Two-Digit Multiplication Lesson Plans

This lesson gives students an introduction to two-digit multiplication. Students will use their understanding of place value and single digit multiplication to begin multiplying two-digit numbers. Class: 4th grade Duration: 45 minutes Materials papercoloring pencils or crayonsstraight edgecalculator Key Vocabulary: two-digit numbers, tens, ones, multiply Objectives Students will multiply two two-digit numbers correctly. Students will use multiple strategies for multiplying two-digit numbers. Standards Met 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. Two-Digit Multiplication Lesson Introduction Write 45 x 32 on the board or overhead. Ask students how they would begin to solve it. Several students may know the algorithm for two-digit multiplication. Complete the problem as students indicate. Ask if there are any volunteers who can explain why this algorithm works. Many students who have memorized this algorithm dont understand the underlying place value concepts. Step-by-Step Procedure Tell students that the learning target for this lesson is to be able to multiply two-digit numbers together.As you model this problem for them, ask them to draw and write what you present. This can serve as a reference for them when completing problems later.Begin this process by asking students what the digits in our introductory problem represent. For example, 5 represents 5 ones. 2 represents 2 ones. 4 is 4 tens, and 3 is 3 tens. You can begin this problem by covering the numeral 3. If students believe that they are multiplying 45 x 2, it seems easier.Begin with the ones:45x 32 10  (5 x 2 10)Then move on to the tens digit on the top number and the ones on the bottom number:45x 3210 (5 x 2 10) 80 (40 x 2 80. This is a step where students naturally want to put down â€Å"8† as their answer if they aren’t considering the correct place value. Remind them that â€Å"4† is representing 40, not 4 ones.)Now we need to uncover the numeral 3 and remind students tha t there is a 30 there to consider:45x 321080150 (5 x 30 150)And the last step:45x 3210801501200 (40 x 30 1200)The important part of this lesson is to constantly guide students to remember what each digit represents. The most commonly made mistakes here are place value mistakes.Add the four parts of the problem to find the final answer. Ask students to check this answer using a calculator.Do one additional example using 27 x 18 together. During this problem, ask for volunteers to answer and record the four different parts of the problem:27x 18 56 (7 x 8 56)160 (20 x 8 160) 70 (7 x 10 70)200 (20 x 10 200) Homework and Assessment For homework, ask students to solve three additional problems. Give partial credit for the correct steps if students get the final answer wrong. Evaluation At the end of the mini-lesson, give students three examples to try on their own. Let them know that they can do these in any order; if they want to try the harder one (with larger numbers) first, they are welcome to do so. As students work on these examples, walk around the classroom to evaluate their skill level. You will probably find that several students have grasped the concept of multi-digit multiplication fairly quickly, and are proceeding to work on the problems without too much trouble. Other students are finding it easy to represent the problem, but make minor errors when adding to find the final answer. Other students are going to find this process difficult from beginning to end. Their place value and multiplication knowledge are not quite up to this task. Depending on the number of students who are struggling with this, plan to reteach this lesson to a small group or the larger class very soon.

