Daily Lesson Plan #1

Teacher Name: Christina Cornia

Semester: Fall 2015
Title of Lesson: Multiplying Tens, Hundreds, Thousands Total Lesson Time:60
minutes
Grade(s): 4th Grade
Subject Area: Mathematics
Learning Goals:
Understand how knowledge of basic multiplication facts is important as a
foundation to build on with math skills.
Curriculum Standard(s):
Use place value understanding and properties of operations to perform
multi-digit arithmetic. CC.4.NBT.1 and CC.4.NBT.5
Learning Objectives and How Assessed:
Learning Objective(s)
Assessment Plan
Student will be able to:
1. Multiply by tens, hundreds, and
1. Students will be informally
thousands by whole numbers
assessed as the teacher
through 10.
observes their work in the
whole group as well as
independently.
2. Students will be given a
problem to solve
independently at the end of
math to show individual
progress and understanding of
lesson.
Materials Needed:
Bump It Products game boards
Counters
Student Go Math! Books
Go Math! Chapter 2 Teacher Manual
Promethean Board
Computer
Lesson Procedures:

Tim
e

1. I will review the rules for Bump It

Products with the students. I will
5
remind students that they will
min
need this basic multiplication facts
review for todays lesson.
2. Students will find a partner, 15
GVC Daily Lesson Plan

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Differentiation
(Adaptations for Diverse
Learners, ELL, Gifted)
Four students will leave
my classroom for their
Special Education
classroom during this
time.

3.

4.

5.

6.
7.

8.

9.

gather the needed materials for

Bump It Products and begin
playing. When called upon to put
materials away, students will
return to their seats and be ready
for instruction.
I will use the Promethean Board to
work through examples with
students in their math notebooks. I
will ask for answers to basic
multiplication problems.
After a few examples, I will begin
teaching students how we can use
these facts to solve multiplication
problems when multiplying by a
ten, hundred, or thousand. I will
use the number examples from the
text book, but not the pages
initially. I will ask questions for
clarity as we work through these
examples.
Following this, I will ask students
to open their textbooks to page 55.
At this time I will also display the
math book on the Promethean
Board.
We will work through most of page
55 together.
I will ask students to complete
some of page 55 independently
while I move through the room
checking work.
When
students
finish
the
independent work, I will call
students to the Promethean Board
to share their answers.
Students
will
be
asked
to
independently complete an exit
ticket at the end of math.

min

I will have six TAG

students leave the room
at 2:30.

5
min

I will use the

Promethean Board to
work through the
student pages. This will
allow all students to
follow along with me in
their book.

10
min

I will pause frequently to

answer questions
students may have.

10
min
10
min
5
min

During independent
work time, I will move
around the room to assist
students. If several
students are having
difficulty, I may pull
these students to the
table for additional
guided practice.
The dynamics of the
class this year allow me
to better address the
needs of my students.
With ten students gone
during half of the math
class, I am able to move
around the room and see
my students work easily.
This gives me a better
idea of how the students
understand the material
and address confusion.

References:
Go Math! Teachers Manual
Think Centrals online Go Math! Components
Reflection on Student Learning:

GVC Daily Lesson Plan

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