Hannah Smith Dsu Lesson Plan - Math

Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Hannah Smith

Grade Level: 4th grade
School: ________________________
Date: 3-12-2020
Time: ___________
Reflection from prior lesson:

If I had completed a prior lesson, I would reflect on the pieces of the lesson that went
well and what could be improved upon. I would reflect on where students excelled and
what areas may need to be reviewed or re-visited before moving on.
For example: “Yesterday we began this unit by reviewing place value and applied this to
an example problem where students found the length and perimeter of a rectangular
shape. Students seemed to enjoy using the place value units to represent and model the
various problems we worked on as a class. They struggled to move from the concrete
stage to the representational stage. It could be beneficial to provide students with more
opportunities to work in the representational and abstract stages.”
Lesson Goal(s) / Standards:

MP1: Make sense of problems & persevere in solving them
MP3: Construct viable arguments and critique the reasoning of others
MP4: Model with mathematics
MP5: Use appropriate tools strategically
4.NBT:
- A. Generalize place value understanding for multi-digit whole numbers
- B. Use place value understanding and properties of operations to perform multi-
digit arithmetic.
Lesson Objectives:
Given a multiplication equation, students will interpret the equation as a comparison by
completing a problem set worksheet.
Materials Needed:
● place value chart (to the right)
● personal white boards
● place value disks/units (ones, tens, hundreds, & thousands)
● problem set worksheet (both pages attached below)
Contextual Factors/ Learner Characteristics:

● First class of the day, so students may need additional support/activities to get
focused and in the learning mindset (i.e. mindfulness activities, longer
introduction, pair-sharing about what the class did the day before in math, etc.)
● ______ struggles with focus, so it is important that the teacher actively includes
them in class conversations and allows for many discussion opportunities
● 6 students are English Language Learners; allowing students to use manipulatives
on assignments has been helpful
A. The Lesson
1. Introduction 10-15 minutes
● getting attention
● relating to past experience and/or knowledge
● creating a need to know
● sharing objective, in general terms
T: “Yesterday we reviewed place value and how we can use tools to model it. Today, we
are going to continue exploring how we can represent and compare place value while
using multiplication. Here is our objective, read it with me:
All together: “I can interpret a multiplication equation as a comparison.”
T: “First, let’s practice representing place value so that we will be ready to multiply
different place values later on.” I would project the same place value chart that the
students have onto the SmartBoard.
T: “Show 4 ones as place value disks and write the number below it.” I would draw 4
ones and write 4 below it.
T: “Now, show 4 TENS disks and write 4 at the bottom of the tens column...Let’s say the
number in unit form: 4 tens 4 ones. Now, let’s say the number in standard form.”
S: “44”
Students would erase their boards and as a class we would continue with more
examples as needed: 2 tens 3 ones, 2 hundreds 3 ones, 2 thousands 3 hundreds, 2
thousands 3 tens, 2 thousands 3 hundreds 5 tens and 4 ones, etc.
T: “Now let’s move on to representing these units using multiplication equations.”
2. Content Delivery 35 minutes
T: Place 1 unit into ones place; “How many units do I have?”

S: 1
T: What is the name of this unit?
S: A one
T: Count the ones with me (I would begin drawing 10 ones in the ones column)
S: 1 one, 2 ones, 3 ones, 4 ones...10 ones
T: 10 ones. What larger unit can I make now?
S: 1 ten
T: I change 10 ones for 1 ten. We say ‘1 ten is 10 times as much as 1 one.’ Tell your partner
what we say and what that means. Use the model to help you.
S: 10 ones make 1 ten...10 times 1 one is 1 ten or 10 ones...We say 1 ten is 10 times as many
as 1 one.
T: I would repeat this problem but using 10 tens units to create 1 hundred. “One hundred
is 10 times as much as 1 ten.”
T: I would repeat this problem but using 10 hundreds units to create 1 thousand. “One
thousand is 10 times as much as 1 hundred.”
T: “Discuss the patterns you have noticed with your partner.” I would circulate and listen
to conversations.
S: “Every time we get 10, we can bundle and make a bigger unit...We copy a unit 10 times
to make the next unit larger...If we take any of the place value units, the next unit on the
left is ten times as many.”
T: Let’s review, in words, the multiplication pattern that matches our models and 10 times
as many.” I would display the following information:
● 1 ten = 10 x 1 one (Say, “1 ten is 10 times as much as 1 one.”)
● 1 hundred = 10 x 1 ten (Say, “1 hundred is 10 times as much as 1 ten.”)
● 1 thousand = 10 x 1 hundred (Say, “1 thousand is 10 times as much as 1 hundred.”)
T: “Now let’s represent numbers by drawing. Draw place value disks as dots and label
your columns with the unit value, like this.”
T: “Represent 2 ones. Work with your tablemates to solve to find

10 times as many as 2 ones.
T: What did we find? 10 times as many as 2 ones is…?