International Trade Agreement And Globalization - 1449 Words

TJ Ifaturoti BUSN 225 Professor Mavubi October 26, 2015 The Unites States of America has long been a country with international trade agreements, such as with: China, Guatemala, Mexico, Canada, and many other countries. The trade agreements have been made due to a few factors; embargos, the cost of manufacturing being less costly in foreign countries, treaties which benefit both trading parties by the elimination of tariffs and other various barriers, increased competition, and reduced import costs. Although there seem to be very few factors listed, there are in actuality many more factors which go into a trade agreement. A prime example of a trade agreement and globalization is the North American Free Trade Agreement (NAFTA) which consists of The United States of America, Canada, and Mexico. The international market is opened up when services, capital, and goods cross America’s borders. Which also opens up opportunities for Americans as well as other foreigners to take advantage of the market place. Buyers are able to take advanta ge of the least expensive services and goods the market has to offer, as well as the ability to choose the best investments opportunities. NAFTA almost immediately expelled tariffs on a vast majority of goods manufactured by the signing countries. â€Å"†¦ countries that are more open to the global economy grow faster†¦ than those that are relatively closed† (Gimpelson, Treisman, 2015). It also called for a gradual elimination of mostShow MoreRelatedInternational Political Market Values And Subsequent Free Trade Agreements869 Words   |  4 PagesIn relations, international liberal market values and subsequent free trade agreements are at the forefront of economic globalization. As the global markets and economic competition intensifies, nations move towards trade liberalization. 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According to the article, the hypothesis of Heckscher-Ohlin model or factor endowments is that â€Å"all factors of production within a country are mobile across sectors, that markets are perfectly competitiveRead MoreGlobalization Perpetuates Economic Interdependence between Countries993 Words   |  4 PagesGlobalization perpetuates economic interdependence between countries. Through the increasing volume of goods and services transferred across borders, globalization has created international capital flow and boosted the rapid diffusion of technology. According to Dr. Ismail Shariff, â€Å"globalization is the worldwide process of homogenizing prices, products, wages, rates of interest and profit.† Three forces control the manner by which globalization furthers developments. These factors include the roleRead MoreThe Main Goals Of Free Trade Agreements1186 Words   |  5 Pages One of the main goals of free trade agreements is globalization. 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She analyzes trends in globalization and the hypothesis of â€Å"the race to the bottom† as well asRead MoreOrganization s Internal And External Environment Essay1583 Words   |  7 Pagesorganization s internal and external environment in today s modern economy. It also discusses the drivers of globalization and effects of globalization on organization s environment. Firstly, it is important to understand the definition of globalization as there are many definitions. Secondly, the drivers of globalization are discussed in this essay including the history, aim and role of World Trade Organization. Further, the relationship between organization s internal and external environment in globalRead MoreGlobalization Is The Key Of Success For All Countries1183 Words   |  5 Pages1. Synopsis Globalization has no borders and boundaries across the world due to exchange of knowledge, thoughts, trade and information. 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Vacant Chapter 3 Involved Free Essays

â€Å"I can’t tell you how much I appreciate this, Ethan.† She’s wrapped tightly in one of my towels, and I feel a†¦ stirring. I wonder if she understands she’s half-naked in front of a stranger. We will write a custom essay sample on Vacant Chapter 3 Involved or any similar topic only for you Order Now I try not to be obvious in my perusal of her form; her body is small, but her tits are high, round, and a little large for her frame, though no complaints. I briefly wonder what her nipples look like, and lick my lips but catch myself before my ogling turns creepy. â€Å"It’s no problem,† I answer hastily, refusing to look further at her. I stop short before making my next statement. No matter how much I tell myself to mind my own business, I can’t seem to help dispensing advice. â€Å"You know, you can’t live without utilities, Emily.† I wonder where this girl comes from that she thinks living with no water or electricity isn’t a problem; my level of concern is now elevated a notch or two. â€Å"I know, but – † she stops herself. â€Å"Yeah, I know.† I have this feeling that there’s something off here, and I can’t ignore the fact she seems to be without essentials. â€Å"I typically shower in the morning, so if you want to come over at night and shower until you get the utilities turned on, that’s cool.† I turn away, wanting to give her privacy to dress because she needs to get dressed; I need her to get dressed. â€Å"So like, what do you do all day?† I can hear the snap of the elastic on her panties against her hip as she finishes putting them on. Shit, these duplex units are too small! Or is my hearing that good? I can’t help the thoughts that run through my head. Thinking about her body is a complication I do not need or want. However, chiding myself doesn’t stop me from picturing the slight curve of her hips, her shapely thighs, or perfectly muscled backside. â€Å"I go to work,† I snap, feeling guilty. Seconds later, her voice is right behind me. â€Å"Oh yeah? Where do you work?† Her tone is light and her remark impulsive. â€Å"I need to get a job.† I turn so we’re face to face and she can see my eyes. Sometimes, emotion seeps out through the eyes. I don’t want her to see any vulnerability in mine. Once you’re seen as weak, people are quick to take advantage. â€Å"I work down at the grocery store.† She smiles and looks down. She doesn’t want me to see her eyes. â€Å"That’s really close, so I could walk there. You think they’re hiring?† â€Å"Don’t know.† I have to keep it uncomplicated. Expanding on my answers will only lead to pulging more than I intend to offer. We stare at each other for a few more seconds before I break the silence. â€Å"Well, I – â€Å" â€Å"Oh gosh, I’m sorry. I’ve done it again. You must have to get ready for your day. I come barging in here and ruin your routine!† â€Å"It’s fine; I just have to take a cold shower before work.† The words are heavy in the air. They aren’t meant as they sound as I’m sure she’s used all the hot water in the small hot water tank, but after thinking about her showering and changing in my bathroom, perhaps a cold shower for another reason isn’t a bad idea. â€Å"Yeah, okay. I’ll see you later.† Great†¦ now, she thinks I’m a pervert. I don’t see her for two days. . . And for 48 hours, I worry. – Don’t get involved. Keep things simple. Take care of yourself! DAMN IT! It’s 10 p.m., and I can’t stand it anymore. I know something isn’t right. No utilities, no furniture, wears the same clothes, and I can hear her. I hear the sobbing every night through the thin-ass sheetrock. â€Å"Emily,† I say in a slightly raised voice. Fucking non-existent walls. â€Å"Yeah?† she sniffles. â€Å"Can I come over?† The pause seems to go on forever before she answers. It’s a â€Å"yes† mingled with sobs. Don’t get involved. Keep things simple. Take care of yourself! It’s too late. . . I sit on the edge of her mattress not knowing what to do. â€Å"Thanks for coming over. Nights†¦they’re the hardest.† â€Å"Emily? What’s going on? Tell me the truth. I’m not going to rat you out or anything.† I chance a look at her face and the fear is evident. I refuse to focus on her in her thread bare tank and panties. â€Å"You’re not renting this place, are you?† I surmise aloud. I think I’ve known this for some time but just didn’t want to admit it. Admitting it makes it real. Making it real means I’m stuck; I can’t walk away now, realizing what I know. â€Å"Please! Please don’t tell anyone!† She’s frantic, on the edge of mania. I scoot closer in hopes of easing her. Not too long after I moved into my first group home, the baseball my father gave me when I was seven, got stolen. It was one of the few personal items I owned. A staff from the group home tried to comfort me when I discovered it was missing by hugging me and patting my hair. I attempt to mimic the same gestures for Emily, because it’s the only comfort I know. She clings to me like a lost swimmer gripping a buoy in an endless sea. Finally, she quiets and the knot in my stomach comes back. I know I have to find out what’s really going on. I need to press her for more information since it seems I’m intent on helping her. â€Å"Tell me.† How to cite Vacant Chapter 3 Involved, Essay examples

