I. Standard:
Lattice Multiplication is a
strategy that is covered in Everyday Math
which is the McGraw-Hill math text the classroom uses. Also, the following
Grade Level Content Expectations from the Michigan Department of Education
website are met in this lesson:
N.FL.04.10 Multiply fluently any whole number by a one-digit
number and a three-digit number by a two-digit number
N.MR.04.14 Solve contextual problems involving whole number
multiplication and division
II. Objective:
A. In this lesson I am going to teach the students how to multiply
multiple digit numbers using the lattice method.
B. At the end of this lesson the students should be able to multiply two
digit numbers by one digit numbers, three digit numbers by one digit numbers,
and also two digit numbers by two digit numbers using the lattice method.
C. To find out if the students successfully learned the above objective I
will examine a multiplication problem that the students have solved using the
lattice multiplication method and determine whether or not they used the method
correctly.
III. Anticipatory Set:
A. Since single digit multiplication is so important in lattice
multiplication, the class will play a short game of “multiplication ball” as a
warm up to practice their multiplication facts.
During this game we will pass around a ball covered in multiplication
facts and the students will solve the fact that their thumb lands on when they
catch the ball.
B. Each student will stand up and must sit down after they have answered
one fact.
IV. Input:
A. Task Analysis:
1. The students will need to be familiar with addition and single digit
multiplication to succeed in this lesson.
2. Procedure:
a. Explain how to use lattice multiplication using the “Steps” worksheet
while demonstrating the sample question. The following are the steps that must
be included:
1.
Place the multipliers on the grid
2.
Fill in the lattice with the products
3.
Add along the diagonals
4. Record your final answer
b. Have students open their workbooks to page 131. Solve the first few problems as a whole class
(as many as are necessary for students to get the hang of it) and have the
students finish the rest on their own or with a partner.
c. As a class, correct page 131 using
the overhead projector.
d. Pass out the “More Lattice Multiplication Practice” Worksheet and have
the students work on the worksheet with a partner or on their own. Allow the students to use calculators but
stress the importance of using the lattice method before using the calculator to check the answer.
e. Ask the students why this method might be called “lattice
multiplication”. Students can look the
word up in a dictionary. Also, show a
picture of a lattice so that students can see the relationship between the
pattern of a lattice used for gardening, and the pattern of the lattice used
for multiplication.
f. Hand out note cards with an additional multiplication problem and have
students solve it on their own using
the lattice method.
g. Also, have students write a sentence about the lesson (What they
learned, what they liked/didn’t like, if they understood the method, etc.)
B.
Thinking Levels/Bloom’s Taxonomy
1. Knowledge- The students will
use their knowledge during the anticipatory set when they practice their
multiplication facts. Also, because
single digit multiplication facts are so important during lattice
multiplication, they will also be using their knowledge when practice lattice
multiplication.
2. Analysis- It is possible that
analysis will be used if the students recognize why the technique of lattice
multiplication works, although I have doubts they will see this at first. Lattice multiplication is simply another
version of the partial product method (which the students will learn in the
following week).
3. Comprehension – Not used in this
lesson
4. Synthesis – Not used in this
lesson
5. Application – The students
will apply the lattice method of multiplying numbers to several examples.
C.
Learning Styles, remediation, extensions
1. Learning Styles
This lesson addresses visual, auditory and
kinesthetic learners. The demonstration
of the lattice technique on the overhead is a very visual action, and those who
learn visually will benefit from it.
While I am showing the visual, I will also be explaining out loud the
steps. This will be beneficial for the
students who are more auditory learners. The kinesthetic learners will be
addressed during the anticipatory set of the lesson. The action of throwing and catching the ball
will make them interested in the lesson and activate their minds.
2. Remediation
Students who are having trouble will be given
index cards to help them keep track of what they are doing. The index card will be cut in such a way that
only one diagonal column can be visible at a time. This will make the addition simpler because
the student will have to look at fewer numbers at once.
3.
Extensions
The “More Lattice Multiplication Practice”
worksheet has several challenge questions that most students will not get to
because of time. Those students who work
quickly and need the added challenge will be encouraged to complete the
challenge questions. Also, if a student
completes the challenge questions, I will provide them with more multiplication
problems to solve using the lattice method.
D.
Materials:
1. Multiplication Ball
2. “Steps” worksheets for students and overhead.
3. Student McGraw-Hill workbooks
4. Overheads to correct the work in
the McGraw-Hill workbooks
5. “More Lattice Multiplication
Practice” worksheets for students
6. Picture of a lattice used for
gardening
7. Note cards with additional
multiplication problems on them (one for each student)
8. Note cards with slits cut in them for the
students who need remediation
V. Modeling:
A. Explain while demonstrating the process of lattice multiplication on
the “Steps” worksheet projected on the overhead.
B. Write down each of the following steps while doing them in order:
1. Place the
multipliers on the grid
2. Fill in the
lattice with the products
3. Add along
the diagonals
4. Record your
final answer
C. Fill in the lattice with one color, and complete the addition with a
different color so the students will remember which numbers came from doing
which operation.
D. If students seem confused, more
modeling will take place when they begin their first few questions in their
workbook (see check for understanding).
VI. Checking for Understanding:
A. The students will be asked to do the worksheet on page 131 in their
math workbook.
B. We will complete the first few together and then the students will be
expected to continue with the worksheet.
C.
Working together is allowed and encouraged
D. After a
majority of the students have completed the worksheet, we will go through
and correct it using the overhead.
VII. Guided Practice:
Not used in this lesson
VIII. Independent Practice:
A. The students will be given the worksheet titled “More Lattice
Multiplication Practice” and asked to solve the questions on their own or
quietly with a partner while I walk around assisting those who are struggling.
B. They will be allowed to check their answers using a calculator because
we will not check them as a whole class.
C. If there are students who finish early, they will be verbally given
more practice problems.
IX. Closure:
A. The students will each be given a note card with a multi-digit
multiplication problem on it. Students
must work independently to solve the problem using the lattice method. They will be asked to write a sentence about
the lesson (what they liked/didn’t like, if they understood the method, etc.)