Lesson Plan - Day 1

Date Taught: July 9, 2018

Topic: Single digit multiplication

Standard: 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.

Objectives: To be able to multiply by multiples of 10, 100, and 1,000 using mental math
and place-value strategies.

Student-Friendly Objective: To work on multiplication for 10s, 100s and 1,000s.

Assessment Plan: Observe student answers and ask them relevant questions.

Materials Needed: Place-value blocks, deck of cards, egg carton, beads or marbles,
string worksheets and pens

Vocabulary: Associative Property of Multiplication

Anticipatory Set: Have students multiply with single-digit numbers during multiplication
bingo activity. https://royalbaloo.com/multiplication-bingo/

Activities: These will happen at two separate stations, one with each teacher.

Play multiplication war. Multiplication war is with a deck of cards. Just flip two cards
and multiply. Whoever has the highest product keeps the cards.
Repurpose an egg carton as a multiplication problem generator.

Use an egg carton and write a number in the bottom of each depression. Put two
marbles inside. Students shake the egg carton, open the top and whatever two numbers
the marbles have landed on they multiply together.
Modeling:
Show students what is to be done and expectations for the process
● Show students how to use multiplication through the use of place-value blocks.
● Demonstrate each activity before handing it over to them.

Guided Practice/modeling:
Let the students know that when they multiply by multiples of 10 and 100, they can use
patterns to help them find their products. ask the students what is 3 x 40? give the
students a few minutes to study the problems.
2x3=6
2 x 30 = 60
3 x 4 = 12
3 x 40= ?
The students should be able to tell you that 3 x 40 = 120. The students will be
reminded that they can also use a visual model to help them. The number 40 is
repeating 3 times. The students should know how to draw an array or groups to
represent 3 x 40. 40 + 40 + 40 = 120
When you multiply by multiples of 100, you can use a pattern. I ask the students to find
the answer to 2 x 700.
2 x 7 = 14
2 x 70= 140
2 x 700 = ?
From the examples, the students should be able to find the product of 2 x 700= 1,400.

When you multiply by multiples of 100, you can multiply the 2 facts, then add 2 zeros.
Ask, "Can anyone tell me why we add 2 zeros when multiplying by multiples of 100?
Why do we add 1 zero when multiplying by multiples of 10?"

Closure:
Review or summary of critical objectives
● Who wants to be a millionaire powerpoint

Independent practice/application:
String multiplication activity.
 Lesson Plan - Day 2

Date Taught: July 11, 2018

Topic: The distributive property

Standard: 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.

Objectives: Use the distributive Property to multiply large numbers

Student-Friendly Objective: Learn how to multiply using distributive property

Assessment Plan: Observe students throughout to see what level they are at for
multiplication.

Materials Needed: Whiteboards (one for each student)

Key Vocabulary: Numerical expression, distributive property, factors

Anticipatory Set: Ask students what the word distribute means. Use it in a sentence,
(i.e. A teacher will distribute your homework at the end of the day) then give students a
moment to discuss the word with peers.

Instructional Inputs:
● Set expectations as part of inputs. Let students know and understand what is
expected
● The critical inputs necessary for students to understand the lesson concepts or
prepare them for modeling
● Plan questions to insure higher order thinking
Modeling: Show students what is to be done and expectations for the process

● The distributive property explains that multiplying two numbers (factors) together
will result in the same thing as breaking up one factor into two addends,
multiplying both addends by the other factor, and adding together both products.
It sounds complicated in words, but it’s simple when you see it!

● It doesn’t matter how you break up one of the factors. Sometimes, for multi-digit
numbers, we prioritize breaking up a factor into its expanded form, but this is not
necessary. Students can break up numbers to use their favorite “friendly”
numbers. For example, not sure about 6x8? 6x3 added to 6x5 will result in the
same answer!

Guided Practice:
Write the problem, 9 x 13, on the board.

● Ask students, "Which factor should we decompose?"

● Write an expression on the board using student suggestions (i.e. 9 x (10 + 3)).
● Ask a student to draw arrows to show how to “distribute” or multiply the 9.
● Write a new expression using the distributed multiplication (i.e. (9 x 10) + (9 x 3)).
● Ask students to solve each part. and write the products on the board as a new
expression (i.e. 90 + 27).
● Ask students to add to find the total product and call on a volunteer to answer.
● Write another problem, like 5 x 21, on the board and have students work with a
partner to solve.

Closure:
Review or summary of critical objectives: How to deconstruct multiplication problems.

Independent practice/application:

Distributive Property Matching Game

● To play, students match the pictorial area model with the corresponding
distributive property expression and the expanded form of the distributive
property.

https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-
files/distributive_property_matching_game.pdf
 Lesson Plan - Day 3

Date Taught: July 13, 2018

Topic: Single digit division

Standard: 4.NBT.B.6 - Find whole number quotients and remainders with up to four
digit dividends and one-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division.
Illustrate and explain the calculation by using equations, rectangular arrays and/or area
models.

Objectives: Use mental-math and place-value strategies to divide numbers by 10 and

100 1-digit divisors

Student-Friendly Objective: Divide 10s and 100s by single digit numbers

Assessment Plan: Observe students as they participate in activities.

Materials Needed: Whiteboards, place-value blocks

Key Vocabulary: quotient

Anticipatory Set:
Instructional Inputs:
● Set expectations as part of inputs. Let students know and understand what is
expected
● The critical inputs necessary for students to understand the lesson concepts or
prepare them for modeling
● Plan questions to insure higher order thinking

Modeling:
Show students what is to be done and expectations for the process
● Division problems to worth through together as practice...
https://www.k5learning.com/worksheets/math/grade-4-divide-by-10or100-a.pdf

Guided Practice:
Take students through the process step-by-step
Include checking for understanding during guided practice; how will you check for
understanding?
● Online Game for dividing multiples of 10 and 100
● https://www.splashmath.com/division-games-for-4th-graders

Closure:
Review the steps in the process and complete the independent practice activity.

Independent practice/application:
Division sudoku