Lesson #3

Name: Jessica Boyle

Content Area:

Date: 10/19/15

Grade Level: 4th

Math

Goal(s):

CC.4.NBT.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.

Planning:

Before I taught my first lesson of the semester, my CT explained

the range of learners in her classroom. The exact break down of the levels
of thinking in this classroom is five students are considered to be gifted
and talented, 15 are at grade level, two are between grade level and
intervention on watch, and five are considered intervention watch. She
also explained to me that an aide comes in the room to take the five gifted
and talented students to another location to work on different math
material. Knowing this, I will be sure to plan my instruction to meet the
needs of all students who will be in the classroom during my lesson.
When my CT and I began looking at the math calendar, we
discovered that the students would still be working with area models,
which is something that I introduced to the students. Since my lesson, the
students have had two additional lessons that have built off of my previous
lesson. Seeing as the students have only have two other lesson in between
the one that I taught and this lesson, I have a relatively good idea of where
the students will be when we begin adding this new information. Having
this information has been extremely helpful because I will hopefully be
able to clear up any lingering misconceptions from the first lesson I taught
related to are models. Using what I have learned from the experiences I
have had in this classroom as well as the other field I have been in, I am
aware of the behavior issues related to using whiteboards, which is that the
students can get easily distracted when the boards are in front of them. To
address this issue I will wait to have the students get their whiteboards out
until they need to use them. During lessons I have already taught, I have
used this strategy, and it has seemed to work well. I will also use verbal
corrections if I begin to notice they are becoming an issue.

Objective(s)::

Vocabulary: area model, factoring, tens product, ones product, square units
Language Function: identify, calculate, compare, explain,
Learning Intention:
Students will understand how to represent one-digit by two-digit
multiplication, using area models
Success Criteria:

Assessment:

Students will be able to model multiplication with one-digit by

two-digit numbers
Students will be able to practice one-digit by two-digit
multiplication

Informal:
After the teaching of my previous lesson, I have truly learned the
power of informal assessment. Having learned this, I will be sure to
incorporate informal assessments during this lesson. I will be informally
assessing when the students are working on their whiteboards. When the
students are holding up the boards, I will have the opportunity to scan
across the classroom to get a quick check of the level of the students
understanding. This form of assessment also connects to observation. I
will be constantly observing during this lesson. I will be sure to pause
after giving instructions and after explaining a new concept. I will pause
for two reasons. The first being to let the students process what I just told
them, and the second being so that I can do a quick scan to asses the body
language the students have. When observing, I will be sure to track the
amount of student participation. During this lesson, one of the indicators
that I was not effectively communicating the lesson objectives was that
there was a significant decrease in the number of students who were
raising their hand to answer my questions. Through noticing this, as well
as the other indicators discovered during the other informal assessments, I
was able to turn my last lesson around. Having learned this, I am sure to
incorporate the same informal assessments during this lesson.
The last form of informal assessment I plan to use is what I call an
assessment grid, which is basically a grid that has a square dedicated to
each student. In the squares, I can quick write observations and notes
about the student that I noticed throughout the lesson. I will use the
assessment grid when I am asking students questions as well as during
work time when I am walking around the room.
Formal:
The formal assessment I plan to use for this lesson is the two
points the students will write during the closing of this. What the students
write on the back of their papers will tell me if they do or do not
understand the lesson learning intention.

Materials Needed:

Student activity book pages 46 and 47

o Each student will need a copy of page 47
Whiteboards
Assessment grid

Procedures:

Introduction (2 minutes):

Today we are going to continue to explore the uses of area models. Ms. Mitchell
explained to me that you have also been working on factoring, so today we are going to
combine our understanding and thinking of area models and factoring. Knowing this,

lets take a look at our learning intention and success criteria.

o We will then read the intention and criteria together.
After reading the criteria, I will then transition into the instruction.

Steps for instruction

Demonstration (7 minutes):

Now I will bring up page 47 in the student handbook up on the SMARTBOARD.

Once the page is up, I will direct their attention to question number one by reading what it is

asking.
I will explain to the students that I will first work through this problem as well as the second
problem by myself, to demonstrate my thinking. After I model the first two, then I will have

the students solve with my help.

I will then say, Hmmmm well it says Im looking for the area in the tens part of the
drawing so that means I have to look at this part of the picture (point to the part of the
figure on the left). Okay, now I have to figure out how many units are shown. The
figure tells me that there are twenty units in each row going across so Im going to
count, 20 plus 20 equals 40, plus another 20 is 60, plus another 20 is 80. This means that
I have 80 units. I think this answers my question. Let me read that again (read
question again). Yeah, thats right, the question wanted to know how many units were
in the tens part of the drawing, which I identified as the left side of the drawing, and
then I figured out how many were in that section. Now Im ready to move onto the next

question.
Read second question out loud.
Again model thinking out loud by stating, Okay well it sounds like I need to look at the
same part of the diagram, but now I have to make an equation that will represent it.
This figure and question looks really similar to the problems we had on our homework
from last Monday. I think Im going to use the same strategies I used last week for this
question. So Im first going to think about what I know. I know Im going to be making
a multiplication problem so Im going to set that up ___X___=___. The figure already

tells me that there are four squares going down which I can double check by counting
quick (count the four squares). Now that I know that, I can fill that into my equation.
Now I also see that the figure shows me how many squares are going across, which I can
also double check by counting quick (count the twenty squares). Now that I doublechecked that, I can fill that into my equation.
o The reason why Im double-checking is to make sure that all of the students understand
where the numbers came from. I feel that this is important to do because last week
when I was first introducing this topic to the students, I was having a hard time

demonstrating how and what information to look at.

