Lesson 3

Method 2: Area model

ICT FOCUS

Key:

Assessment For Learning - (AFL)

Assessment Of Learning - (AOL)

Teacher Questioning - (TQ)

Working Mathematically - (WM)

Literacy Activity - (LIT)

Key ideas:

Students demonstrate area model for 3 & 4 digit numbers multiplied by 1 digit numbers, and for 2 & 3 digit numbers multiplied by 2 digit numbers

Syllabus dot points:

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental and written strategies and appropriate digital technologies (ACMNA100)

Use mental and written strategies to multiply two- and three-digit numbers by two-digit numbers, including:

Relevant Working Mathematically indicators:

Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions (Communicating, Understanding)

Assumed prior learning:

Students are able to multiply numbers if they are rounded e.g. tens, hundreds, thousands
Students understand the concept of place value
Students understand that area is solved by length x height, so can be used for multiplication
Students are proficient at addition and multiplication up to 10x10

Learning goals:

By the conclusion of the lesson, students will be able to break up 2, 3 and 4 digit numbers into ones, tens, hundreds and thousands, as well as express them in a visual representation of an area model. Students could explain how to do this to a fellow classmate. (Fluency, Communicating)

Lesson length: 50 minutes

Resources:

Access to this website
Blank exit cards
Mini whiteboards (1 per student) & whiteboard pens

Introduction (10 minutes)

Outline classroom behavioural expectations and learning goal for the lesson and write on the whiteboard:

Break up 2, 3 and 4 digit numbers into ones, tens, hundreds and thousands
Express this 'break up' in a visual representation of an area model

Follow up last lesson by ensuring that all students have completed Lesson 2 Activity 2.

Students are to use a discovery method with their mini-whiteboards to scaffold "How we could use Area to help us with multiplication?". Students are to be given 2 minutes to brainstorm individually and then share answers with the class AOL. There should be a class discussion regarding students answers.

The teacher should write down some of the class' answers on the whiteboard.

WM - Communicating, Reasoning

TQ: When students answer questions, if it is incorrect or not clear, ensure that you ask them to explain themselves or ask why they suggest that answer?

Students who have replicated the area model correctly will be ready to start the activities, however those students who have not yet comprehended the notion may find it useful to watch the below video.

Body (30 minutes)

Activity 1: Swimming pool - online game ICT, AFL

Students go to the following link and are to use the online game resource to complete various area models to demonstrate multiplication questions and answers. This activity should be completed INDIVIDUALLY where possible, i.e. ideally every single student will have access to their own device, if not they can share with a partner. While students are working the teacher should walk around the room the ensure that students remain on task and understand the content.

WM - Understanding, Fluency

Area Models and Multiplication Word Problems Game | Game | Education.comMake a splash! Kids take control and use their imaginations to design pools with specific areas in this multiplication game.

Activity 2: Splash math - online game ICT, AFL

Students go to the following website link (specific class code will need to be provided by the teacher) and complete the 2x2 and 3x2 area model games individually. This activity should be completed INDIVIDUALLY where possible, i.e. ideally every single student will have access to their own device, if not they can share with a partner. Students who are struggling could work in pairs with a student who is demonstrating Fluency at the activity.

WM - Understanding, Fluency

TQ: What was difficult when completing these activities? What are the common mistakes that people could make?

Conclusion (10 minutes)

Exit card LIT, AFL

Students will be given a blank exit card in which they must describe and draw the area model for solving basic multiplication as though they were explaining it to somebody who had never heard of the area model of multiplication before.

WM - Communicating, 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.

Homework

There will be no homework for this lesson.

Reflection and evaluation

1. Analysis of the lesson

Was the timing sufficient?
Was the difficulty challenging enough for the students?
Was the TQ appropriate?

2. Evidence of student learning

Was the learning goal achieved by the end of the lesson?
Were students able to work independently through class activities showing student direction?
Did the working environment foster social support for students that allowed them to communicate ideas and information relating to lesson content?

3. Implications for future lessons

What pedagogy needs to be changed for next time?
What structural change/resources/difficulty needs to be altered for next time?

References:

Khan Academy. (2013). Multiplying: 4 digits times 1 digit (using grid). Retrieved from https://www.youtube.com/watch?v=UvAOynxGfIU

N/A. (N/A). Area models and multiplication word problems. Retrieved from https://www.education.com/game/area-model-math/

N/A. (N/A). Splash math. Retrieved from https://www.splashmath.com/teacher/home

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