Official Tws Carissa Lewis Feb

Teaching Work Sample
Carissa Lewis
Multiplying by 1-Digit Numbers
Madison Elementary School
4th Grade
Fall 2016
10/18/16-11/2/16
TABLE OF CONTENTS
CONTEXTUAL FACTORS
Community
District/School
Classroom
Implications for Instruction
GOALS AND OBJECTIVES
TIME LINE AND LESSON PLANS

Time Line
Lesson Plans
Reflection Log
ASSESSMENT
Pre-Assessment
Ongoing Assessment
Post Assessment
Student Work Documents (All student work examples should be in a
separate folder with each document properly labeled)
DATA ANALYSIS AND RECOMMENDATIONS

Individual students
Whole Class
SUMMARY OF STUDENT PROGRESS

Example: Letter to parents
Example: Website posting regarding unit
CONTEXTUAL FACTORS
Return to ToC
Community
Madison School District is a rural, farming community. According to the South Dakota
Department of Education website, there were 1,125 students that enrolled in the fall of 2014.
Most of the students either live on farms or have relatives that farm. According to www.city-
data.com, the town of Madison has a population of 7,126 as of 2014, with about 92% of the
residents being Caucasian. Hispanics and then blacks make up the next two highest percentages
at 2.5% and 2.4%, respectively. The unemployment rate sits at 3.8%, and the estimated median
household income in 2013 being $37,988. The town seems tight knit. There are many churches
and many established businesses. Because of the presence of the college, Dakota State
University, the community seems dynamic and focused on progress while still remaining
conservative.
District/School
The Madison School District was made up of 1135 students in the 2015-2016 school year. It
includes the Madison Elementary School, the St. Thomas Catholic School, the Madison
Christian School, Madison Middle School, and Madison High School. The rest of the
information presented in this paragraph is based on the 2015-2016 school year and can be
found on the South Dakota Department of Education website. The Madison Elementary
School qualifies as a Title 1 school. There is also a Special Education department with one
resource room in the Elementary School and one that the high school and middle school
share. As far as the Districts performance index, all three schools in the district count as
Progressing Schools. The district has a 97.73 % graduation rate and an 85.54 % rate for
attendance. 65.17 % of the students met proficiency, according to state tests in the 2015-
2016 school year. In the elementary school, we do the Accelerated Reader program in
which students take quizzes on the books they read and get points from the quiz, depending
on how well they did. Each teacher sets up the rewards and expectations differently for
his/her own class, but each class is involved in the program. The IXL program is another
that the school has invested in for supplementing math. Some classes also do the
Accelerated Math program, especially in the middle school. The average years of
experience that a teacher has in the district is 16 years. About 60 % of the teachers in the
district have a Bachelor Degree, while the rest have Masters. These statistics are according
to the Districts Report Card, which can be accessed through their website:
http://doe.sd.gov/NCLB/reports/2016/reportcard/2016district39002.pdf.
Classroom
My 4th grade classroom is made up of 24 students. There are 15 boys and 9 girls. 7 of the
students have Individual Education Plans (IEP). 2 of these students are not included in my
Teaching Work Sample since they are not in the room for math. One student receives Title 1 for
Reading and Math. One of the students with an IEP has it largely due to his behavior because he
has emotional attachment disorder. He meets with a counselor ____/week and one of the Special
Education teachers for a few minutes each day. Another boy who has an IEP has high anxiety and
has to take sensory breaks and be provided with sensory material at his desk. He also has signs of
having hypochondria. Another boy who has an IEP has dyslexia and little verbal communication,
although he is capable of speech. The others on IEPS either have specific learning disabilities or
have an intellectual disability. One child in particular, who is the lowest-functioning of the
students, is vocal but has very low muscle tone and still drools and sometimes has accidents.
Apart from those students, there is 1 student who does not qualify for services, but he has very
little motivation and very seldom knows what is going on or what directions to follow. He has
limited appropriate social interactions with his peers and can often be heard muttering to himself
and fidgeting with things he finds in his desk. All of the class ranges in their capabilities,
strengths, weaknesses and the like. All 24 are Caucasian. We have a daily routine that we stick
to. The students start each day with Daily Language and Daily Math. There is also Daily Science.
These three are done each day, Monday-Thursday, by the students individually and then
