##
* *Reflection: Perseverance
Multplication Application with Food Service Staff - Section 2: Concept Development

As seen in the following reflection video, this was a great lesson for fourth grade CCSS content standards as well as building students perseverance and their ability to think abstractly and quantitatively. (Math Practice Standards 1 and 2) The wrap up of this lesson was a critical component of this lesson as students observed other's strategies for solving this problem. This lesson will also flow nicely into an upcoming lesson about estimation and multiplication. Students used estimating today when they said that there were about 4 weeks in a month or that the food service chef would cook chicken nuggets about 12 days a month. I will be making connections back to this lesson when I present that future estimation lesson.

Click here to see a sample of a students work with my thoughts about this students ability and what my next teacher moves are.

Then click here to see another students work sample, who is at a very different spot in their learning and what my thoughts are about my next teacher moves.

*Perseverance: Fabulous Food Friends are our Favorite*

# Multplication Application with Food Service Staff

Lesson 13 of 22

## Objective: SWBAT practice multiplication strategies for one digit by multi-digit multiplication.

#### Warm Up

*7 min*

Students will use their whiteboards today to solve 37 x 49. For this warm up, students are allowed to use any of the methods practiced in the previous lesson. Once most students have finished, I ask a few students to share their solutions under the document camera. One goal of this warm up is for students to see all three strategies for this one problem. As students are working, I wander around the room making mental note of which students are using the various strategies and ask them to share out. The strategies I expect students to use at this time area model for multiplication and/or two variations of expanded notation methods.

In the photo below, "A" is the are model method. "B" and "C" are both versions expanded notation. You can see in method "C", students move towards more mental calculations and write less numbers when calculating partial products.

*expand content*

#### Concept Development

*40 min*

Students watch this video of one the school's food service employees giving them a problem to solve.

I then assign students to work in partners. I assign students based on what I have observed to be their current multiplication ability. I group students into mixed ability partnerships. I want the students that are firm in their understanding to be put into a position in which they can model and help their partner who may not be quite at the level of student one. When I assign groups, students are mixed ability, but close in ability. I do not place a very high student with a very low student. This pairing wouldn't be beneficial for either of them in this activity. From my experience, a drastic difference in ability can make both partners produce less quality work.

One of my classroom goals is to help students become better at solving problems, and to think of solving problems as a common, even exciting and engaging process. By using school staff members in math videos, this is one way I infuse this idea about problem solving being common, a part of "real" life and exciting. Another goal is to recognize and discuss with students the problem solving strategies that they use in their work. By giving students a rich task, I am able to do that. While students work, I am able to move to different student groups to add support if needed and question them about their thinking. Applying these techniques allows students to build their understanding of mathematical concepts while increasing the level of their confidence and their perseverance which embodies CCSS Math Practice Standard 1.

This lesson section also focuses on Math Practice standard 2. To develop students’ capacity to "reason abstractly and quantitatively" I need to guide students in understanding the relationships between problem scenarios and mathematical representation, as well as how the symbols represent strategies for solution. Students must make sense of what the numbers in the problem mean and what operations they may or must use in order to find a solution to this problem. While this problem may seem easy for adults, it is not so for fourth grade students. Many students need a solid 20 to 30 minutes to wrestle with this problem and make sense of what to do.

Below, you can see a sample of one student's work.

This is a video of two students talking about the problem and what they are going to do to solve this problem. You can hear the background noise in this video. This is what my classroom sounds like during this activity. There is a lot of talking, thinking, and then more talking.

*Note: My food service chef was very nervous to do this, but I think it's important to let all staff members in a building know they are part of students' education. I prepared the script ahead of time with her using the number she chose. That way, when students ask if "this" is true, I can answer yes. It also helps students understand the amount of food students consume on a daily, weekly, and monthly basis and how much work that requires. *I think videos like this help build in understanding and respect of all school community members while practicing math. It's a win win for everyone!

#### Resources

*expand content*

For this wrap up, I lead a brief class discussion about how groups solved this problem. I want students to see the various ways that they could have arrived at an answer for how many chicken nuggets are cooked for an entire month. Some students used repeated addition. This is important for all students to see. The students that used repeated addition can benefit from seeing the multiplication strategies, as well as the students who used multiplication can benefit from seeing another way to solve this problem and gain flexibility in their thinking.

*expand content*

This lesson is outstanding. Food service staff at any school district can often be under appreciated, so involving them in the learning of the students and getting the students to begin interacting with them is brilliant. I can not wait to try this with my class, THANK YOU!

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- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals

- LESSON 1: Multiplicative Comparison Problems
- LESSON 2: Finding Factors and Prime Numbers
- LESSON 3: Multiplication arrays
- LESSON 4: Mental Math and Multiplication with Tens
- LESSON 5: One digit by two digit Multiplication
- LESSON 6: Multiplying multiples of ten - Not your Daily Grind
- LESSON 7: Multiplying one digit by two digits using the AREA MODEL
- LESSON 8: Methods of One-Digit by Two-Digit Multiplication
- LESSON 9: Compare methods of one digit by double digit multiplication
- LESSON 10: Practice Makes Perfect
- LESSON 11: Two-Digit by Two-Digit Multiplication
- LESSON 12: Looking at Different Multiplication Methods
- LESSON 13: Multplication Application with Food Service Staff
- LESSON 14: Multiplication Methods using COMPUTERS!
- LESSON 15: Multiplication and First Quarter Assessment
- LESSON 16: Using Games to practice multi-digit multiplication
- LESSON 17: Multiplication Bingo - Game Day 2
- LESSON 18: Estimate Products
- LESSON 19: Multiplication and Problem Solving to Make Bracelets Day 1
- LESSON 20: Multiplication and Problem Solving to Make Bracelets Day 2
- LESSON 21: Bracelet Wrap Up
- LESSON 22: Multiplication Card Game and Factorial Fun