Lesson Four: 11/17/2021
Your Name:Valentina Islami
Topic: Interpret and represent patterns when multiplying by 10, 100, and 1,000 in arrays and numerically.
Grade: 4th Grade
School: Bagley Elementary School
math-g4-m3-topic-b-lesson-4.pdf
Learning Goal(s)
This is to keep your head in the game.
As you’re making decisions about
what to include or not include in the
plan or how to engage in the moment,
remember this goal. All your decisions
are about whether they move children
toward knowing and/or understanding
this. Please link to Common Core
State Standards for your grade level.
Materials & Resources Needed; Plan
for Distribution [or Virtual Access]
I like to visualize the lesson ahead of
time and note the different materials I
will need. This is also a chance for me
to think about technology needs and
issues and management issues, like
how are children going to get or create
the manipulatives.
Academic, Social, & Linguistic
Support
Provide 3 specific ways in which you
will use academic, social, and
linguistic resources to support the
learning of your students. Locate these
ways across the three parts of each of
your lessons (Launch, Explore,
Discuss). These supports should reflect
ideas from course readings and
discussions in TE406 and/or TE801.
Students can interpret and represent patterns when multiplying by 10, 100, and
1,000 in arrays and numerically.
http://www.corestandards.org/Math/Content/4/OA/A/1/
http://www.corestandards.org/Math/Content/4/OA/A/2/
http://www.corestandards.org/Math/Content/4/NBT/A/1/
http://www.corestandards.org/Math/Content/4/NBT/B/5/
● Electronic white board
● Pencils
● Markers and dry erase boards
● Eureka Math Module 3 Workbook
● Blue math spiral notebook
○ Students have all of their materials located underneath their
desks
● Thousands place value chart (template)
● Modify all numbers throughout the launch and explore portions when
needed.
● Making sure to model alongside students and writing down their
responses on the eboard
● Reminding students that there are no right or wrong answers; To be
respectful of their peers when sharing aloud
● Remind student to raise their hand when they’re ready to share; They
can shout when instructed to
Launch
Describe what you will do and say to
(a) help students understand the
purpose of this lesson and (b) get them
interested in the lesson. What are you
going to show them? Ask them? Read
to them? Tell them? How are you
going to raise their curiosity?
What expectations are you going to
communicate to them? How are you
going to activate their in-school and
out-of-school experiences related to
this topic? Feel free to organize all
these things that you will do and say in
some order (e.g., list, diagram, visual).
Your launch may have 2 parts. For
example, you might start with a
Number Talk/Routine to get everyone
thinking and then you might launch
what the kids are actually going to be
working on. Or, you might just begin
by Launching the task.
● Ask students to get prepared for the upcoming math lesson
○ “What should we take out for math?”
● Display learning objective on the board and have students write it down
in their blue spiral notebook with the date
○ “Can someone read the objective out loud for the class?”
● “Let’s review some things from past lessons that will help us reach our
learning objective today”
● Renaming units: Have students take out the dry erase markers and
white boards
○ T: Write “8 tens = ___” on Eboard
○ “Write this down on your white board and hold it up high when
you have an answer!”
○ Student response: 80.
■ Repeat with 14 tens and 28 hundreds
○ “Can someone raise their hand and share how you knew it was
80?”
○ Student response: 8 x 10 = 80
● Group Count by multiples of 10 and 100
○ T: Display 3,__, 9, 12,___, 18, 21, ___, 27, 30 on the eboard
○ T: “What do you notice about the number sequence? What do
we wonder?
○ Student responses can include:
■ “I wonder what goes in the second missing blank”
■ “I noticed that there are missing numbers”
■ “I noticed that they’re all odd numbers”
■ “I noticed that each number goes up by 3”
○ T: “How are some ways we can figure out the missing
numbers?”
○ Student responses can include:
■ Subtract 9 from 3
■ Add 3 more to 3
■ Subtract 12 from 18
■ Add 3 more to 21
■ Agree/disagree?
Explore
Students will be working (describe
arrangement – independently, with a
partner, on zoom, at their desk) on the
following high-level task(s) (include
the task here and please include a
photo or screen shot of the curricula
from which it’s been taken).
What will you do to keep students
engaged? What will you do if a student
doesn’t understand the task at all (e.g.,
cannot seem to get started)? What will
you do if a student finishes early?
What will you be saying to children as
you move around the room or check in
on breakout groups? This might
include probing questions, but perhaps
you might also anticipate other kinds
of problems you might need to address.
