Common Core Math Lesson

Class/ Grade: Grade 4 Teachers: Alexandra Portelli & Kayla Tortaro

1. Cluster

Previous Lesson Grade Level Standards Upcoming Content

Previously, we reviewed the
standard algorithm of
multiplication and we learned the
box method multiplication with
two-digit times one digit
numbers.
Central to Lesson
Today we will be reviewing the
CCSS.MATH.CONTENT.4.NBT box method 2-digit times 1 digit,
.A.1 and then move on and learn two
Recognize that in a multi-digit digit times 2-digit numbers.
whole number, a digit in one
place represents ten times what it
represents in the place to its
right. For example, recognize
that 700 ÷ 70 = 10 by applying
concepts of place value and
division.

CCSS.MATH.CONTENT.4.NBT
.B.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.

2. Relevance/ Rationale:

a) The outcomes of this lesson are important because the child will learn and understand the
real meaning of a number.
b) These outcomes are essential for future learning because students will be able to build on
values as we go from 1 digit, two digit, and eventually 3 and 4 digit numbers.
c) Level of conceptual understanding of rigor is important because the students will be able
to understand what a certain number actually means
 d) Conceptual understanding will be developed through open lesson and discussion students
will be encouraged to ask questions and work with their peers for more in depth work.
e) Students will interact with the mathematics by encourage a hands on approach. As a class
we will do a math talk in the beginning of each lesson as well.

3. What lesson type best meets the learning target?

Open-ended discussion & Skill application are the best lesson types to meet the learners
target for this subject.

Common Core standards for Mathematical Practice Addressed:

1. Make sense of problems and persevere in solving them

5. Use appropriate tools strategically

4. Learning targets

Lesson Concepts- students will Lesson Skills: Students will be able to…
understand…
 Illustrate and explain the calculation
 Multiply a whole number of up to by using equations, rectangular
four digits by a one-digit whole arrays, and/or area models.
number, and multiply two two-digit  Box multiplication method
numbers, using strategies based on
place value and the properties of
operations.

5. Formative Assessment Criteria for Success:

Box method worksheet to see if students understand the method and to check understanding
and address any present struggles. Halfway through the lesson we will do the first 2 questions
together on the board. Then the students will do the next 4 independently. After 10 minutes,
or if students seem done earlier, students will be able to talk with a neighbor about their
answers. At the end of the class it will be collected and checked to see progress and
understanding.

6. Timeline/ Lesson Sequence

Opener: when students enter the room there will be a box square method problem on the board- 2
digit times 2 digit. This is to see if students will be able to independently figure it out without
learning it yet.
Activities/Tasks: worksheet- first 2 all together last 4 independently
Key Questions: what are other ways we can find the answer besides the box method? What
method do you feel most comfortable using and why?
Closure: Today we learned how to multiply two digits by two digit numbers using the box
method. This method is useful because it helps you visualize place value.

7. Resources/ Materials
White board/ smart board
Box square worksheets

8. Access for All

Students who understand will be paired up with students who are struggling. This ensures
diversity, inclusion and allows students to work together. If the student continues to struggle they
will work with the teacher 1-1 for a few minutes before class ends. Students who understand this
lesson quickly can work on additional worksheets to continue practicing to ensure they really
understand the information.

9. Reflection

We will observe and assess the student’s performance on the task by collecting their worksheets
and reviewing them. We will take notes and make point of areas of need for specific children or
the class as a whole. Students were engaged by having open discussion and working with their
neighbors once the worksheet is independently completed. After reviewing the answers and work
on the worksheet we will decide if we need to reteach or just work on the 2 by 2 digit
multiplication more. If we need to reteach we will edit the lesson and give students more
independent worksheets to see progress.