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Lesson Plan Template

Teacher: Porsche Chun

Date: 01/26/15

Class: Mathematics

Level: 4th grade

Purpose: [Reason for teaching this lesson.]

The purpose of this lesson is to have students represent multiplicative and additive
comparisons using a tape diagram.
Objectives: [What are the expected student outcomes?]
I can use a tape diagram to represent both multiplicative and additive comparisons. I can
reason abstractly and quantitatively.
Common Core Standards: [What are the Common Core Standards to be addressed?]
4.OA.1 : Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a
statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication equations.
4.OA.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g.,
by using drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison.
GLOs: [List the relevant General Learner Outcomes addressed]
Complex Thinker, Self-Directed Learner, Community Contributor, and Effective
Hawaii State Teacher Standards: [List the relevant Hawaii State Teacher Standards.]
Standard 1 Learner Development
Standard 4 Content Knowledge
Standard 5 Application of Content
Assessments: [Include assessment tasks and rubrics used to determine if lesson outcomes were
The letter will be used to determine the students overall understanding of the lesson.
Student Journal pg. 133 This will be given for homework and be graded using the
teacher answer guide.
A test will be given at the end of the week to determine students overall understanding.
Materials/Set-Up: [Include a list of resources and materials used for the lesson.]

Construction paper
Chart paper
Math notebooks
Student journal
Printout worksheets (letter paper, problems)

Procedures: [Include a detailed description of what is done at each of the following stages of
the lesson.]
Module 6, Lesson 3
a. Introduction (~10-15 minutes)
1. Introduce the DO-NOW to the students and have them complete it in their math notebooks.
DO NOW Problem on the whiteboard. Students will complete the problem in their math
notebook. Problem: Carlos and Mia were comparing the numbers 15 and 5. Carlos said that 5
is 10 less than 15. Mia said that 15 is 3 times as many as 5. Who is right?
2. I will be walking around the classroom assisting students with any questions they have, but
will not be giving them the answers.
3. I will then go over the problem with the entire class as a whole.
Who is right? What observations did you make? What strategies were used to figure out who
was right?
4. Introduce tape diagrams using Mia and Carlos.
Mia is showing 5 x 3 = 15 using a tape diagram.


Carlos is showing 5 + 10 = 15 using a tape diagram.



b. Developmental (~45-60 minutes)

Move to other side of room where the centers are:
1. Students will be grouped into fours. There should be approximately 6 groups.
2. Groups will be chosen by ability level.
3. Each group will be assigned a problem to complete. Problems will be printed on a single
sheet of paper.
1 division, 2 addition, 3 multiplication
4. Students will cut squares out of construction paper to create their tape model. Students will
use CUBES.
5. Students will come up with their group to explain how they solved their problem. (15
I will be walking around helping individual groups as needed.
Move back to desks:

1. Students will be given letter paper and asked to choose a popsicle stick. Each popsicle
stick has a students name on it. The person that they choose will be the person that
they are writing the letter to.
2. Their letter should begin with Dear ___________, and then the word problem that they
3. They give the letter to that person and they solve.
4. Once complete they give the letter back to the person that wrote the problem and they
check their work. They give them feedback on what they had done.
c. Concluding (~5 minutes)
Exit slip Journal entry
Today I learned
I still have difficulty with
Will visually check journal responses.
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]
If students finish their group work early they can create a word problem using
multiplicative or additive comparison. Then, they can work with a partner and have
them solve it using a tape diagram.
Grouping will be based on their ability and problems will vary based on this.
Management Considerations: [Include descriptions of planned actions to address behavioral
considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]
Some students may need further assistance with their problems and I will be walking
around to assist individual groups.
Reflections: [Include what went well, the results of the lesson, and how the lesson could be
revised to further/improve student learning.]