Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Claire Murray Mracek
Position

Lower School Academic Technology Specialist

School/District

The Lovett School (Atlanta Independent School)

E-mail

Claire.murray@lovett.org

Phone

770-351-2663

Grade Level(s)

4 Grade

Content Area

Mathematics

Time line

3 Class Periods (1-hour each)

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Lesson Objective: Students will design an individual instructional video to model the partial-products algorithm.
Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Content Standards:
Number and Numeration:
Goal 4: Write numbers in expanded form.
Operations and Computation:
Goal 2: Add multidigit numbers.
Goal 3: Use basic facts to compute extended facts.
Goal 4: Use the partial-products algorithm to solve multiplication problems with 1-digit and 2digit multipliers.
Goal 6: Estimate whether the product is in the ones, tens, hundreds, or more.
NETS-S:
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and
formats

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4. Critical thinking, problem solving, and decision making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Unit 5: Big Numbers, Estimation, and Computation
During this unit, students will explore estimation and multiplication using large numbers, Students will rely on their
basic multiplication facts to understand two multiplication strategies: the partial-products algorithm and the lattice
method. This unit will be a blended learning unit and will co-taught by the classroom teachers and Academic
Technology Specialist.
In this lesson, students will be reintroduced to the partial-products algorithm through a teacher made instructional
video. Students will view this video from home the night before the lesson and summarize their understanding on
a shared form through Google Drive. This form is shared with the teacher and allows students to reflect on the
video and ask questions about the concept. The teacher may use this form to respond digitally to students and to
gather information about the students understanding.
During class, students will be applying their knowledge through several different activities. One of those activities
will be the creation of their own instructional video on the partial-products algorithm. Students will choose their
own multiplication problem to model, create a storyboard, collaborate and record video with math partner, and
share video on YouTube for others to view.
Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.

What is multiplication?
How can basic facts help to solve larger multiplication problems?
How does place value effect multiplication strategies?
How might you teach someone how to multiply 1-digit or 2-digit multipliers using the partialproduct algorithm?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

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W-S-Q Assessment (Watch- Summarize-Question form via Google Drive)

Storyboard
Rubric
Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
MacBook Air loaned from school
iPad/recording device loaned from school
Secure wireless internet connection
Headphones
G-mail account issued by school
Google Apps permission (Docs, Drive, YouTube)
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
Prior to this unit, students will have had an introduction to the partial-product algorithm the third grade. They will
build upon this knowledge throughout this unit. Prior to this lesson, students will have experienced this
multiplication strategy in several different ways: instructional videos, class discussions, independent practice
problems, and interactive games. The teacher will review each students storyboard with them before they create
their own instructional video to evaluate student understanding.
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There is a high interest level in technology use through the 4 Grade 1:1 Laptop program, and students will have
prior experience using Google Drive and be familiar with its features before this unit. Students will need guidance
during video recording process and YouTube sharing.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
The students will work as a whole group, independently, and in small groups during the first two days of this
project. Students will also rely on the math partners during the project. During the first two days of the project,
the class will take place in the fourth grade classroom. This class will be co-taught by the two classroom
teachers and Academic Technology Specialist. The third class period will take place in the inGen Studio and
will be taught by two Academic Technology Specialists and two classroom teachers.
To prepare for this project, the Academic Technology Specialist and teachers have developed many
instructional videos using various recording devices. During this project, we may run into issues with the
internet connection and/or technical issues with the recording devices (battery, storage space, etc.). We will
troubleshoot those issues by having two Academic Technology Specials on hand, as well as various recording
devices which do not require internet use (iPad, digital cameras, iTouch, personal iPhone).
Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
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students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?
During the first class, the students will recall the instructional video they saw the night before. From home,
students will Students will demonstrate their understanding of the partial product algorithm by Watching the
instructional video, Summarizing the main idea, and recording Questions they still have about the concept using a
Google Doc. This collaborative form is called a W-S-Q and is an individual document shared in Google Drive
between the student and the teachers. The teacher may use this form to respond digitally to students and to
gather information about the students understanding. The students will apply their understanding of the partial
products algorithm through independent practice problems and interactive games in class.
During the second class, the Academic Technology Specialist will introduce the video creation project to students.
Students will analyze instructional videos that they have seen throughout blended units, and as a class, identify
features of an effective video. Students will use these features to develop their individual instructional videos.
Students will be free to develop a multiplication problem they would like to use to model the partial-product
algorithm. This will provide students to challenge themselves with a more advanced problem if they feel
comfortable with this multiplication strategy. They will use this class to develop their storyboard for their video.
Students will develop their storyboard independently, but they are encouraged to review their work with their math
partners. Teachers will meet with each student to confer and evaluate student understanding.
During the third class, students will create their instructional videos. This recording will take place in the Lower
School inGen Studio which provides students will recording devices, glass panels/writeable tables to model
algorithm, manipulatives students may choose to use to teach the partial-products algorithm. Students will work
with their math partners and take turns to practice, offer feedback to each other, and record their videos. With
some coaching, students will then safely share their tutorial videos on YouTube for others to view for help with the
partial-products algorithm. The videos will also be uploaded to class blog page, and each student is required to
view at least two other peer videos and leave a comment that is positive, constructive, and asks a question or
makes a statement to prompt additional thinking. Students are required to respond to all peer comments that are
made on their videos.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
This project is differentiated in many ways. The students are able to interact with the content in video form,
face-to-face discussions, independent practice problems, as well as interactive games in class and online. This
provides students with various experiences with the partial-products algorithm.
Throughout the video creation process, students are given the element of choice to design their video however
they would like to. They are able to choose a multiplication problem (1, 2, or 3-digit multipliers) they feel most
comfortable with when modeling this multiplication strategy. Students are able to model this strategy using
materials from the inGen studio that they choose. These materials may include writeable tabletops, glass
panels, or various manipulatives.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
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What did not go well and why?

How would you teach this lesson differently?)

This lesson was extremely meaningful for students. This project challenged students to explore the partial-product
algorithm through a robust process of analysis, evaluation, and creation. The students developed such a wellrounded understanding of this strategy and were able to identify quickly when they did not understand a step of the
process. This project required students to own their learning of partial-products and use it to teach others. We will
soon have a class viewing party where we will view all of the instructional videos and offer positive feedback to
each other. We also hope to gift these videos to the third grade classes to use during their intro to partial-products
lessons. We see this project as a supreme collaboration tool between grade levels.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
I would absolutely recommend this project to other teachers. I would highly advise teachers to give students ample
time to storyboard and plan their video scripts, as this is where true analysis and evaluation take place. I believe
this project worked so well because students have seen multiple instructional videos leading up to this lesson, and
they were able to analyze those and use effective elements to create their own. This project also worked well with
fourth graders because of their technological skills and prior experience with Google Apps This project could be
adapted, though, to meet the needs and interests of younger students, too. This project required students to
become the teacher and own their own learning, which can be applied across curricula.

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