Lesson Plan Form

CSUDH - Teacher Education Department

Candidate:
Olga Aguilar

Subject(s):
Math

Standard(s):
Number and Operations in Base Ten

Grade Level(s):
4
4.NBT.5

Date:
3/4/16
Single/Multi-Day Lesson:
Single day lesson

Use place value understanding and properties of operations to

perform multi-digit arithmetic.
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 properties of operations.
Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Writing Standards 3 - 5
Production and Distribution of Writing
4. With guidance and support from adults, produce
writing in which the development and organization are
appropriate to task and purpose.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Multiplication of two two-digit numbers can be solved by using the standard algorithm, grid (box), and
ten structure methods (Procedure)
II. LEARNING OUTCOME (Objective):
The student will multiply two two-digit numbers using three different methods.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
In the prior lesson students learned to multiply using the algorithm method.
In the following lesson students will multiply three digit numbers using their preferred method.
IV. INSTRUCTION
A ENGAGEMENT (Motivational Activities): Students will write their names and nicknames on a
name tag and share it with the class. Students will be asked if their name and nickname identify the
same person or two different people. Teacher will say to students, Now lets find out why I had
you do this activity.
B INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C Step #1 Review Algorithm Method
a The class will review multiplication problems using the traditional method.
b Volunteers will come up and work given problems in front of the class.
Step #2 Introduce to the Grid(box) Method
a Students will master multiplication problems using the box method, through
demonstration and questioning. The teacher will ask the following questions: Why do you
think it is called the box method? How can we break up these numbers? What should we do

with the products inside the four squares? Was this a different problem than the first one?
How does this relate to the name and nickname of a person?
b Students will do a few practice problems on their own as teacher walks around and check
for understanding.
Step #3 Present Ten Structure Method
a Students will experiment the same multiplication problem now using the Ten Structure
Method. Teacher asks: What can you see different in the red chart? How many tens are in
the first number? Why is this called the Ten Structure? What should we do with the
products? Why did we obtain the same answer as before if we solved the problem through a
different method? How does this relate to the name and nickname of a person?
b Students will explain orally how they solved the problem.
Step #4 Select a Method
a Students will work in groups and solve a given multiplication problem (same for all), using
one of the three methods (each group uses a different method).
b Students will report their answer to the class and infer that they all got the same answer even
though they used different methods of problem solving.
Step #5 Record and Analyze Data
a Students will compare orally and sketch on paper any similarities/differences among the
three methods.
b Students will talk to each other about their findings as teacher walks around and listens to
pair share.
D APPLICATION ACTIVITY (Practice and/or Reflection):
See steps 4 and 5
E MATERIALS & RESOURCES:
Charts
Name tags
Pencils
Scratch paper
Journals
Markers
Sample sheets
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: See step #4
Summative: In math journals, students will summarize what they learned about the three methods and
explain which method they liked best and why.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Visuals
Work in groups
Pair Share
Use repetition
VII. HOMEWORK (IF APPROPRIATE):
None