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Lesson Plan 1

The document provides information about a 30-minute 4th grade mathematics lesson on multiplying two two-digit numbers using the standard algorithm strategy. The lesson will include reviewing an example as a class, working through sample problems step-by-step, having students solve a problem independently, presenting word problems in small groups, and an exit ticket problem to assess understanding. The goal is for students to be able to multiply using the standard algorithm.

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Yarenys Alfaro
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51 views

Lesson Plan 1

The document provides information about a 30-minute 4th grade mathematics lesson on multiplying two two-digit numbers using the standard algorithm strategy. The lesson will include reviewing an example as a class, working through sample problems step-by-step, having students solve a problem independently, presenting word problems in small groups, and an exit ticket problem to assess understanding. The goal is for students to be able to multiply using the standard algorithm.

Uploaded by

Yarenys Alfaro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Yarenys Alfaro LP

SVP1 4th grade

BASIC INFORMATION

We will review the Standard Algorithm method.


They were introduced to this strategy last week
and
nd they had a very difficult time understanding
it because they were also introduced to Partial
Summary
products, area models, and distributive property.
I had a small group of 6. These students struggle
the most with the Standard Algorithm and need
the review for their Exam on Thursday.

Grade Level 4th Grade

Time Frame 30 minutes

Subject(s) Mathematics

Multiplying two two-digit numbers using


Topic(s)
Standard algorithm

- Charts posted on the wall


- Whiteboards and markers for each student
-Math notebooks

Instructional Materials & Prep - Sticky notes


-Lesson slides
-Popsicle sticks (Names)

STANDARDS AND OBJECTIVES

4.NBT.B.5 Multiply a whole number of up to


CA Content Standard(s) 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.

ELA.SL.4.1 Engage effectively in a range of


collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and
CA ELD/ELA Standard(s) expressing their own clearly.

ELD.2.A.1. Exchanging information and ideas


with others through oral collaborative discussions
on a range of social and academic topics.

Students will be able to multiply using the


Lesson Objective(s) standard algorithm strategy.

PLANNING CONSIDERATIONS
● Students will use the standard algorithm
to solve multiple questions.
● Students may use concrete strategies
(such as group work) or more abstract
strategies to solve the problem.
● Students may ask classmates for support
to share their strategy with their group.
Differentiation/UDL/Culturally
● All students will have opportunities to
Sustaining Pedagogy/SDAIE
participate in small group work.
● Student strategies will be recorded
in a written format on the whiteboard to
support visual learners.

● Students may ask classmates for support


to share their strategy with their group
and then out loud as a class.

Vocabulary: Factor, Producto, Sumar, Paréntesis,


Vocabulary and /or Vocabulary Resources
Símbolos de multiplicación, Multiplicar, Suma

ASSESSMENT

- Asking questions to my students while


solving each step
Assessment of Learning
- Group presentation
- Class discussions involving participation

LEARNING EXPERIENCES
First, we will start off by reading the learning
objective and the vocabulary as a class.

I will provide the students with an example of an


equation with shapes and have them write this in
their notebooks.
I will explain this example and have students
participate step by step. This will refresh their
memory and sort of guide them into the next
problem together.

After I finish explaining, we will move on to our


example 26x84. I will proceed to ask the
question “What is the first step, next step, and so
on..” For this problem, I will pick on students
using popsicle sticks, which gives all students
the opportunity to participate.

Sequence of Activities
From here I will give them another problem for
them to solve on their own. (72x23)

After they solve this problem, I will go ahead


and go over it step by step.

Once we are done, we will move forward to the


group work. I will provide students with 2-word
problems and divide my students into 2 groups.
(Problem 1: If each one of my 21 friends puts 66
buttons inside a box. What would be the total of
buttons? (Problem 2: If each one of my 33 pigs
walks 92 meters, how many meters do they walk
altogether?) Each group will work on their word
problem and solve it as a group. Once they are
done, they will present their answers in front of
their peers explaining each step.
CLOSURE

As a closure, I will hand them a sticky note, this will be their exit ticket (22x37). They will
then solve it and place it in the anchor chart, the left side meaning (they understand) and the
right side (still need help).

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