Since I have the left side of my equation filled out, I can solve.
o Here I will ask the class what 4X20 is.
After the students answer, I will ask them if our answer for question one makes sense with
the answer for question number two. My intention for doing this is to help the students see
the connection between the two questions.
I will then ask the students, How does the work in the problems I just solved relate to
factoring?
o I broke the problem apart into the pieces that I would if I were to be writing the problem

in a factored form.
Before moving on, I will ask students to give me a thumbs up, side thumb, down thumb
to express their level of understanding.
o If this informal assessment tells me that there is an issue, I will stop and ask for
questions.
o Be sure to indicate in the assessment grid any students who are feeling shaky or
completely lost.

Participation (15 minutes):

Have students get out their whiteboards.

Read question number three out loud to the students.
Instruct students to try this problem on their whiteboards.
o I will have them hold them up facing me when they are done.
I will call on a student to share their answer, and then explain how they got that answer.
o As they are explaining the steps they took, I will be do following the their steps on the
board.
o During this time, take notes in the assessment grid regarding students responses.
If I feel the students understand, I will move onto the next question, repeating the last two

steps.
Once done with question 4, I will then read question number five out loud.

I will ask the students to raise their hand to tell me what the steps are to solve this

question.
o They need to add the two areas.
I will then give the students about 1-2 minutes to solve this problem on their whiteboards.
When the two minutes is up, I will then ask the students to flip their boards around to
show me their answer.
o I anticipate that all the students will be able to add 80+24 correctly since it is a very
simple problem. Because of this, I will write the equation on the board then have the
students walk me through the addition process, instead of having a child share how
they solved. I think that if I had just one student share how they solved, I might loose
the attention of some since it is such a simple problem.
Next, I will ready question 6 out loud.
After reading, I will instruct the students to talk with their partner about this question.
o During this time, I will float around the room listening to the conversation. I will also

be jotting down notes in the assessment grid.

Once I feel the conversation has died down, I will bring the students attention back up to
the front. I will then call on a couple of students to share what they discussed with their

partner.
o During this time, take notes in the assessment grid regarding students responses.
After our discussion, I will read question 7. I will ask then instruct the students to think
about this problem independently for about 1 minute. Then I will have them turn and talk

with a partner discussing what they think about question seven.

While the students are discussing, I will again walk around listening in on the

conversation. I will also be taking notes about what I am seeing and hearing.
Once the conversation has died down, I will draw the students attention back up to the
front. I will ask the students to raise their hand if they think A is the correct answer. Then

I will ask students to raise their hand if they think B is the correct answer.
We will then discuss as a class the two options.
o During this time, take notes in the assessment grid regarding students responses.
Practice (25minutes):
Pass out page 48 in the student activity book.
Explain directions for this worksheet, Now we are going to practice what we just did on
the previous page. I will be assigning you a partner and two problems to work on.
Before I tell you who you are working with and which problem, we will first look at
what the question is asking us to do (read problem). If I were going to solve question

eight, what would I do?

I will then have the students walk me through the steps on how to solve.
The last instruction I will give the students before assigning their partners and problems, is

that they are to make their rectangles on the back of their paper.
To assign the students their partners, I will give the following directions, Now I will assign
you your partner as well as the problems you will be working on. When I call your
name, stand up. Then I will give you a group number, which you will write on the top
of your paper. You will need this number for our last activity, so be sure to write it
down. After I give you your group number, I will assign you the problems to work on.
When I tell you the numbers, circle them so you remember. After I give you this

information, sit down and remained seated until I have called out all of the groups.
After assigning the groups, I will release the students to find their partner as well as a place

to work.
As the students are working, I will be walking around listening to the conversations as well

as answering any questions.

After about 10 minutes, I will call the students attention back up to the front to give them

their next instruction.

Now we are going to get into groups, I will tell you what group you are in based on the
number I gave you when I was assigning your partner. In you group, you and your
partner will be placed with other people who solved different questions than you did.
You will share with the group how you solved your question. When you are done
explaining, the rest of the group will give you feedback. Can someone tell me what
feedback is?
o Call on someone to explain what it is. Reiterate that it is commenting on what the others
said or did. Also remind the students that we want to be respectful and that this is just
practice. If we think that the answer is something else, we need to express that

thinking in a positive, respectful way. Model how this would look and sound.
Assign the students to their group.
Give the students about 10 minutes to work with their group.
o If we are pressed for time, only have each pair of partners share one problem they
worked on.
The partners and groups of the students will be

Strategies for students requiring additional assistance:

I plan to address the issue of students requiring additional assistance by having
partner/group work, as well as very informal intervention during work time. I believe that by
allowing students to work in groups or pairs will be an effective strategy to help those that
are struggling because I firmly believe that students can learn from each other. This is
something that I proved in my last lesson when I decided to have students come up to the
board to demonstrate and explain how they chose to solve the different equations. As I am
walking around observing the students working, I will be able to provide assistance if
students either ask for it, or if I notice a misconception that needs to be addressed. I believe
that these two strategies will be very effective for this lesson.
Closure (5 minutes):
I plan to wrap up this lesson by having the student engage in a turn in talk with their partner.
I will ask them to discuss how area models can be used to solve multiplication problems. I
will also instruct the to talk about how area models connect to factoring. When the students
are finished talking, I will tell them to write on the back of their worksheet two points that
they had talked about with their partner. I will collect these so I can later assess the progress
of the students.

Cooperating Teacher Signature:

Cooperating Teacher Feedback: Lesson # ______Lesson date: ___________