ED 345 Calvin College Teacher Intern Lesson Plan

Teacher Intern: Silvia Suchec Date: March 27th, 2017

Grade Level: 4th Grade Subject/ Topic: Math/Problem Solving &

Common Factors
CONTENT MANAGEMENT: OBJECTIVES & PREPARATION

Main Focus:
How can you use the make a list strategy to solve problems with common factors?
Solve problems with common factors by using the strategy make a list.

Brief Context:
Using what the students know about finding factors, they now should use those
strategies to find common factors within the context of story problems.

Prerequisite Knowledge/Skills:
Students should have an extensive knowledge of what factors are and know how to
find and list them based on the last couple of lessons

Objectives: [Indicate connections to applicable national or state standards.]

4.OA.B.4 Find all factor pairs for a whole number in the range 1100. Recognize
that a whole number is a multiple of each of its factors. Determine whether a given
whole number in the range 1100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range 1100 is prime or
composite.

Assessment: [Formative and Summative]

Formative: Smiley/Straight/Frowny face on workbook pg.
Summative: Go Math 5.3 Review questions

Technology:
5.2 GoMath Review

Materials:
pg. 291-293 in workbooks
Dry erase boards for small group
Independent worksheet

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Multiple Means of
Representation Expression Engagement
Options for Perception Options for Options for recruiting
action/interaction interest

Options for Options for Expression Options for Sustaining

Language/Symbols Effort & Persistence
Options for Options for Executive Options for Self-
Comprehension Function Regulation

CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro: [Think creatively about how to engage your students into

the content.]
Start off with a rundown of how the session will be going for the day.

Whole Group instruction on our next lesson (5.3)

Rotations
o Small group with me, work on more examples of problem solving from the
book
o Technology: GoMath Review Problems on chromebooks
o Independent: 5.2 Review worksheet. Ask Mrs. Mead for help is absolutely
necessary.
Development: [It may help to number your steps with corresponding times.]
Whole Group Instruction:
Start out the lesson by giving and introduction to problem solving.
Explain that we are now going to be using what we know about finding factors and
listing them to solve problems. Most times it will be getting a story problem. What
is new here, is that we will learn how to take what we know, find what we need to
solve for, and make a plan as to how we will solve it.
Before being straightforward and telling the students the steps of problem-solving,
see if they can give you the essentials. Ask, what are the main things we have to
think about when dealing with math problems in general. Maybe its for a
word/story problem, or it can also be a multi-step problem where it requires a lot of
action
1. What does the problem give me? What information do I know?
2. What do I need to find?
3. What information do I need to use?
4. How will I use the information? What am I going to do to solve this problem?
Turn to page 291 in workbooks.

Read the problem aloud to the class. Read with enthusiasm, deliberate pauses, and
emphasis on important details.

After the problem is read, draw a picture of what it is asking without specific
values. Just so that they can see what exactly it is asking in a more visual way.

Review the graphic organizer with students. Point out that the graphic organizer is
a way to organize and make sense of the information in a problem.

Students may find listing all the factors in an organized way difficult. It may be
helpful to suggest several ways to list the information and then have students
determine which way is most appropriate.
 During your discussion of the activity, ask:

Do you need to know the value of the pennies, quarters, and nickels in each
row to solve the problem? Explain.

No. I need to find the number of coins Chuck can place in each row, not
the value of the coins.

What information do we know to finish the sentence that has been started
for us in these sections?

Here it says common factors, and its even highlighted. Must be important.
What do you think that means?

After all the Read the Problem statements are filled in, allow the students to go
ahead and take the time they need to find all the factors of the three numbers.
Remind them to stay organized. Suggest for them to do the work on a separate
piece of paper and then just use the graphic organizer to list the factors.

Students can take out their divisibility rules flip book to help them.

Bring the group back together and double check the list of factors. After the factors
have been established, ask where we can find the common factors. Remember, it
must be common between all three.

The factors that are the same between all three numbers can be circled.

1, 2, 3, 6

How many coins can Chuck put in each row?

1, 2, 3, 6

Now, go back to the picture that was drawn to show the rows of coins. Figure out
what the answer actually means. How many rows of each kind of coin would be
needed? How do we know that

Check for questions. Ask the students to self-assess at the top of their workbook
page;

After that brief lesson, tell me what youre thinking. At the top corner of the page
draw a face

Smile: I can do this!

Straight: Im getting there

Frown: I need help

 Describe rotations. Technology should look like what weve been doing last week,
more problems like in 5.2. Same with the independent worksheet. If you need help,
Mrs. Mead can guide you. Try as hard as you can to do it without help. We want to
see what you can accomplish on your own. When youre in small group with me,
bring your workbooks, a pencil and a dry erase board.

Small Group Instruction:

Are there any questions right off the bat about what we just did in whole group?

Answer questions give more details about the process of finding common factors.

Moving on to page 292. Lets do a problem similar to the one we just did as a
whole group. Tell me how you would answer the questions in the Read the
Problem Section. You can refer back to the other page to see how it is formatted,
but make sure you are giving the details of this new problem.

Depending on the group, work through it together or release the students and
regroup and certain stages i.e. after answering Read the Problem Questions, after
finding the factors, double check them, after establishing the common factors.

Closure:
Have students clean up and put away all materials. Worksheets should go in the
station work bin to be checked. Get ready to dismiss for lunch.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage

self regulation, etc. Consider whole group and individual strategies.)

COVENANT MANAGEMENT: Relationship & community building (Note any

specific ways in which you plan to build community or strengthen relationships
student-student & teacher - student.]