LESSON PLAN

1. BACKGROUND:
Candidate Name: Sarah Provolish
Cooperating Teacher Name: Tara Geegan
Date: Monday, September 30, 2013
Lesson One: Multiplication With Regrouping

2. PLAN

Common Core Standard: 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right
4.NBT.5 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.

Lesson Goal: Student should be able to perform learning target

Learning Target: I can use different methods to multiply up to 4-digit numbers by 1-digit numbers, with
or without regrouping.

Key Vocabulary:
Product- The answer to a multiplication problem
Regroup- To arrange into a new group

Academic Language: Explain

Materials, Resources & Technology:
Promethean Board
Counting by 2s and 3s

3. ANTICIPATORY SET
-Review learning target again and explain that we will be working towards that goal in the next few days
-Review vocabulary of product: the answer to a multiplication problem
-Go over new vocabulary of regroup: To arrange into a new group
-Remind the students that on Friday (the day before) we worked on multiplication of two digit numbers
by one digit numbers WITHOUT regrouping

4. ENGAGE
Have students do Counting by 2s and 3s Worksheet. Give students a hint that they need to make sure
they are actually counting by 2 and 3 and not to get tricked!! Give them about 15 minutes. Then go over
them as a class. Ask for the patterns the students found.
Answer to Counting by 2s: I found that all the even numbers were colored in.
-Then ask why all the even numbers are colored in.
Answer: Because they are all multiples of 2.
Answer to Counting by 3s: It goes diagonally down to the left from the numbers 3, 6, and 9.
-Then ask why they have that pattern
Answer: Because they are all multiples of 3.

-Pass out place value mats and place value chips.
-Show an example of how to make 125 on the mat.
-Then ask the students how you would show 125x3.
-Answer: You make sections in each column and show 125 with the different chips.
-Then ask them to look at the ones column, because there are a lot of chips in the ones column. Ask
them what we should do with the ones column.
Answer: Regroup 10 of the ones to the tens column.
-Ask if we can regroup again in the ones column. Answer: NO
-Ask if there is anything we can regroup in the tens column. NO
-Ask what the answer is: 375. Ask what that answer is called: PRODUCT.

-Give the students a number and ask them to do it show it on their boards.
-374
-Once everyone has that on their board, then ask them to do 374x3, but not to regroup yet.
-Once every student has that answer, then have them regroup the ones column.
-Check that, then have them regroup the tens column.
-Check that, then have them regroup the hundreds column.
-Ask them what their answer is: 1,122
-Ask them what that is called: the product

Have them work their partner next to them.
Give them 5 numbers to work on, and walk around the class (20-25 minutes)
This is the time you will help the students who are struggling, and let the students who understand
move on by themselves.
-54x5
-156x2
-1124x4
-265x3
-567x5


This is what the students will put for 156x2.

Then they will regroup:


This is their final product: 312, which is the answer to156x2.


5. INSTRUCTIONAL STRATEGY
-Scaffolding by showing them examples and how I would do the problems, then doing a problem
together as a class, and then having them do the problems on their place value charts with a partner
-Working together with a partner, which gives them the opportunity to bounce ideas off of each other if
they arent sure how to do the problem
-Using place value chips and place value charts to show how to multiply and regroup. This gives the
students hands on and visual idea of what regrouping is really doing, before moving to the procedure of
regrouping.

6. ASSESSMENT

Informal Assessment: Teacher observation during the place value mats and multiply, collect disco ducks
homework tomorrow

7. ACCOMMODATIONS FOR SPECIAL LEARNERS
ELL- Should not need any accommodations for this lesson.
Difficulties Handling Emotions- Behavior Plan in place for him if he behaves throughout the day, then he
gets a reward
Struggling Readers- Shouldnt need any accommodations for this lesson