4th Grade Mathematics Lessons Plan I.

Hernandez

Date of Lesson Unit Topic

Monday 10/29/2017 Unit 3 Multi-Digit Multiplication and Three-Digit and Four-Digit by One
Division digit multiplication
CCSS Addressed
4.NBT.B.5 Number and Operations in Base Ten

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.

Essential Question(s)
What are the different ways I can represent multiplication visually to support the algorithm? Commented [HIA1]: I go over the essential question with
Learning Objective the class before the lesson and after the lesson. Students
Students will extend the use of place value disks to represent three- and four-digit by one-digit multiplication. should be able to answer the question at the end of the
lesson.
SMPs Addressed
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
Assessment
Exit ticket , Student Math Notes(teacher observation), problem set, class discussions
IEP, 504 and ESOL Accommodations & Modifications Commented [HIA2]: Here I list the accommodations that
I have set in place for this given lesson. I adjust the
401 ZA: gives manipulatives instead of drawing disks adnominations as needed for each lesson to make sure that
JC: check-ins, give breaks every student needs are being met. I have covered student
initials to keep student privacy. Most of these students have
402 DW: Check in, positive praise
IEPs and 504s, or are new to the country.
403 EC: give manipulatives to use instead of drawing disks
CT: Check ins
JW: Check ins, help with sentences, word starters
Teaching New Concepts
Application Problem (Word Problem of the Day) Commented [HIA3]: Having a word problem of the day
allows me to connect math skills to real life situations. Often
1. Allow students to work in partners or groups on the following problem using their student
I include student names and interest to the word problem
response boards to record information. Afterwards, discuss possible solutions. to keep students engaged and excited. Students enjoy
seeing their names in the word problems.
Andre bought a stamp to mail a
letter that costs 46 cents. He also
mailed a package that cost 5 times
as much as the stamp. How much
did it cost to mail the package and
the letter?
4th Grade Mathematics Lessons Plan I. Hernandez
Connection to Big Idea/Objective Commented [HIA4]: It is important to look at the big
Today, we will continue our work with multiplication by multiplying three-digit by four-digit idea, I always share how the daily lesson connects to the big
multiplication expressions using disks and partial products idea. Here, we are using disks and the place value chart to
multiply so it connects to our big idea of multiplication.

T: We have been learning many different strategies on how to multiply. Why is it useful to
know how to multiply using different methods? Why so many ways to multiply?
Why is it important to know how to multiply? (Everyday life) Commented [HIA5]: I make sure students are aware of
WHY the lesson is important and how it connects to their
life. For example, for this lesson, students shared that
Students will need PV charts. multiplication is important because when they are older
they will be needing to multiply when they are working with
Problem 1: Represent 2 x 324 with disks, writing a matching equation, and recording partial money.
products vertically. (some students can use manipulatives) Commented [HIA6]: Students are given a place value
1. Use your place value chart to represent the number 2 times 324. chart that is placed inside a plastic protector sheet. Students
2. What is the value in the ones? (2 x 4 = 8.) then are given a dry erase marker. Using these tools keep
3. The tens? (2 x2 tens = 4 tens = 40) students engaged.
4. The hundreds? (2 x 3 hundreds = 6 hundreds = 600) Commented [HIA7]: Students who would benefit from
5. Beneath your place value chart, as we did in yesterdays lesson, write an expression that shows using manipulatives are given manipulatives at this time.
the total value expressed in the chart. (2 x 3 hundreds + 2 x2 tens + 2 x4 ones.) This shows how I differentiate the lesson for students. Using
my knowledge of pedagogy and my knowledge of my
learners and community, I provide my students with
manipulatives to help them solve math problems. Students
are able to easily access the material with the help of
manipulatives and being able to physically use tools to
expand their thinking.

6. Write 2 x 324 vertically on your board. Record the partial product for the ones, tens, and
hundreds. Commented [HIA8]: We use two different strategies in
this lesson. We use the place value disks and partial
products. Students are given two different methods of
solving.

7. What is the value of the disks represented on the chart? (648)

8. Add the values that you wrote in the equation. What is their sum? (648, Its another way to
represent the answer!)
9. Work with a partner to solve 3 x 231.
10. Monitor group work and provide assistance as students work in pairs to solve.

Problem 2: Model and solve 4 x 605 modeling repeated addition on the place value chart.
1. Draw disks to represent 4 x 605 on your place value chart. Write 4 x 605 vertically on your
board.
2. Tell your partner the value of the digit in each place. (The value of the ones is 4 x 5= 20 ones.
The value of the tens is 4 x 0 = 0. The value of the hundreds is 4 x 6 hundreds = 24
hundreds)
3. Do we need to regroup? (Yes, we can change 10 one for 1 ten twice and 10 hundreds for Commented [HIA9]: I think out loud to engage
1,000 twice.) students during the lesson and to scaffold with guiding hints
that push students to think for themselves.
4th Grade Mathematics Lessons Plan I. Hernandez
4. Show me.
5. What value is represented on the place value chart? (2 thousands, 4 hundreds, 2 tens, and 0
ones.)
6. Add the numbers that we wrote in the equation. What is the sum? (2, 420.)