S: 20 ones or 2 tens
T: Explain this equation to your partner using your model.
S: 10 x 2 ones = 20 ones = 2 tens
We would repeat this process with 10 times as many as 4 tens is 40 tens is 4 hundreds
and 10 times as many as 7 hundreds is 70 hundreds is 7 thousands.
T: “Write an equation to find the value of 10 times as many as 9 hundreds.” I would

circulate and assist students as necessary.
T: “Show me your board. Read your equation.”

S: “10 x 9 hundreds = 90 hundreds = 9 thousands
T: “Yes, that’s true because 90 hundreds equals 9 thousands, so this equation just
eliminates that extra step.”
T: “Now, let’s practice interpreting more multiplication equations as comparisons with this
activity.”
All students would receive the worksheet (attached underneath “materials” section). I
would circulate and guide students through any misconceptions or misunderstandings. I
would encourage students to review their work and to check their work with a partner.
Group worksheet debrief:
T: Ask debriefing questions such as:
● What relationship do you notice between the problem of Matthew’s stamps and
Problems 1(a) and 1(b)?
● In problem 5, which solution proved most difficult to find? Why?
● How does the answer about Sarah’s age and her grandfather’s age relate to our
lesson’s objective?
3. Closure (include time allotment) 5-10 minutes

● “Take 2 minutes to explain to your partner what we learned about the value of
each unit as it moves from right to left on the place value chart.”
● “Today we reviewed how we can represent various place value units and
numbers. Then, we used these same modeling strategies to interpret a
multiplication equation into a comparison. For example, we know that 10 x 9
hundreds is equal to 90 hundreds, but we can eliminate that extra step and
interpret 90 hundreds into 9 thousands.”
● Students would complete the exit ticket independently (attached below)
B. Assessments Used
● Observation - I will observe students during their group work, partner discussions,
and as they complete their problem set worksheets in order to correct any
misunderstandings and provide additional support as needed
● Worksheet - I will use students’ work on the problem set worksheet to guide one-
on-one conversations with students about their understandings.
● Exit ticket - I will look at student work on the exit ticket to gauge which “pieces” of
this concept students really understand or struggle with. My goal is for students to
complete the exit ticket with 90-100% accuracy.
C. Differentiated Instruction
● Remediation - I could modify the problem set worksheet, exit ticket, and
homework assignment by telling students which problems they should work on
first (i.e. having students complete a modeling/drawing problem before a non-
concrete one) so that their work is more scaffolded
● Enrichment - I would challenge quick learners/assignment finishers to write their
own “10 times as many” statements (similar to Problems 2 and 5 in the problem
set worksheet)
● Language Support - I will review mathematical terms before having students solve
example problems on their own or as a class/group. For example, I might review
“place value,” “multiplication,” “model,” “pattern,” etc.
D. Resources
Lesson used: https://www.engageny.org/resource/grade-4-mathematics-module-1 (Topic
1, Lesson 1)

Hannah Smith Dsu Lesson Plan - Math

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Dakota State University

Name: Hannah Smith

Reflection from prior lesson:

Lesson Goal(s) / Standards:

Contextual Factors/ Learner Characteristics:

All together: “I can interpret a multiplication equation as a comparison.”

T: “Now let’s move on to representing these units using multiplication equations.”

2. Content Delivery 35 minutes

T: Place 1 unit into ones place; “How many units do I have?”

T: “Represent 2 ones. Work with your tablemates to solve to find

T: What did we find? 10 times as many as 2 ones is…?

T: “Write an equation to find the value of 10 times as many as 9 hundreds.” I would

T: “Show me your board. Read your equation.”

3. Closure (include time allotment) 5-10 minutes

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