reviewed as a class. On Fridays, there is an assessment for each that encapsulates the learning
from the week. We also have Math, Reading, Social Studies and Science blocks each day. The
students each have a mailbox, take home folder, and assignment book that they are responsible
for. All graded work/things to be sent home are put in their mailbox, and they are responsible for
bringing back assignments. We write in our assignment books 2-3 times each day, and the
students bring those back signed each morning. We do not generally give homework, but
unfinished work becomes homework. If homework is not turned in, students have to stay in for 1
of the 2 recesses. Homework lab is an option after school from 3:10-4:00pm Monday thru
Thursday. We reward the students with a paw print each day that they behaved well as a class.
After getting 15 paw prints, there is a reward party. My teacher encourages independence and
problem solving. One of our biggest goals for this class is to discourage dependency and to
improve the students reasonableness, perseverance, and self-monitoring skills. We try to do
group work and collaboration activities each week. The students are making slight gains in this
as they do poorly at working with others and vocalizing their thoughts appropriately.
Implications for Instruction
It is important to push the students to think before they speak and/or solve problems. They also
need to be encouraged to ask themselves, Does that need to be asked? and Does that make
sense? because they often dont think before asking questions or even doing their work.
Sometimes their answers are not reasonable because they didnt think beforehand about what the
question was asking. I need to be creative when it comes to predicting the different responses
from the students since they all think in different ways and come to understanding at different
rates. I will give the opportunity to do corrections for partial credit so that the students can learn
from their mistakes. If an assignment is poor for the majority of the class, I will teach that lesson
again.
GOALS AND OBJECTIVES
Return to ToC
GOALS:
4.NBT.A.3: Use place value understanding to round multi-digit whole numbers to any place.
4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number
4.OA.A.3: Assess the reasonableness of answers using mental computation and estimation
strategies including rounding.
Students will be able to multiply a whole number of up to four digits by a one-digit number using
a variety of strategies with 80% accuracy.
When given the task of checking for reasonableness, students will be able to do so using
estimation with 80% accuracy.
UNIT OBJECIVE:
BY THE END OF THE UNIT, STUDENTS WILL MULTIPLY ONE-DIGIT NUMBERS
BY NUMBERS AS LARGE AS THREE-DIGIT WITH 80% ACCURACY.
LESSON OBJECTIVES:
Lesson 1: By the end of the lesson, students will use arrays to multiply by multiples of 10
and 100 with 80 % accuracy.
Lesson 2: By the end of the lesson, students will use basic multiplication facts and
number patterns to multiply by multiples of 10 and 100 with 80% accuracy.
Lesson 3: By the end of the lesson, students will break apart numbers and use arrays to
multiply 2-digit by 1-digit numbers with 80% accuracy.
Lesson 4: By the end of the lesson, students will use rounding to estimate solutions to
multiplication problems with up to 3-digits with 80% accuracy.
Lesson 5: By the end of the lesson, students will check for reasonableness to make sure
their calculations were performed correctly with 80% accuracy, in addition to solving the 1-digit
by 2-digit multiplication problems with 80% accuracy.
Lesson 6: By the end of the lesson, students will check for reasonableness to make sure
their calculations were performed correctly with 80% accuracy, in addition to solving the 1 digit
by 2-digit multiplication problems with 80% accuracy.
Lesson 7 and 8: By the end of the lesson, students will record and solve multiplication
using an expanded algorithm with 80% accuracy.
Lesson 9: By the end of the lesson, students will multiply 2-digit numbers by 1-digit
numbers using the standard algorithm and estimate to check for reasonableness with 80%
accuracy.
Lesson 10: By the end of the lesson, students will multiply 3- and 4- digit numbers by 1-
digit numbers using the standard or expanded algorithm and estimate for reasonableness with
80% accuracy.
TIME LINE AND LESSON PLANS
TIMELINE
Date of 10/18/16 Day 1
Objective By the end of the lesson, students will use arrays to multiply by
multiples of 10 and 100 with 80 % accuracy.
Discuss objective of multiplying by 10s and 100s.
Introduction
Discuss importance of justifying answer and showing with a drawing
Example problem: 4x100. How many ways can you show it?
Multiplication Problems (Practice 3-4): Do practice problems on
Content Delivery whiteboards
1. Show as addition problem

2. Show as a picture
3. Find answer
4. Check for reasonableness
What is an array?
Closure
Why do we draw out problems?
Do 1 problem in the book together.