7. Repeat with 5 x 464. Commented [HIA10]: I plan multiple examples so that

students feel supported in meeting the rigorous learning
Problem 3: Solve using 3 x 851 using partial products drawing on the place value chart. goals.
1. Write the equation 3 x 851. This time, rather than recording 3 groups of 851 to begin, lets
record the partial products as we multiply each unit.

2. 3 x 1 is? (3 ones)
3. Record that in your place value chart the top of the ones place.
4. 3 times 5 tens? (15 tens)
5. Record that in your place value chart as 1 hundred 5 tens a bit lower than the ones so you can
see the separate partial product.
6. 3 times 8 hundreds? (24 hundreds)
7. Record that in your place value chart as? (2 thousands 4 hundreds.)
8. Where? (A bit lower that the 1 hundred 5 tens.
9. Just as we record the partial products numerically, we can draw them. This does not show the
connection to addition well, but it does show the partial products well. Can you see the three
partial products? (Yes.)
10. Just looking at the place value chart for now, what are the products from smallest to greatest
in unit form? (3 ones, 1 hundred 5 tens, and 2 thousands 4 hundreds.)
11. What is the total product recorded both in your equation and in your place value chart?
(2,553)
12. Repeat 3 x 763.

Problem 4: Solve 6, 379 x 4 using a partial products drawing on the place value chart.
1. Write the equation 4 x 6,379. Lets record the partial products as we multiply each unit.
4th Grade Mathematics Lessons Plan I. Hernandez

2. 4 x 9 ones is? (36 ones or 3 tens and 6 ones)

3. Record that in your place value chart at the top.
4. 4 times 7 tens? (28 tens or 2 hundreds 8 tens)
5. Record that in your place value chart as 2 hundreds 8 tens a bit lower than the 3 tens 6 ones
so you can see the separate partial product.
6. 4 times 3 hundreds? (12 hundreds or 1 thousands 12 hundreds)
7. Record that in your place value chart where? (A bit lower than the two hundreds 8 tens.)
8. 4 times 6 thousands? (24 thousands, or two ten thousands 4 thousands)
9. Where? (A bit lower than the 1 thousand 2 hundreds.)
10. Can you see the four partial products? (yes)
11. Find the total of the partial products both in your equation and in your place value chart.
Notice that you will need to regroup when you find the total of the partial products. What is
the total? (25,516.)
12. Work with a partner to solve 3 x 2,567.
13. Give students time to work through the problem and provide guidance as needed.

Students should be able to independently complete problem set after Teaching New
Concepts.
Some students will get the problem set with hints and others will get the problem set
without these hints. Problem sets are always differentiated. Commented [HIA11]: Students who need further
Students will do their personal best to complete the problem set in groups, with partners, or individually. For some assistance are given a problem set that contains hints.
classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some Differentiated problem sets allow for all students to access
problems do not specify a method for solving. Students will use anchor charts and class notes to assist them in the same material.
completing their problem sets. Students will be given an extension if I notice that they need more time in mastering
the objective. I will give them further practice/small group time. Students will be engaged and interested in
completing their problem set because once they complete their problem set correctly, they become experts who
then travel around the classroom to assist other students who may have questions. As classroom culture, it is an
honor to become a classroom expert.

During independent time, I will pull a small group to my back table. I will pull students who are struggling with the
lesson.

OPDI (note targeted students for small group and skill being taught)

Pull: Push: Commented [HIA12]: Students are either pushed or

Zearn- Addition and Word Problems pulled during small groups. Names have been covered for
Subtraction Anna student privacy.
Ana Zachary
Mark Liz
Challah Paul
4th Grade Mathematics Lessons Plan I. Hernandez

Share & Summarize

Commented [HIA13]: At the end of every lesson, we

I will invite students to review solutions for the Problem Set. They will check work by comparing answers with a always close with a debrief and summary of the lesson. I
partner before going over answers as a class. I will look for guide students into a discussion by using the following
questions listed.
misconceptions or misunderstandings that can be addressed in the Debrief. I will guide students in a conversation to
debrief the Problem Set and process the lesson.

I then will guide students in a conversation to debrief the Problem Set and process the block.
Talk to your partner about which method you prefer: writing the partial products or using
a place value chart with disks? Is one method easier for you to understand? Does one of
them help you solve the problem faster?
When you start solving one of these problems is there a way to tell if you are going to
need to change 10 tens to 1 hundred or 10 ones to 1 ten?
Why did some of the problems require you to use a hundreds column in the place value
chart, but others did not?