasoning
TQ: What common errors are there when using the place value method?
Exit card LIT, AFL
Students will be given exit cards (see below) that have a literacy focus, requiring them to explain their understanding. This activity should be completed INDIVIDUALLY and handed in to the teacher at the end of the lesson.
WM - Understanding, Reasoning
Conclude lesson by referring back to the learning goal for the lesson and collecting exit cards, as well as informing students of the required homework.
There will be no homework for this lesson as the exit cards acts as a reinforcement of student understanding, however if any students did not finish the Activity 2 worksheet then this should be completed for homework.
1. Analysis of the lesson
2. Evidence of student learning
3. Implications for future lessons
References
Khan Academy. (2017). Strategies for multiplying multiples of 10, 100 and 1000. Retrieved from https://www.youtube.com/watch?v=iFy0oH-3Pn4
N/A. (2005). Multiplication long worksheet. Retrieved from https://www.math-drills.com/multiplication2/multiplication_long_no_tseparator_0301_001.php
Wagenaar, B. (N/A) Math module 3. Retrieved from https://www.peoriapublicschools.org/cms/lib/IL01001530/Centricity/Domain/4237/Module%203%20Topic%20C%20Lesson%208.pptx