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Hannah Smith Dsu Lesson Plan - Math
Hannah Smith Dsu Lesson Plan - Math
College of Education
LESSON PLAN FORMAT
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.”
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)
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:
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: 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.”
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.
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?
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)