Discussion
Teaching Strategies
Direct Teaching
Modeling
Pre-assessment
Form of Assessment
Homework Assignment
Oral Responses
Approximately length of 1 Hour

time for lesson
Objective By the end of the lesson, students will use basic multiplication facts and
number patterns to multiply by multiples of 10 and 100 with 80%
accuracy.
How to multiply in groups of 10 and 100?
Introduction
When would we do this in real life?
Show video.
Why do you add a zero when multiplying by 10? Why add two zeros
when multiplying by 100?
Example Problems:
Content Delivery
Have students do on whiteboards.
Check confidence with a thumbs up/down.
Closure
Could we do a number by 100? 1000? 10000? Same rule applies.
Discussion
Teaching Strategies
Supplemental technology
Direct Instruction
Form of Assessment Homework Assignment

1 Hour
Approximately length of
time for lesson
Objective By the end of the lesson, students will break apart numbers and use
arrays to multiply 2-digit by 1-digit numbers with 80% accuracy.
What would we break apart the problem?
Introduction
What are partial products?
Video- 3:27
Content Delivery
Breaking apart numbers into hundreds, tens and ones in order to
multiply easier
Using place value blocks to visualize breaking apart and regrouping

Practice with whiteboards
Closure It is important to visualize the breaking apart and borrowing of numbers

so that we really have a deep understanding of the operation that we are
using.
Discussion
Teaching Strategies
Direct Instruction

1 Hour
time for lesson

By the end of the lesson, students will use rounding to estimate
Objective solutions to multiplication problems with up to 3-digits.
Real-life application: Estimation with baking

Introduction
Why estimate?
Estimating before solving for 2-digit by 1-digit multiplication
Content Delivery
Closure Could you make another real-life application for using estimation?
Discussion
Teaching Strategies
Direct Instruction

1 Hour
time for lesson
Objective By the end of the lesson, students will check for reasonableness to make
sure their calculations were performed correctly with 80% accuracy, in
addition to solving the 1-digit by 2-digit multiplication problems with
80% accuracy.
Digital Quick Check for Review of yesterday
Introduction
Meaning of reasonable? How does thinking about reasonableness in a
problem help us? Could it save us from mistakes? Can we use the same
skill in other areas of life? Have you ever made silly mistakes in math
because you were not being reasonable?
Pose the Problem Activity in Notebook
Content Delivery
Video
Go over problem in notebooks together
Closure
Use of reasonableness review
Teaching Strategies Direct Instruction

1 Hour
time for lesson
Objective By the end of the lesson, students will check for reasonableness to make
sure their calculations were performed correctly with 80% accuracy, in
addition to solving the 1 digit by 2-digit multiplication problems with
80% accuracy.
Review some problems from yesterday
Introduction
Estimation Problem
Why is reasonableness important?
Content Delivery Practice Problems
Closure Have students do a couple without my help and show

Direct Instruction
Teaching Strategies
Exploration

1 Hour
time for lesson
Objective By the end of the lesson, students will record and solve multiplication
What is an array?
Introduction Show grid paper under light. Give examples
Go through examples as a group and allow for students to practice and
Content Delivery demonstrate understanding
Review 2 relatable problems from previous test
Closure Using an array helps us see the multiplication; we can be sure of our
answer. Faster and easier than repeated addition.

1 Hour
time for lesson
Objective By the end of the lesson, students will record and solve multiplication
What is expanded algorithm?
Introduction
Standard algorithm?
Video
What are the similarities and differences between the two?