Conflict theory1 Essay Example For Students

Conflict theory1 Essay The perspective I have chosen is the social-conflict theory. The social-conflict paradigm is a framework for building theory that envisions society as an arena of inequality generating conflict and social change. This type of analysis focuses on the inequalities within our society and the conflict that they cause between the advantaged and the disadvantaged. The first characteristic is inequality. This refers to the unequal distribution of money, gender, class, and age. People who embrace the social-conflict perspective believe that gender, race, and class should not lead to favored treatment. An example of this would be single mothers who are living below the poverty line. This group of people is likely to remain at least as large as it is now at the present time and/or become larger in the coming decade. Many of these women do not have marketable job skills and few means to attain them due to their lack of finances. The second characteristic is social class conflict. Social class is often defined as the amount of education, income, and status people have. As we know, attaining education is one of the most effective avenues for ensuring employment and an increase in income, which adds up to higher status or social class. Single mothers most often do not have the income in order to pursue higher education. This renders them the title or designation of being one of the lower class groups in our society. If this remains to be status quo, then there is little hope for these single mothers living below the poverty line. The third characteristic is social change. The inequalities and conflict of social class is leading towards a social change. The federal and provincial governments have implemented different types of financial assistance for single mothers living below the poverty line. The government has made it easier for these women to apply for student loans so that they may pursue higher education and job skills. As well, grants have been made available to a ssist with the financial burden. The government has provided tax relief for lower income families and subsidized day care. In response to the outcries of single mothers and other advocates, the federal government now has a Womens Equality Minister. Canada also has a group called the Womens Economic Network that helps and supports single mothers in getting out of poverty. Analyzing this issue with the social-conflict paradigm has helped myself in understanding that there are inequalities in all aspects of society. When some inequalities are exposed and absolved, there are other ones following close behind. As society evolves, more inequalities are found and dealt with. This type of analysis has also helped me to see that there are resolutions to this problem of poverty with single mothers. It is a grim reality in Canada, but analyzing it from the social-conflict perspective shows that there ways in which we can rectify the problems surrounding this issue. Bibliography: