Multiple Subject Lesson Plan Template

PRELIMINARY INFORMATION
NAME: Briana Friddle DATE: 10/20/22 GRADE: 4th # STUDENTS: 28
UNIT/TOPIC: Topic 5 Breaking apart to multiply
LESSON # 3 OF 4
LESSON NAME: Breaking Apart

STANDARDS, OBJECTIVES, ACADEMIC LANGUAGE

CONTENT STANDARDS (Math) (ELA) (Social Studies) (Science): List the academic content
standards (include both number and text) (e.g., Common Core State Standards, Core Content
Connectors, NGSS standards). If only a portion of a standard is being addressed, then only list the
part or parts that are relevant.
4.NBT.B.5 Multiply a whole number 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.

CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS (Interacting, How

English Works, Foundational Literacy): List the standard(s) (include both number and text) that are
most relevant to the lesson.
ELD. I.A.4 Adapting Language choices
Adjust language choices according to the purpose (e.g., persuading, entertaining), task (e.g.,
telling a story versus explaining a science experiment), and audience, with moderate support.

ELD. I.A.1 Exchange information and ideas with others through oral collaborative discussions on a
range of social and academic topics.
CONTENT LEARNING OBJECTIVE(S): Based on the content standards, write one or two
content learning objectives that state what students should know and/or be able to do as a result of
this lesson. Objectives MUST be: specific, measurable, and realistic.
Students will be able to break apart numbers and use arrays to help them multiply.

Students will be able to break apart greater numbers to multiply and combine the partial products.

STUDENT-FRIENDLY LEARNING GOAL(S):

I will be able to break apart numbers to multiply them.
I will be able to multiply using arrays.

LANGUAGE OBJECTIVES: Based on the ELD standards, write one or two language objectives
that state how students’ English language development will be supported through this lesson.
Consider how you might include objectives that meet the needs of students at different proficiency
levels (emerging, expanding, bridging, lifelong learning)
Students will be able to exchange their ideas with their peers through academic discussions about
breaking apart to multiply.
ACADEMIC LANGUAGE: Identify the language demands of the lesson. Detail the level and
complexity of the texts being used, as well as the key vocabulary students must understand in
order to participate effectively in this lesson.

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 STANDARDS, OBJECTIVES, ACADEMIC LANGUAGE
Academic language: partial products, final product, arrays, break apart, multiply

STRATEGIES AND LEARNING TASKS

LAUNCH/HOOK/ENGAGEMENT: How will you start the lesson to connect with what students
have already learned and know? How will you trigger curiosity or create mystery? How will you
integrate what you know about your students’ academic knowledge, social development, funds of
knowledge, and cultural backgrounds to engage the students from the start?
To begin the lesson, as a class we will read the SWBAT together. I will say a part of it and they will
repeat after me. This will begin the lesson by allowing the students to understand what they should
be able to do at the end of the lesson.

After making the objective clear to the class, I will activate what students have already learned
from the previous lesson(s). To continue reminding them of previous lessons we will review place
and place value to help prepare them to break numbers apart. As a class they can recite the order
of number places. We will also review what an array is and how we can use it to help us multiply
numbers.

I will then prompt the students to answer “Why might we want to break apart a larger number
before we multiply it?” Students can utilize the think-pair-share method to explore why we might
want to break numbers apart.

LESSON SEQUENCE: Specify the sequence of activities that will scaffold your students’ learning
toward the objectives. What will students be doing? Think specifically about what questions you
will ask, in what activities students will engage, how you will promote discussion, and how you will
facilitate students’ use of key academic language. As you write this section, be sure to design your
instruction to support all learners in your classroom (i.e., utilize universal design principles:
engagement, representation, action & expression; accommodations and modifications).

What formative assessments will you use for each activity?

Teaching Strategies/Learning Tasks/Activities Formative Assessment(s)

I DO: To begin, I will start by modeling how we can use the

break apart method to multiply.

“A parking lot has 4 rows with 23 spaces in each row. How

many parking spaces are in the lot?”I will model to students how
23 can be broken down into 20 and 3. I will explain this is
because the value of the 2 is 20 because it is in the tens place
and the value of the 3 is still 3 because it is in the ones place. I
will share that 4 is already in the simplest form. I will instruct the
students to copy the notes written on the board into their math

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journal to use as a resource if they ever forget how to solve
these types of problems.

