Lesson Plan Format

Your Full Name: Erika Lopez

Name of Lesson and Grade Level: 2-by-2 digit multiplication with estimation,
Fourth Grade
Utah State Mathematics Core:
Domain: Numbers and operations in base ten
Cluster /content standard: Place value understanding and properties of
operations to perform multi-digit arithmetic. 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 calculations by using equations,
rectangular arrays, and/or area models.
Practice Standards: Core math practice standards one through six
Learning Goal(s)/Essential Question(s):
What do you want students to be able to know or be able to do following
this lesson?
Students Will Be Able To revise their two-by-two digit multiplication through
estimation.
Background Information:
What do students need to know and be able to do prior to this lesson?
Prior to this lesson, the students will need to have some practice multiplying
two-digits by two-digits. The students will need to know how to use three
methods of multiplication, the: area model, expanded notation, and algebraic
notation. The students will also have to recall their estimation skills.
Materials/Resources indicate what the teacher will need as well as what the
students will need:
Textbooks
Supplementary Books
Websites
Literature
Manipulatives
Worksheets
Other:
Teacher: SMARTboard, SMART Notebook
Students: Pencil, Math Notebook

Invitation to Learn/ Focus Task

How will you capture the attention of your students?
To capture the attention of my students, I will engage them by an error
analysis of a problem I have attempted doing, but didn't do correctly and
can't see my mistake. This will be done after reading our content and
language objectives for the lesson.
Instruction Procedures How will the lesson be presented?
1.) Have the students sit on their spot on the carpet.
2.) Initiate the lesson by reading the content and language objectives for the
lesson.
3.) Provide the students with an error analysis of a problem you have done.
Tell them, "My answer is not near my estimate so I know I made a mistake,
but I can't see it. Can you please help me? Can you see where I made my
mistake?"
4.) Once the students spot your mistake and you fix it, it's the students' turn
to practice doing some problems as a class.
5.) Instruct the students to bring out their blue math notebooks and a pencil
to write with.
6.) Allow the students to either return to the carpet with their materials or
work from their seats.
7.) Provide the students with a problem to practice each of the three methods
of multiplication.
8.) Call upon two students to work out each of the three problems. One to
work out the problem, and another to check by finding the estimation.
9.) Once a problem is done, ask the students in the class to see if they agree
with what was done on the SMARTboard. If they don't agree, ask them why
not?
10.) After the three problems are done, provide the students with three more
problems to practice each of the multiplication methods, but with their elbow
partner.
11.) Walk among the students to assess their participation and
understanding.
12.) As the partnerships finish up the three problems, provide the students
with three more problems to practice each of the three multiplication
methods, but on their own.
13.) Continue walking among the students to assess their participation and
understanding.
14.) To conclude this math lesson, provide the students with an exit slip
problem from Puzzled Penguin to assess their understanding.
15.) If time permits, reflect upon Puzzled Penguins problem.
16.) Bring the students back to their spot on the carpet and ask, "Did Puzzled
Penguin make a mistake? Will he have enough nails to build the boxes for the
community garden?"

Lesson Wrap Up
How will you bring this lesson to a close? How will you tie it altogether?
To conclude this lesson, provide the students with a an exit slip problem
from Puzzled Penguin to assess their understanding of two-by-two
multiplication by using estimation as a means to check their work. To tie it
altogether, I will bring the students back to the carpet to reflect upon Puzzled
Penguins problem. Ask them, "Did Puzzled Penguin make a mistake? Will he
have enough nails to construct the boxes for the community garden?"
Adaptations for different student needs:
How will you adapt this lesson to fit the needs of students at risk, ELL,
gifted students, etc?
I will adapt this lesson to fit the needs of my students at risk by providing
them with more support and assistance on two-by-two digit multiplication
with estimation as I walk among the students. For my ELL students, I will
also provide them with more support and assistance, but I will make sure
they are working with a strong English-speaker when they are given the
opportunity to work with a partner. As to my gifted students, they will have
the opportunity to assist me as one of the students I will call upon to
complete one of the problems we will do together as a class.

How have you integrated social justice and cultural relevance?

To integrate social justice and cultural relevance, I made sure to create story
problems concerning areas relevant to their: age, interest, and community.
For example, the: area of a playground, how many candies are within a
piata, and how many apples are ordered within crates from Rancho Market.

Assessment
How will you assess what your students have learned from this lesson?
To assess what my students have learned from this lesson, I will use informal
methods of assessments, such as: my observations of their performance as I
walk around among them while they work, their answers from their exit
slips, and their participation within our discussion on the exit slip problem.