Demonstrate standard algorithm
Content Delivery
Discussion of regrouping

Benefits of using both methods, among others learned
Closure
Use of reasonableness
Direct Instruction
Teaching Strategies
Technology
Discussion

1 Hour
time for lesson
Objective By the end of the lesson, students will multiply 2-digit numbers by 1-
digit numbers using the standard algorithm (and expanded) and estimate
to check for reasonableness with 80% accuracy.
Pose a problem
Introduction
Reasonableness?
Practice with both
Content Delivery
Create word problems of your own and solve peers problems
Solve problem as a group
Closure
Benefit using both methods to prove correct answers
Review reason for estimating (reasonableness)

1 Hour
time for lesson
Objective By the end of the lesson, students will multiply 3- and 4- digit numbers
by 1-digit numbers using the standard or expanded algorithm and
estimate for reasonableness with 80% accuracy.
Multiplying by a 3- or 4-digit number is done the same way as with 2-
Introduction digit numbers
How do you think youd do it?

Video- step by step with class
Content Delivery
Practice on their own on piece of paper
Practice as a class
Closure Use any and all methods needed. Review each.

Direct Instruction
Teaching Strategies
Technology

1 Hour
time for lesson
Lesson 1: Arrays and Multiplying by 10 and 100 (5-1)
Name: Carissa Lewis
Grade Level: 4th
School: Elementary Education
Date: Tuesday, October 18th
Time: 8:30-9:45
Reflection from prior lesson: This will be my first lesson of the unit. Based on the
multiplication tables theyve been working on, I know that a lot of the students have not
mastered their facts. They need more strategies to problem solve multiplication problems.
Were lesson objectives met?
Summary of student progress (data analysis, what
went well): The lesson went pretty well. I had a Students were able to do the multiplication
lot of energy and felt prepared. Many of the problems by drawing the arrays.
students understood the concept but there were
several who needed more practice. It was hard All 100% of the students got 80% or higher on their
for me to know exactly how to reach those math assignment. Only 4 scored lower than 90%.
students while not losing the interest of the
students who were getting it. The student were
also confused when starting the assignment
because they didnt know if they just draw the
array, answer the question, or both, although I
thought I had made myself clear. In fact, there
was so much confusion, that I handed back the
papers after starting to correct and had the
students check back over and be sure they had
the array and the answer.
Instructional decisions (were students engaged; Include in tomorrows lesson:
how will you remediate difficulties or problems
from this lesson?)
I think I lack assertiveness and speed when I will continue to focus on multiplication and how
calling on students. In order to keep the pace, I to show it with drawings and addition. I want the
need to call on a student quickly, get a simple kids to understand what it is they are actually doing
response, and move on. My teacher has told me with the numbers when they multiplythat they
that in the case of multiplication, it is best If are taking equal groups. Especially with larger
they see it modeled and then get lots of numbers, I want them to be able to be
practice. The struggling kids might get it if reasonableness and see if their answers make sense.
they see it enough and hear out your thinking
Ill try to be more explicit with my instruction, and
as you solve. I would like to do this more in
take things step by step as I model a problem.
my future lessons. I mean I plan to model to
the students how I solve a problem and what I Ill review 1-2 problems from the assignment with
think while I am solving. I also should have the class.
taken more time when giving the directions. I
was rushing through it, so thats probably why
the students were kind of confused by the
questions in the book. It is best to go through
one question from the book with the class to be
sure they know what to do. I really liked the
video that was shown from the Pearson site. I
will probably utilize those again, adding my
own questions to ask the students as the video
goes.
Lesson goal (s) / Standards:

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
Lesson Objectives:
After the lesson, students will be able to multiply a whole number of up to 4 digits by a one-digit
whole numbers and multiply two two-digit numbers with 80% accuracy.
After the lesson, students will be able to draw an accurate rectangular array or area model for 4/5
multiplication problems that they perform.
I will correctly use place-value blocks to visualize my multiplication problem.
I will solve multi-digit multiplication problems of up to 4 digits.
Materials Needed:
Laptop
Projector
Teachers manual
Markers
Whiteboards
Grid paper
Contextual Factors/Learner Characteristics: The students often require a lot of examples. It

is best to model for them what you are expecting. A handful of them have a handle on
multiplication. Otherwise, they are not confident in all their times tables. Most of them have a
hard time thinking abstractly about numbers.
Before lesson, give the pre-test:
Remind the kids not to worry. Its not being graded, but they are expected to eventually
learn the content from it. They can turn it into the math bin when they are done.
The Lesson:
a. Introduction ( 5 mins)
(Getting attention/relating to prior knowledge): Okay class, so today we are
focusing on multiplying by 10 and 100. Do you remember doing that on the daily math
practices? Do you remember what the rule was when we multiplied by 10? How about
100?
(Sharing Objective): On top of just knowing how to solve the multiplication