I will then model how we will multiply 4 X 23 using the break

apart method.

“We will first multiply 4 X 20” I will explain to my students and

make a connection with where the zero will come from in our
answer:

By modeling where the zero comes from, students will be able

to understand that the zero is there because of the multiplication
taking place in the one's place. I will then explain to them that
because we know this, “we can automatically add a 0 to our
answer because of the 0 in the ones place in the number 20.

I will then model using the array method, which is a review from
a previous lesson, to multiply 4 X 2. “Then we need to multiply
for the one place which would be our 4 X 3. There are no zeros
here, so I can draw an array of 4 rows of 3 to show me my
answer of 12.”

I will then explain to the students that my answers 80 and 12

are partial products.

“What does it mean for something to be a partial product?”

Students will be able to think-pair-share to discuss what this While students are discussing
might mean. During this time I will walk around to check-in with with their partner, I will be walking
partner groups to see what level of thinking they are around to oversee their
demonstrating. I will randomly select students using ClassDojo conversations and hear their
to evaluate their thinking process. thoughts. I will also randomly
select students to demonstrate
I will then conclude the problem by adding the two partial their understanding.
products together to receive my final product.

WE DO: Now that I have modeled for the students, we will work
on a problem together.

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I will prompt them to get out their white-board marker. We will
then work on 4 X 36.

I will ask students what our first step will be.

We will then break apart 36 together to be 30 and 6.

“Now that we have broken down the numbers, what do we need During this time, I will again walk
to do next?” The students will then draw out the arrays on their around to assess how the
students are solving the problems
desks to multiply and I will walk around to monitor their progress
and the level of progress they are
and answer questions as needed. demonstrating,
I will ask the students what the values they received are called.
Now I will prompt them to add their partial products together to
receive their final total.

After this problem, we will work through a couple more

examples as a class.

6 X 23 =

7 X 35 =

YOU DO:

Now that the students have seen me model and we have done
problems together, I will hand out an exit ticket for them to work
on a few problems independently.

CLOSURE: How will you bring closure to the lesson? What questions and/or prompts might you
use to support students in articulating/sharing their learning? How will you preview what will
come next for the students in regard to the subject matter?
To conclude this lesson, I will collect their exit tickets. I will ask them to share what they learned or
observed about breaking numbers apart. I will share with them that in the future they will be
breaking apart larger numbers so using this method will be beneficial to them.

I will ask the students about anything they noticed or wondered during the lesson to help me see
the areas they used their critical thinking skills and areas they may need more clarity. I will finalize
the lesson by showing the SWBAT again. I will ask them to give me a hidden thumbs up if they
feel they met the goal, thumbs sideways if they are almost there, and thumbs down if they need
some more help.

RESOURCES AND MATERIALS: What materials will you need for this lesson? What materials
will students need?
Students will need:

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 - Their math workbook
- Their math journal: their multiplication table at the back of it as their tool
- Expo marker/eraser

I will need:

- Smart Board
- Presentation

If appropriate, the lesson may include a rubric for the formative assessment. If so, the
chart below may be used. The objective(s) is listed at the left, followed by brief
descriptions of the criteria for each rubric score.

Rubric & Success Criteria for Formal Formative Assessment

3 = Exemplary/Accomplished 2 = Proficient/Achieving 1 = Developing/Emerging
(as represented on the SAC)
Objective(s) 3 2 1
Students accurately Students demonstrate Students do not break
Students will be able
demonstrate their slight understanding apart factors correctly.
to break down factors
knowledge on how to over how to break apart
to multiply them.
break apart factors. factors.
Students will be able Students efficiently Students show some Students demonstrate
to demonstrate the model the correct steps understanding of the little to no
proper steps needed needed to use the steps needed, but do understanding over the
to break apart and break apart method. not use all the steps needed to receive
use arrays for appropriate steps. their final product.
multiplication.
Students accurately Students explain their Students lack sufficient
Students will be able
explain the way they work with some use of explanations and
to use proper
solved their problems vocabulary relevant to demonstrate little to no
vocabulary in the
using appropriate this topic. understanding of the
explanations of their
vocabulary word vocabulary taught in the
answers.
pertaining to the lesson. lesson.

Specific UDL supports & extensions available to all students that will help those
groups: Keep focus students and/or students at levels 1 & 3 on SAC Pre-Lesson
Assessment in mind as you ponder these, and list below:

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