Lesson Study: Cycle 2
Our Lesson:
This lesson took place in Miss Gabi’s fourth grade classroom at High Tech Explorer Elementary School. While this class enjoys math and contributes thoroughly in lesson discussions, our research team noticed the need to elevate interest and engagement amongst a selection of students. While CGI and Illustrative Math curriculum lessons offer an opportunity for students to demonstrate their math abilities on a daily basis in a safe and forgiving environment, Miss Gabi hoped that an innovative approach might boost participation with kids that struggled to use arrays and area models to solve double and triple digit multiplication problems. A handful of resources seemed promising, but it wasn’t until a colleague recommended one of Dan Meyer’s Three-Act Tasks that we got excited about a potential breakthrough. One such task asked students to consider how many nickels, dimes and quarters had been added to an electronic bank to arrive at $1.00. Another asked participants to calculate how many donuts would fit into the world’s largest donut box if some of the dimensions were withheld. In both lessons, Gabi noticed that students who seemed distracted in earlier lessons were now anxious to collaborate to find a solution. With promising data to work with we decided the next step was to create our own Three-Act Task centered around a real world problem that related directly to her entire class.
Standards:
Prior Learning Standard That Unit Builds On
4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Learning standard For This Unity
4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Later Standards For Which This Unit Is A Foundation
4.NBT.B.6 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 operation, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Learning standard For This Unity
4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Later Standards For Which This Unit Is A Foundation
4.NBT.B.6 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 operation, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Lesson Goals:
Content Goal: Students will illustrate their understanding of open-ended arrays and/or area models to solve multi-digit multiplication problems.
Equity Goal: We will build students’ confidence as math learners who feel confident in their mathematical abilities by engaging them in culturally relevant, open-ended mathematical tasks that attend to mathematical creativity, fun (joy), interest, and make real world connections.
Equity Goal: We will build students’ confidence as math learners who feel confident in their mathematical abilities by engaging them in culturally relevant, open-ended mathematical tasks that attend to mathematical creativity, fun (joy), interest, and make real world connections.