problem though, we are also going to focus on how to show it and how to explain it.
(Creating Need to Know): Why do you think its important that we can explain
our answers? (if you can explain your answer, that means you understand it)
Why do you think its important that we can draw to represent the problem?
(Someone else can more easily see how we got the answer. Its also a good way to check
our own work)
(Slide 1 on flipchart)
So, for example, how can we prove that 4 x 10 is less than 4 x 100?
What would you do to show someone that 4 x 100 was greater? Or how would
you explain it in words?
Well, to start, we should express that 4 x 10 could also be said as 4 groups of 10,
right?
What other way could we express 4 x 10?
(10 groups of 4, 10 + 10 +10 + 10, or 4 + 4 +4 +4 +4 +4 +4 +4 +4 +4)
So then how could draw that using value blocks? (draw it together as value blocks
on the whiteboard).
b. Content Delivery (20 mins)
*Have someone read the problem

Okay, so how would we draw this out? (May need to start them out)
Draw it out on your whiteboard. (Wait time) Put them up.

Have someone come up to show class?
100 100 100 100 100 100 100 100

So this would show 8 groups of 100. Is that accurate? Does that represent the
same thing as the problem? Yes. In the problem it says there are 8 sections
with 100 seats each. If we are finding the total, it would make sense to draw 8
groups of 100. So whats the answer? (800).
Heres an example of problems in your book. The book has represented 5

groups of 10 with value blocks .Whats the answer for this? (50)
And how would we write this an addition problem? (10 +10+10+10+10 or
vice versa)
How about the second problem? (1 group of 100 would equal 100)
How could you write 4 groups of 10 as an addition problem? Write on your

whiteboard.
Compare with your neighbor. Do you have the same thing?
(Slide 5) similar problem to one in book
What whole numbers could you put in to solve? (1,2,3,4,5,6,7,8,9) *Ill

