Grade: 4 Duration: 40 minutes

Subject: Math Topic: Multiplication

Unit: Multiplication
Essential Question:How can I use place value understanding to solve multiplication
and division problems with multi-digit numbers?

Learning Objective: “I can find the missing side length when given the area of the
rectangle and one side length”

Common Core Learning Standard: 4.NF.4

Rationale: Students have already learned how to determine the area and perimeter of
rectangles. They know that if they are given two adjacent dimensions, they can multiply
them together to arrive at the rectangle’s total area. They also learned the formula to
find an area which is length times width. Today, they will be building upon that
previously learned skill by being given the total area and one side length, and having to
find the missing side length.

Materials: Video
Document Camera
Application problem
2 colored highlighters per student( to highlight one length and one width)
Expo marker
Problem set/ independent practice
Exit Ticket

Lesson Flow:
● Teacher will have a student read the objective and ask another student to explain
it in their own words. Next, she will remind them what it means to solve for the
unknown. Students should be able to come up with a response similar to “it's the
measurement we do not know or the missing side length”

Fluency (5 minutes)
● Identify the formula for Area
○ Students will take out their personal whiteboards and expo markers
○ The teacher will ask them to write down the formula for Area (A = L
X W)
 ○ Next, the students will be asked to find the missing factor when
given a multiplication sentence and a product.
○ The teacher will project a multiplication sentence that has a product
and one factor. (6 X ____ = 24) The teacher will ask the following
questions
■ What type of number sentence is this? (Multiplication)
■ What is given to us ? (product and one factor)
■ What is unknown or what are we trying to find? (the other
factor)
○ The teacher will then display a few other examples.
Application Problem (5 min.)
● The students will be presented with the following problem that will
correlate to the problem being displayed in the video.
○ “Mr. Barbera wants to make a large rectangular collage for the
school’s lobby. The collage of pictures will have a length of 4 feet
and a total area of 32 square feet. What will be the width of the
collage?”
○ The teacher will ask each group to explain the question in their own
words. Then she will have a student or two share out what the
problem is asking us to find. She will then call on another student
and ask what is the problem giving us?
○ After the discussion of the word problem, students will be given one
minute to fill in their rectangles’ area and width. They will also need
to write out their area formula since they identified that we are
working with Area.
○ The teacher will then play the video to show the given area and
width. The teacher will pause the video after it talks about
substituting what we know into the area formula.The students will
then do the same on their application problem.
Concept Development (8 min.)
● Problem 1: Determine a rectangle’s unknown side length when given its area and
width. .
○ The teacher will display a rectangle that has a given area of 80 square cm
and a side length of 10 cm.
○ Students will write out their area formula and color code the length one
color and the width one color.
○ Next, they will work with their groups to determine the unknown side
length. They will be encouraged to use their color coding system to help
 them solve for the unknown width.
○ Then the teacher will have one group share their results.
Problem Set (10 min.)
● The teacher will distribute the Problem Set. Students will work on their problem
set in a group as one small group is pulled into the hallway and another at the
kidney table in the side of the class.
● The teacher will pull small groups based on informal observations during the
Concept Development and morning work (Dayana, Rose, Estella, Mustafa -
Paladino) (Christina, Josue, Ashley, and Diego - Malone)
Student Debrief (5 min.)
● After the problem set, the class will reflect on the work they did today on the
problem set and connect back to the objective (we will discuss when we need to
determine the unknown side length)
● After the debrief, students will complete their Exit Ticket (5 minutes).
Vocabulary:
● Area
● Length
● Width
● Product
● Dimension
● Unknown
● Square units

Differentiation:
● Dayana and Rose will complete side 1 of the Problem Set only
● Multiplication chart provided for students working with the teacher
● Students that struggle with remembering the formula will be given a desk size
anchor chart
● Using different colors in the formula and rectangle to represent the two factors
Critical Thinking Questions (3-5 questions):
● How does the area formula help us solve for the unknown side length?
● Take a look at problem 5. What happens when we are given the area and no side
length?
● How does Area connect to multiplication?

Assessment/Application: (informal/formal)
● Lesson 3 Exit Ticket
● Informal Checks for Understanding throughout the lesson
Extension:
 ● Area word problems
● Area problems from previous state exams
● Area lesson on (i-Ready)
HW:
● Lesson 3 Homework
Resources:
● Engage N.Y: Problem Set, Exit Ticket, Homework
Technology
● Document camera to display work and video
● Video: https://www.youtube.com/watch?v=Z4zzMCAAoxU
Name:___________

Application Problem

1. Mr. Barbera wants to make a large rectangular collage for the school’s lobby. The
collage of pictures will have a length of 4 feet and a total area of 32 square feet.
What will be the width of the collage?

2. Given the rectangle’s area. Find the unknown side length.

10 cm

Area = 80 square cm

W = _____
3. Given the rectangle’s area. Find the unknown side length.

10 cm

Area = 80 square cm

L = _____

4. The area of the rectangle below is 35 square cm. Find the missing width.

7 cm

W = _____
5. The Length of the rectangle below is 8 inches. If its area is 48 square inches,
what must the width be?

L=8

Area = 48 square inches

W = _____

6. A square has an area of 25 square feet. What must be the width of the square?

W = _____

7. The picture frame below has an area of 72 square feet. If one side length of the
frame is 9 square feet, what must the width of the frame be?
 W = ______

8. A rectangle has a length of 10 cm. The area of the rectangle is 90 square

centimeters. What is the width in centimeters of the rectangle? Draw a picture to
show your work. Label the parts of your rectangle.

Width = _________________

9. Tamara is designing a sandbox. The floor of the sandbox is shown below

 What is the area of the floor of Tamara’s sandbox? ________________

10. An area rug is 48 square feet. List two possible dimensions of the area rug.
Example; Length= 16 Width = 3

1. L = ______ W = ______

2. L = ______ W = ______

Name ________________
 Exit Ticket

1. Determine the missing side length of the rectangle below.

L=8

Area = 16 square inches

X = _____

2. A rectangle has a length of 10 cm. The area of the rectangle is 50 square

centimeters. What is the width in centimeters of the rectangle? Draw a picture to
show your work.

Width = _________________