Lesson Five: 11/18/2021

Your Name: Valentina Islami

Topic: Multiply multiples of 10, 100, and 1,000 by single digits, recognizing patterns.
Grade: 4th Grade
School: Bagley Elementary School
math-g4-m3-topic-b-lesson-5.pdf

Learning Goal(s) Students can multiply multiples of 10, 100, and 1,000 by single digits, recognizing
This is to keep your head in the patterns.
game. As you’re making decisions
about what to include or not http://www.corestandards.org/Math/Content/4/OA/A/1/
include in the plan or how to
engage in the moment, remember
http://www.corestandards.org/Math/Content/4/OA/A/2/
this goal. All your decisions are
about whether they move children
toward knowing and/or
http://www.corestandards.org/Math/Content/4/NBT/A/1/
understanding this. Please link to
Common Core State Standards for http://www.corestandards.org/Math/Content/4/NBT/B/5/
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.
● 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

Academic, Social, & ● Modify all numbers throughout the launch and explore portions when needed.
Linguistic Support ● Making sure to model alongside students and writing down their responses on
Provide 3 specific ways in which the eboard
you will use academic, social, and ● Reminding students that there are no right or wrong answers; To be respectful
linguistic resources to support the of their peers when sharing aloud
learning of your students. Locate ● Remind student to raise their hand when they’re ready to share; They can
these ways across the three parts shout when instructed to
of each of your lessons (Launch,
Explore, Discuss). These supports
should reflect ideas from course
readings and discussions in TE406
and/or TE801.
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.
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
● Ask students to take out materials needed for the math lesson
○ Blue spiral, Eureka workbook, dry erase marker, white board and
pencil
● Project learning target on the board
○ Have students write down “I Can” statement and date
○ Have a student read the learning objective out loud
● Group Count by multiples of 10 and 100
○ Count together as a class
○ Modify sequence to 3’s
■ 3 tens, 6 tens, 9 tens, etc.
■ Stop and convert at 9 tens
● Multiply Units
○ T: Ask students to take out their white boards and dry erase marker
○ T: Write 3 x 2 = ___; “Say the multiplication in unit form”
■ Model one first
■ Answer: 6 ones
○ T: Write 30 x 2 = ____; “Say the multiplication sentence in unit
form”
■ S: 3 tens x 2 = 6 tens
○ T: Write the answer in standard form
■ S: 60.
● Have students put aside their whiteboards and markers
● Take out practice book
● Concept Development
● Problem 1:
○ T: Hand out place value charts to students / Take out dry erase marker
○ T: Write
■ 2 ones x 4
■ 2 tens x 4
■ 2 hundreds x 4
■ 2 thousands x 4
○ T: Show 2 ones x 4 on your place value chart. Go ahead and circle
each group of 2 ones
■ Students should write 4 groups of 2 ones on their chart
○ T: Show 2 tens x 4 on your place value chart. Circle each group of 2
tens.
■ Students should write 4 groups of 2 tens in the tens column
○ T: Can someone tell me what 2 ones x 4 is?
■ S: 8 ones
○ T: How about 2 tens x 4?
■ S: 8 tens = 80
○ T: With your table partner, represent 2 hundreds x 4. Make sure to
circle each group of 2 hundreds.
■ Allow for 1 - 2 minutes
problems you might need to ○ T: What did you notice about multiplying 2 hundreds x 4 compared to
address. 2 tens x 4?
■ S: There were the same number of place value disks.
■ S: Take 1 -2 more hands
○ T: 2 hundreds x 4 is..?
■ S: 8 Hundreds or 800
○ T: What do you think would happen if we multiplied 2 thousands x 4?
■ Take 2 - 3 hands
■ Some responses include: Disks would represent 1000 instead
of 100
● Problem 2:
○ T: Write 3 x 2, 3 x 20, 3 x 200, and 3 x 2,000 horizontally on the
board
○ T: “With your table partner, solve these multiplication problems in
unit form.”
■ Give 2-3 minutes
■ Answers: 3 x 2 ones = 6 ones; 3 x 2 tens = 6 tens; 3 x 2
hundreds = 6 hundreds; 3 x 2 thousands = 6 thousands
○ T: What do you notice with unit form?
■ Some responses: All problems use 3; Units are in order with
the place value chart, etc.
■ Take 1 - 2 more hands
○ T: What happens if we change the unit from 3 x 2 hundreds to 3
hundreds x 2? Would the answer change?
■ T: Take 2 - 3 hands
○ T: Repeat with 5 x 2, 5 x 20, 5 x 200 and 5 x 2000 for more
development
Discuss ● After students are done completing their practice set, bring them back together
The purpose of the discussion is to for whole group discussion
connect what children were doing ○ T: Ask students to place their belongings to the side
to the big mathematical ideas. ● Questions for discussion include:
This is a chance to make ○ “What pattern did you notice while solving problems 1 and 2?
connections across children, to
○ “What did you notice about 5 x 2, 5 x 20, 5 x 200, and 5 x 2000?”
attach language to what children
○ “How did the last lesson we learned prepare you for this lesson?”
were doing, and to let children
put their thinking into words. ● Reminders for discussion:
○ Raise hand to speak unless instructed otherwise
How will you use what you ○ One person speaking at a time
learned in the Explore time in the
○ Respectful of others opinions
discussion?
● Assign homework
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?

Assessment Formal: Problem set and exit ticket

The purpose of the assessment is
to establish if the learning goal Informal: Small and whole group discussion
was met. This may be formal or - Talking points include:
informal. This may be achieved - Idea of moving disks
through discussion, exit ticket, or
- Place value increasing with multiplication
through your assignment. Identify
- Discussion about patterns
how you know if students got it,
or if you need to continue
presenting.