Multiplication Lesson Plan Ariel Leader Grade: 4

Assessment: Students will be given name tags with a multiplication problem with an unknown number missing from it. Students will walk around the room and solving multiplication problems finding the missing number. They can use scrap paper to draw pictures if they need to. The students will write the answers to the problem on a sheet of notebook paper and hand them to the teacher as they walk out of the door as the ticket out of the door. Alignment: Common Core Standard: CCSS.Math.Content.4.OA.A.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison Vocabulary: factor, product, multiplication, equation Objectives: The students will use their knowledge of multiplication to solve for an unknown factor in a multiplication equation. The students will use symbols to represent the unknown factor. The students will use drawings to help solve the equations . The students will write their own word problems with an unknown factor in it . Essential Questions: 1. What is a strategy that can be used to solve for an unknown? 2. How do we write a word problem with an unknown factor in it?
1 Hour Materials: Missing factor worksheet Nametags with missing factor multiplication problems on them Paper Pencil Chalkboard or white board Laptops Suggested Instructional Strategies: 1. 2. 3. Modeling- The teacher will model to the students what a symbol in a multiplication problem could represent. Visual- Students will be shown how to draw pictures to help solve a multiplication problem with a missing factor, and will do this themselves as well. Differentiated Learning- Throughout the lesson, the teacher will formatively assess the students by asking them for a thumbs up or thumbs down to see if they are understanding the concept. If they are not then they will be given easier questions or may work with a partner. Evaluation- The students will be evaluated at the end of the lesson to see what knowledge they have gained from the activity.

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Instructional Procedures: Before: 1. The teacher will start off the lesson by telling the students, Today were going to be working on multiplication. Were first going to get more practice with our multiplication facts by working on this worksheet. 2. The teacher will hand out the multiplication worksheet to the students 3. The teacher will wait to see if the students notice anything different about the worksheet and the multiplication problems on it. (The students should see that there Is a factor missing from the problem instead of the product that they are used to) 4. The teacher will then explain to the students that equations can be written with numbers missing that we have to find to make each side of the equation equal. During: 1. The teacher will ask the students how they believe that they will find the missing factor. 2. Students will call out answers as the teacher writes out all of their ideas on the board. 3. The teacher will supply the students with a multiplication problem. (Ex. 5 x # = 15) 4. The teacher will ask the students what they think the number symbol in the equation represents 5. The students will be given time to discuss this with the person next to them. 6. The teacher will then ask for answers 7. The teacher will then explain to the students that the number symbol in this equation is representing the missing number. Any letter, symbol or picture can be used to represent a number in an equation. 8. The teacher will then ask the students how you would draw a picture to show this problem. 9. The teacher will draw 5 circles on the board. They will then need to figure out how many # signs need to go in each circle to have 15 circles total. (This will show the students how to use a picture to find a missing factor in the equation. 10. The students may then work on their worksheets and use pictures to help find the missing factor if they need to. 11. The teacher will then ask the students to look at a word problem up on the board. (Ex. Emma puts 3 peanut butter eggs in each box. How many boxes will she need for 12 peanut butter eggs total?) 12. The students will then be asked to work with a partner to come up with the missing factor by drawing a picture along with the equation written below it. 13. The teacher will then ask the students to write their own word problem with a missing factor. 14. The students will then exchange their word problem with the person next to them to answer. After: 1. The teacher will hand out nametags with a missing factor multiplication problem on it to each student. The teacher will introduce the activity to the students, today we are going to have a multiplication fact meet and greet. 2. The teacher will then explain to the students that they will need a pencil and sheet of notebook paper with them for this activity. They will need to have their name on it as well. 3. The teacher will then explain to the students that they are going to walk around the room wearing these nametags. They will write down the multiplication fact of the person they walk up to as they walk around. They will need to answer the multiplication problem of every person they meet in this meet and greet activity. 4. The teacher will explain to the students that they will then hand these to the teacher as their ticket out of the door at the end of the day. 5. When they are finished with the meet and greet they will be given time to get more practice by going onto ixl.com to practice more missing factor multiplication facts and gain speed at answering them. Accommodations: Students with exceptionalities will be given the option of working with a partner during the meet and greet activity. References: Website retrieved from: http://eu.ixl.com/math/grade-3/missing-factors-facts-to-12-word-problems Worksheet retrieved from: http://cache1.abcteach.com/documents/worksheet-multiplication-1-digit-missing-factors9421