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Lesson 3 Teacher Candidate: Jennifer Dixon Subject/Grade: Math/4th Date and Time of Lesson: Nov.

4, 2013/ 9:00 Learning Objective: At the end of the lesson, students should be able to multiply single digit numbers by multiples of 10, 100, and 1,000 using mental math. Alignment with Standards: 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. Developmental Appropriateness or Cross-curricular connections: Students have previously been working on multiplying single digit numbers. All students should know basic multiplication facts that will enable them to multiply using multiples of 10, 100, and 1,000. Assessment(s) of the Objectives: What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Assessment for Objective 1: Pre: Assessment given at the beginning of lesson. During: Checklist system while students are working on independent work. Post: Exit Slip at the end of lesson. Use of Formative Assessment The results of the assessment will determine if I will continue to the next lesson or if I need to reteach.

At the end of the lesson, students should be able to multiply single digit numbers by multiples of 10, 100, and 1,000.

Accommodations: Early finishers will be allowed to use the classroom computers to visit a webpage that has practice problems on multiplying single digit numbers by multiples of 10, 100, etc. Slower paced learners will be allowed extra time and help. I will walk around the classroom during independent work, specifically focusing on struggling learners. ELL students will be paired with a partner who can help them and everything we go over will be displayed on the board so that they have a visual. Materials: plain white paper, handout, workbook, Smart Board

Procedures: Probing Question: Identify the basic fact of a multiplication problem. Calculate a single-digit number multiplied by a multiple of 10, 100, or 1,000. Explain the pattern used with these problems. Introduction Today before we begin, you are going to take a short quiz just so I can see where you are before I begin teaching you. (Pass out assessment.) We are going to learn how to multiply single digit numbers by multiples of 10, 100, and 1,000. Who can tell me what a multiple is? (Write on board and let students respond. The multiple of a number is the product of that number and any whole number.) In the problem 5x3=15 (write on board), what is the multiple of 5? (15) In the problem 10x4=40, what is the multiple of 10? (40) Hands on (Pass out white paper to each student that is tri-folded.) We are going to take basic facts and learn how to multiply them by multiples of 10, 100, and 1,000. (Have students write the information in each column.) (NCTM Representation) On the first column: (Write on board) Label the top: Basic Fact: 2x4, 2x4=8, 2x40=80, 2x400=800. On the second column: (Write on board) Label the top: Basic fact: 3x6, 3x6=18, 3x60=180, 3x600=1800. What patterns do you see? (When you multiply by a multiple of 10, the product has one zero after the product of the basic fact. When you multiple by a multiple of 100, the product has two zeros after the product of the basic fact.) (NCTM Reasoning and Proof) Complete the third column independently. You can choose any single digit multiplication fact to use. (Walk around during this time observing and helping when needed.) Who would like to share your fact you used? (Call on 2-3 students to come up to the board and share what they did.) Instruction Get out your math books and turn to page 197. Example 1 says, The Whale Shark is the worlds largest fish. Its mouth is 5 feet long, and each foot contains 600 teeth. How many teeth does a whale shark have? (NCTM Problem Solving) o First, what is our problem? (5x600, write on board) o What is the basic fact out of this problem? (5x6=30) o Since we know 5x6=30, what is 5x60? (300) o Since we know 5x60=300, what is 5x600? (3,000) o Who can tell me the pattern that we find? o (Sample: Each time multiples value increased by 10, so does the product. A zero is added to the product. Lets look at example 2. Find 3 x 7,000.

o (Go through the same process as previous example.) Turn and work with the person sitting beside you. Complete the guided practice at the end of page 198. (Allow students to work for 5 minutes then go over the answers, calling on students to share.) (NCTM Communication)

Independent Work On page 199, complete problems 5-7 and 11-13 (Walk around during this time observing and helping where needed.) (Go over problems aloud. Call on students to share answers.) Real World Now, lets look over at page 200. These are real world problem that require you to know this skill. (NCTM Connections) o Each ticket for a theme park is $30. What is the total cost for a family with 5 people? Who wants to solve it on the board? (Have a student come up and show the process.) ($150) o The cost for each person to eat for one week is $100. Find the total cost for a family of five to eat for one week. (Have a student come and show their work on the board.) ($500) Exit Slip We have learned today how to multiply single digit numbers by multiples of 10, 100, and 1,000. (Pass out a paper with this problem and instructions: 5 x 6,000. Write the basic fact and solve.) Activity Analysis: Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: How each activity (instructional strategy) supports the lesson objective(s). How the activities stem from student characteristics, needs, and/or contextual factors identified in TWS 1. o The first activity I did was have the students use a piece of plain paper that was folded like a brochure. In each column, they recorded the basic fact, then adding a zero each time to see how to number and product increased. This was a visual activity for the students to actually see the pattern develop before them. o The second activity the student completed was the example problems. These problems reinforced what they had just learned, and they worked with a partner to they could discuss and learn from one another. What technology you will use to implement the activities, how the technology will be used, and who will use the technology. o In this lesson, the teacher uses the Smart Board and students are called up to answer some problems. It is used to show work to math problems. References: My Math by McGraw-Hill (Provided by my cooperating teacher)