Monmouth University Math Lesson Plan

Teacher Candidate’s Name: Brittany Mirrione

Date: October 17, 2018

Lesson Title: Multiplying two by one-digit numbers

Class / Grade: Fourth Grade

Central Focus: This learning segment focuses on conceptual understanding of using place value and the
properties of operations to perform multi-digit arithmetic and the associated procedures, mathematical
reasoning and problem-solving skills.

Student Learning Goals / Objective(s):

When given direct instruction, SWBAT explain and interpret how to use place value and the
standard algorithm to multiple two digit by one-digit multiplication problems.

Academic Standards:

(NJSLS) Cluster: Use place value understanding and properties of operations to perform multi-digit
arithmetic

CCSS.MATH.CONTENT.4.NBT.B.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.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

They can understand the approaches of others to solving complex problems and identify correspondences
between different approaches.

NJPSTs
Standard Ten: Leadership and Collaboration
Collaboration with other school professionals to plan and facilitate learning
Standard 4: Content Knowledge
Creating learning experiences to make content accessible and meaningful for
students
Assessments:

• Formal (“Summative”): An Exit Ticket will be given at the end of the lesson which will have
students solve the following: 42 x 5.
• Informal (“Formative”): Consistent check points where the teacher will pause to ask if the
students have any questions or if they understand a specific step. Students will either have to give
a thumbs up, in the middle or down to judge their understanding or a verbal response will be
requested.
Academic Language:
 Identified Language Demands Planned Language Supports

Students will be given step-by-step instruction on

Explain and Interpret how to interpret two by one-digit multiplication
(Function) problems. They will explore these ideas through
independent/partner work.

Students will be asked to solve some problems

Discussing Solutions with a partner where they will talk about the steps
(Discourse) and work as a team to solve them. For those who
are struggling, they will be pulled out in small
teacher led groups and/or paired with a peer to
discuss the problems.

While teaching the lesson and after the

Word Problems independent/partner work, the teacher will go over
(Syntax) each problem and explain on the board what steps
to take when solving these problems. The teacher
will prompt the students with questions of what
steps to take.

Instructional Strategies and Learning Tasks (Procedures):

Opening: (5 minutes)
• Cognitively Guided Instruction [CGI] (Evidence-Based Practices Summaries): To begin the
lesson, the teacher will put a two digit by one-digit multiplication problem on the board (45 x 3).
Then, the teacher will break it apart and ask the students if they can solve each multiplication fact
(3 x 5 ones and 3 x 4 tens). By doing this at the beginning, it allows the students to see what topic
the following lesson will be on and to get them to keep multiplication facts fresh in their mind.
During this interactive portion, the teacher will assist the students and will explain the facts if
needed. In addition, if the students can solve these multiplication facts, then they will be well
prepared for solving multi-digit multiplication problems.

Instructional Procedures/Learning Tasks: (60 minutes)

• After recalling their multiplication facts, students will then go back to the original two by one-
digit multiplication problem on the board. By Direct Instruction (Evidence-Based Practices
Summaries), the teacher will then demonstrate how to solve the problem. While teaching this
portion of the lesson, the teacher will put emphasis that we are multiplying by place values and
we are regrouping. (10 minutes)
• Then the teacher will guide the students through the examples on page 132 using enVision
MATH (Evidence-Based Practices Summaries). After the teacher shows them the steps, she will
leave the examples on the board for the students to reference and then will move on to the
examples that will be projected onto the SMART Board. The SMART Board will be an
interactive multiplication application that will project different two by one-digit multiplication
problems and a couple of word problems. The teacher will have the students explain the steps of
what to do next and will choose student volunteers to come up to the board. (15 minutes)
• After the teacher’s instruction, students will be given a practice handout (rows 1-5) to complete
independently or in pairs [Peer-Assisted Learning Strategy] (Evidence-Based Practices
 Summaries). If there are some struggling students, they will then be given teacher instructed
assistance. (25 minutes)
• We will then review their practice work as a class and the teacher will clarify any questions or
confusion that the students may be having. (10 minutes)
Questions and/or activities for higher order thinking:
• How does place value play a role in solving two by one-digit multiplication problems?
• Does placement of the numbers make a difference when solving multiplication problems?
Multidigit multiplication problems?
• Are there other ways to solve multiplication problems without using the standard algorithm? Use
Models?

Closing/End: (5 minutes)
• An Exit Ticket will be administered to the students to assess if they understood the lesson or not.
(Exit Ticket will read: Solve 42 x 5 using the standard algorithm)

Support for Accommodations and/or Modifications:

• Support for ELLs:

o The ELL students will be allowed to work in pairs if they need assistance. These students
are well spoken in English and don’t require translated accommodations during lessons.
One of the two ELL students works in a group with the basic skills teacher.
• Support for Students with IEPs or 504 Plans:
o Students with IEPs or 504s will have all accommodations/modifications that are defined
for them. These students will be allowed to work with their peers and materials will be
modified due to their individual learning needs. Thus, anything stated in their documents
must be met within the instruction to ensure their proper education. However, during this
period, three of the four students with IEPs get pulled out for resource.
• Support for Highly Advanced Students: (e.g., those who finish early)
o Students who are Highly Advanced will be given the chance to create their own two digit
by one-digit multiplication problems. If they want to, they will be able to find another
way to represent how to solve these problems. An additional option is to allow them to
read ahead into the next section and see if they can solve any three digit by one-digit
problems. Students will have the option to use calculators or work with a peer to check
their answers.
• Support for Struggling Students who do not have IEP/504 Plans:
o Students who are struggling and do not have IEPs or 504s will also be provided with any
modifications needed to ensure their proper education. For instance, these students will
receive consistent redirection and will be shown individually how to solve the problems
with the steps being explained with brief directions. In addition, they will be pulled for
small groups if needed to reteach the lesson and to help guide them through important
ideas.

Materials / Use of Instructional Technology:

• Teacher Materials:
o SMART Board
o SMART Board Application: http://exchange.smarttech.com/details.html?id=15e38c3e-
5a66-4274-b9ee-1a3ecd6bcd12
o Student independent practice handout (see Appendix B)
• Student Materials:
 o enVision math 2.0 Volume 1 textbook
o Student math notebook (If they need to show work)
o Times Tables Sheet
o Calculators
Homework / Assignment for Next Class:
• Row 6 Lesson 3-7 Multiplying 2 Digits by 1 Digit (regrouping) handout and to Study Times
Tables

References

Evidence-Based Practice Summaries. (n.d.). Retrieved October 06, 2018, from

https://iris.peabody.vanderbilt.edu/resources/ebp_summaries/