● Concept Development:
● Application Problem:
○ T: “Thank you for participating! I heard a lot of great
responses.”
○ T: Instruct students to take out their Eureka workbooks and
turn to this lesson’s application problem
■ Have a student read the problem aloud to the class
■ “What’s an allowance? Do you have one?
■ “Raise your hand if you’ve ever babysat before!”
○ T: “What do we know about this problem? What do we need to
figure out?”
○ T: Write student responses on the board; Ask students to
underline these findings in their own books for reference
○ T: :Work with your table partners to figure out today’s
application problem. This can be solved in many ways. Make
sure to include your “W” and “D” (sentence and drawing)
○ T: Walk around at this time to listen to small group discussion;
Check for representation of multiplication and addition
■ “How did you know to pick this strategy?”
■ “What are some other ways we can think about this?”
○ Answer: Samantha has $132 after 4 weeks
○ “What are some things you could buy with $132?”
○ Pass out thousands place value chart to students
○ T: Draw three ones in the place value chart. “How many do
you see?
■ S: 3 ones
○ T: How many groups of 3 ones do you see?
■ S: One
○ T: (Write 3 ones x 1)
○ “What if we multiplied 3 ones by 10 instead?” (3 ones x 10)
“How would I do that?”
■ S: Move disks over to the tens place and get 3 tens
○ T: Draw an arrow to the left when shifting place value. (write 3
ones x 10 = 3 tens) What if I wanted to multiply that by 10?
■ S: Move them over one more to the hundreds place
and get 3 hundreds.
○ T: Same step as above. (Write 3 ones x 10 x 10 = 3 hundreds)
○ “What did I multiply 3 ones by to get 3 hundreds? Talk with a
partner.”

Discuss
The purpose of the discussion is to
connect what children were doing to
the big mathematical ideas. This is a
chance to make connections across
children, to attach language to what
children were doing, and to let children
put their thinking into words.
How will you use what you learned in
the Explore time in the discussion?
What will the discussion focus on?
Will children present solutions? If so,
which do you want to see (e.g., certain
representations, a wrong answer, a
particular strategy, etc.)? Is there an
order that would be most effective?
If the discussion does not focus on
solution strategies, what will the
purpose be? What kinds of questions
will you ask?
What are your strategies for managing
over and under participation during
this time?
■ S: We multiplied by 10 and then 10 again. 10 x 10 =
100; So 3 x 100 = 300
○ T: Work with your table partner. How can we solve 3 x 1000?
■ S: Solved by showing 3 ones x 10 to get 3 tens. Then
multiplied by 10 again to get 3 hundred and then 10
again to show 3 thousands; Drew an arrow
○ T: What is 3 x 10 x 10 x 10 x 10 or 3 x 1,000?
■ S: 3,000
● Next Problem (#3)
○ T: Write 4 x 20 on the board
○ “Similar to how 3 x 100 can be expressed as 3 x 10 x 10, there
are different ways to show 4 x 20 to help us multiply. What is
another way that I could express 4 x 20?”
■ S responses: 4 x 2 tens; 4 x 2 x 10; 8 x 10
○ T: “Talk with your table partner which of these ways would be
most helpful to you to solve 4 x 20?”
■ One minute to talk
■ Ask for student responses
○ T: Write 4 x 500 on the board
● Assign homework
● Once students have completed their assigned problem set, bring the
class back together for a large group discussion.
● The questions will be related back to the lesson and the problem set.
This will give students the time to reflect and make connections
between the objective and their work.
● Some questions during this time:
○ What patterns do you notice between problems 1-4?
○ How did place value help you solve the problems?
○ How can we use decomposition for the problem set?
● Some student responses at this time can include:
○ “I noticed that for each answer the number increases.”
■ T: Say more
○ “the numbers went up by different place values”
■ T: Say more
○ “60 is 10 + 10 + 10..” or “20 + 20 + 20”
■ T: What are some connections we can make here?
● Have this conducted either small or large group depending on
participation
● Remind students of expectations about respect and taking turns speaking
● Write responses on eboard
Assessment Formal: Exit ticket / Assigned problems from problem set
The purpose of the assessment is to
establish if the learning goal was met.
This may be formal or informal. This
may be achieved through discussion,
exit ticket, or through your assignment.
Identify how you know if students got
it, or if you need to continue
presenting.

Informal:
- Discussion from both small and large group
- Recognizing patterns of multiplication
- “This number kept increasing by 3”
- “I noticed the numbers increased by 10”
- The movement of disks in the place value chart