just call on names and write possibilities on board.
On these questions, it will say array. You really arent drawing an array though.
You will be just drawing as weve been doing. So drawing boxes or your own value
blocks of 100, 10 and 1.
So what would the first answer be? (4 x 10 = 40) How would you draw an
array? (4 10-value blocks)
One last problem before I let you work on your assignment.
What is the question asking you to do? (subtract 15 from 34: 34 15 = 19)
c. Closure ( 5 mins)
So remind me again, why is it good to draw a problem and be able to explain it?
If the problem asks me to draw an array, what am I doing?
B. Assessments
a. Pretest (1st page from Ch. 5 Test, 1st page from Ch. 6 Test)
b. Page 117/118 #s 5-18
c. IXL D3 (if time)
C. Differentiated Instruction
Remediation:
-One student has a worksheet to complete instead of work from the book. He will go out
during work time. His para will read the problems out loud for him and can also set up
the problem for him to do.
-One-three students usually need reminders to keep focused.
-One student needs questions read-aloud to him.
-Three students get larger graph paper for assignments to help with writing.
-Ill walk around the room to check on students, specifically 6 different individuals who
often struggle with math concepts.
-Ill start the array on the paper of those kids who need help starting.
Enrichment:
-Some often finish faster than everyone, so give a more challenging problem to complete
after the generic one. Check on them later to see if its correct.
D. Resources
https://www.pearsonrealize.com/
Lesson 2- Multiplying by Multiples of 10 and 100 (5-2)
Name: Carissa Lewis
Grade Level: 4th
Date: Wednesday, October 19th
Time: 8:30-9:45
Reflection from prior lesson: The lesson went pretty well. I had a lot of energy and felt
prepared. Many of the students understood the concept but there were several who needed more
practice. It was hard for me to know exactly how to reach those students while not losing the
interest of the students who were getting it. The student were also confused when starting the
assignment because they didnt know if they just draw the array, answer the question, or both,
although I thought I had made myself clear. In fact, there was so much confusion, that I handed
back the papers after starting to correct and had the students check back over and be sure they
had the array and the answer. In addition, I think I lack assertiveness and speed when calling on
students. In order to keep the pace, I need to call on a student quickly, get a simple response, and
move on. My teacher has told me that in the case of multiplication, it is best If they see it
modeled and then get lots of practice. The struggling kids might get it if they see it enough and
hear out your thinking as you solve. I would like to do this more in my future lessons. I mean I
plan to model to the students how I solve a problem and what I think while I am solving. I also
should have taken more time when giving the directions. I was rushing through it, so thats
probably why the students were kind of confused by the questions in the book. It is best to go
through one question from the book with the class to be sure they know what to do. I really liked
the video that was shown from the Pearson site. I will probably utilize those again, adding my
own questions to ask the students as the video goes.
Summary of student progress (data analysis, what Were lesson objectives met?
went well):
100% of the students were able to complete the
Today went pretty well. At the beginning I did assignment with 80% or higher. They understood
forget to ask the questions I was planning to the procedure of multiplying the basic fact and then
ask. I just reminded them that we were adding a 0 or 00 zeroes. If mistakes were made, it
continuing with multiplication and started the was because they were careless mistakes or
mistakes with the basic fact multiplication.
video. I was happy, however, that I asked even
more questions than the video included. We
started talking about the multiples of tens and
then hundreds. Then looked at how to start the
multiplication facts with solving the basic facts
first. There was relatively good discussion. I
did some turn-and-talk at different times. I
asked for class answers and answers from
individuals. We worked through the video.
After the video, I had 3 sample problems to do
with the class. I felt pretty confident after this,
so I had the students take out their books and
start working on the assignments. My
cooperating teacher did tell me afterwards that
I could have done more to ensure that each
individual was understanding by having them
do whiteboard work at their desk or doing
more writing on paper and turning it in. I was
happy with all of the involvement.
from this lesson?) I will have students do more individual practice in
order to show me that they understood before
I did note that not all 100% of the students moving on to the assignment.
were involved. To improve the instruction, I
could have required more from each person. I Ill have to dissect word problems more for
was also told that I could have slowed down them and have them think about the question
while giving the directions. For instance, going before answering.
more step-by-step, starting the kids off with
their first problems and going over the
directions. The students did work quietly,
though, and didnt ask too many questions.
After grading the papers, I saw that most of the

problems were done correctly. The most
difficult problems were the word problems,
which did not surprise me.
4.NBT.B.5
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models
Lesson Objectives:
After the lesson, students will use basic multiplication facts and number patterns to multiply by
multiples of 10 and 100 with 80 % accuracy.
I will multiply any number by 10 or 100 and find the correct product.
I will understand the correlation between 10 and 100.
Materials Needed:
Laptop
Projector
Teachers manual
Marker
Paper
Contextual Factors/Learner Characteristics: The students often require a lot of examples. It is

best to model for them what you are expecting. A handful of them have a handle on
The Lesson:
Today we will continue with learning multiplication.
What are some things that might come in groups of tens or hundreds?
What might be an easy way to count things in groups of tens or hundreds?
b. Content Delivery ( mins)
First, we have a video.

(Watch the video)
#1: What is the rule when you multiply by multiples of 10 and 100?
#2: What are some multiples of 10? 100?
#3: What basic fact would you use 3 x 50 ?
#4: What are some basic facts that have products that end in zero?
Lets do some practice problems before starting the assignment.

You will have to know how to do the basic problems yourself. If you dont know
your multiplication facts, then look at your desk or problem solve. The first step is
finding the basic fact.
1. 5 x 60. How would you solve?

a. 5 x 6 = 30
b. Add a 0. Why? Because we are multiplying by a multiple of ten.
2. Lili makes 30 cupcakes per hour. She starts baking at 9 in the morning and
finishes at 4:00 p.m. How many cupcakes was she able to make?
3. Last month Madison Elementary School collected 4,000 bottle caps. This
year, the school wants to collect two times as many. How many can the school
hope to collect?
So what if we multiplied by 100? 1000? 10000? Is there a pattern? How do we

