Kennedy Werre

Courtney Henry
Amy Malmberg
Karli Gatz
Grade 4
Lattice Square Multiplication
Lesson 1 February 2nd, 2016
9:25am-9:45am
GENERAL OUTCOMES
Develop number sense
SPECIFIC OUTCOMES
6. Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to
solve problems.
o Using personal strategies for multiplication with and without concrete
materials
o Using arrays to represent multiplication
o Estimating products
o Appling distributive properties
PROCESS OUTCOMES (FOR MATH SUBSTITUTE FOR OTHERS)
C
CN
ME
PS
R
V
CROSS-CURRICULAR CONNECTIONS
Math lesson, not applicable. Make next lesson plan have cross-curricular
connections.

NUMERACY/LITERACY; ENGAGED/ETHICAL/ENTREPRENEURIAL STUDENT

Managing information
Apply multiple literacies
Identify and solve complex problems
Demonstrate good communication skill and ability to work cooperatively with
others

Know how to learn

KAGAN STRATEGIES/INSTRUCTIONAL INTELLIGENCES

Blooms Taxonomy
Partner Check
Teams-Games-Tournaments.
Thumbs Up, Thumbs down.
Wait Time.
MULTIPLE INTELLIGENCES/LEARNING STYLES
Interpersonal: the game provides interaction and group work
Logical- mathematical: it is a math lesson focused on multiplication
Visual: the game and the lattice squares provide visual interest and promote visual
learning
Intrapersonal: the work on lattice squares is individual
Bodily-kinesthetic: the game provides some motion
BLOOMS TAXONOMY GUIDING QUESTIONS
Estimate and predict the product using prior knowledge of multiplication before
answering the lattice square.
Explain how a lattice square reduces confusion when multiplying larger numbers
without a calculator.

MATERIALS
9x decks of cards.
10x dice.
35x game pieces.
Multiplication chart
Lattice square sheets.
Pencils.
Exit Slip.
Prizes.

TEACHER ACTIVITIES
Anticipatory Set (Hook)

MANIPULATIVES
Calculator.

o Spiral Multiplication Game (Set the card game board up before students
enter the classroom) The classroom is set up into pods of four students in
each, making it very easy to play the game.
Use the deck of cards, in the middle of each table tribe, to make a
spiral game board starting from the center (at the end of the lesson
plan, we have included a picture of what the game board should
look like).
Place four game pieces at each table for the students.
Once the students enter the classroom and take their seats, number
each one of them off, one through four, at their table tribe, so they
know the order in which they go.
o Rules of the Game:
Each student places their game pieces at the start.
Player one begins by rolling the dice. Player one then multiplies the
number on the die by the card the game piece is on. (Ex: the card
the game piece starts on is four and player one rolls a 3, they will
then multiply 6 and 3 and give an answer. (18)
Once player one has given an answer, have each of the students at
the table check their multiplication chart or calculator, to see if the
player is correct.
If player one is correct, they move the number of spaces the die
shows. If they are incorrect, they do not get to move.
Each of the four students at each table will continue to take turns
and repeat until someone reaches the end of the game board!
Winner gets a prize!
Clean up game and start the lesson.

[10-15 min]
Practice/Development
Immediately after the game is cleaned up, take a short three-minute break to get
the students to calm down and refocus for the bulk of the lesson (This would work
perfect if you had a double block of mathematics).
As a class:
o Distribute to each student at the table tribes their very own worksheet of
lattice squares pre-made on them and have them keep them upside down.
Have the students flip them over and ask the class if someone knows what
the lattice square is or if they may have an idea.
o Introduce the objective of the lesson being that you are showing the
students an easy, alternative way, to demonstrate an understanding of
multiplication of 2 or 3 digit numbers by 1-digit numbers, by using the
lattice square method.
o Make note to the students that the sole purpose of the game was to spark

their one-digit by one-digit multiplication that they have been previously

working on, since that will help them in understand the concept of the
lattice square.
o Draw a lattice square on the whiteboard as an example, and go through step
by step with the class slowly, asking the students, by raising their hand, the
single digit by single digit multiplication in each square.
o First you draw a four-tile square. Place the first set of numbers on the top
of the square, and then the second set on the right hand side of the square.
Create lines diagonally from each corner starting from the right, going
downwards to the left.
o Starting in the top right square multiply the last top number by the first
right hand side number and place the answer in the first square. Do the
same for the bottom right handed square, multiply the last number on the
top by the last number on the right hand side (working with two digits).
Now move to the left hand side of the square and continue this process
until completely filled out the square. (Making sure to ask the students the
simple one-digit multiplication).
o In each diagonal column add each section up and place the answer at the
end of each column, until you have obtained a final answer. Have the
students take out their calculators and check to see if the answer that they
have obtained as a class together is correct.
o Do two examples to make sure they catch on.
Indirect:
o Have the students branch off into their own work and have them try the
first lattice square on their worksheet. Walk around the classroom at this
point and help the students out that may have questions. Tell the students
that they must finish the worksheet before they can use their calculators to
check their answers.
o If there are struggling students, let them use their multiplication chart to
hopefully help them.
o Stop the class half way through and use the kagan strategy of thumbs up,
thumbs down, to check for their understanding, and if they are getting the
right answers.
o Have students continue to work on their worksheets and help where needed
and distribute easier or harder lattice squares if needed.

[20 min]

Check for Understanding

Thumbs up, Thumbs Down
Exit Slip.
Closure/Reflection
After checking for the understanding of the classroom using thumbs up, thumbs
down, wrap up the lesson by explaining the main objective of the day, which was
to show the class an alternative way of obtaining answers to 2 or 3 digit numbers
multiplied by 1 digit numbers, using a lattice multiplication square.
Explain to the classroom and ask why they might think it is important to have the
capability of multiplying larger numbers without a calculator. Also explain that it is
a much easier and cool way to do multiplication than the traditional style. Ask the
students if they think that method will help them.
Prior to the students leaving class, this is where we would hand out an exit slip
with a lattice square that reads 24 x 3, that they must answer and hand in on their
way out of class.

[ 5-7min]
MODIFICATIONS and EXTENSIONS
Advanced Learner:
o Extra lattices with 2 digit by 2 digit, or even 3 digit by 1 digit, available
for them to try and conquer to see if they fully understand the concept at
hand and also to challenge and think outside of the box.
Remedial Learner:
o Extra lattices with 1 digit by 1 digit, or even 1 digit by 2 digit that are a bit
more easier, available for them to try and help aid in grasping the concept
if they are struggling.
o Have cards for the student to practice with a teacher or TA (if available),
or another struggling student if they are having troubles with one digit
multiplication.
EVALUATION and ASSESSMENT
This will be a formative lesson since we are just introducing the topic of lattice
squares.
For formative assessment we will give the students an exit slip upon leaving the
classroom for us to check to see which students have grasped the concept and
which have not that we might have to pay more attention to!
NOTES AND REVISIONS
This lesson may take two periods to do depending on the time frame given*.