know?
E. Assessments
Pg. 118 #9-22, 35-38

IXL D.8
F. Differentiated Instruction
Remediation:
One has a worksheet and will go out during work time with the paraprofessional.
Some need reminders to keep focused.
Willard needs questions read-aloud to him.
Two students get larger graph paper for assignments.
Ill walk around the room to check on students that typically have a challenging time with
new concepts.
Set up problems if students dont know how to start.
Give extra time to students, or even shorten assignment if needed.
Enrichment:
-They often finish faster than everyone, so give a more challenging problem to complete
G. Resources
Lesson 3- Breaking Apart to Multiply (5-3)
Name: Carissa Lewis
Grade Level: 4th
Date: Thursday, October 20th
Time: 8:30-9:45
Reflection from prior lesson: Today went pretty well. At the beginning I did forget to ask the
questions I was planning to ask. I just reminded them that we were continuing with
multiplication and started the video. I was happy, however, that I asked even more questions than
the video included. We started talking about the multiples of tens and then hundreds. Then
looked at how to start the multiplication facts with solving the basic facts first. There was
relatively good discussion. I did some turn-and-talk at different times. I asked for class answers
and answers from individuals. We worked through the video. After the video, I had 3 sample
problems to do with the class. I felt pretty confident after this, so I had the students take out their
books and start working on the assignments. My cooperating teacher did tell me afterwards that I
1. Could have done more to ensure that each individual was understanding by having them do
whiteboard work at their desk or doing more writing on paper and turning it in. I was happy with
all of the involvement. However, I did note that not all 100% of the students were involved. To
improve the instruction, I could have required more from each person. I was also told that I could
have slowed down while giving the directions. For instance, going more step-by-step, starting the
kids off with their first problems and going over the directions. The students did work quietly,
though, and didnt ask too many questions. After grading the papers, I saw that most of the
problems were done correctly. The most difficult problems were the word problems, which did
not surprise me.
went well):
21/22 students achieved 80% or higher on their
This was the first day that the teacher was assignment. The 1 student who didnt was able to
completely out of the room for the whole time. correct his mistakes and bring his grade back up to
I started with a prompt I had made from the an 80%.
book to review breaking apart. It was a hard
one. I had to kind of lead the students into
their first couple steps. Many kids did well
with it, but a handful were frustrated. I went
around the room offering help. After some time
I had the kids share with their partners how
they were finding the answer/did find the
answer. Then I got the attention back up to the
front and went over the question on the board.
Then I gave them one more word problem and
did a similar procedure. After that, I tried to get
in a lot of problems for practice by asking a
student for a 3- 4- or 5-digit number,
multiplying it by a 1-digit number. Then Id
have the students work the problem out on
their whiteboards and eventually compare with
a partner. When I felt like we had had enough,
I gave the directions for the Enhancement
activity I had planned. I had the students glue
Problem #1 in their math journals. I gave them
the direction to solve, show work, and then
explain. The problem was to figure out how
many blocks were in a certain 3-D structure. I
was surprised to see how it was actually some
of the brighter kids who struggled to get the
concept, while some of the kids who struggled
with traditional concepts enjoyed it.
from this lesson?) I will try to include hands-on activities in future
lessons.
At some point, there was enough confusion
about how many blocks there were that I got I will try to keep coming up with ways to engage
out little blocks from the closet for the students the kids in learning, using their hands.
to build the structure themselves in pairs. This
seemed to excite many of them and made those
who didnt understand before finally see how
many blocks there should be. There were a few
that got the problem done and had enough time
to work on the 2nd one, which was more
complex. The one thing Ill say is that I maybe
should have brought out the blocks sooner,
should have had a smoother method for
cleaning up, and should have kept the
classroom quieter, as my cooperating teacher
said she could hear us in the other room. This
lesson made me realize how powerful it is to
have hands-on activities for the kids. It was
wonderful to see some of the kids who struggle
so much with math be so excited about
building.
4.NBT.B.5
Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Lesson Objectives:
After the lesson, students will break apart numbers and use place-value blocks/drawings to
multiply 2-digit by 1-digit numbers with 80% accuracy.
I will break apart numbers in order to multiply them with more confidence.
Materials Needed:
Laptop
Projector
Teachers manual
Markers
Whiteboards
Grid paper

The Lesson:
How can we break apart numbers to multiply numbers? This is the question
well be answering.
Have you ever heard of partial products? What is it? Turn and tell your neighbor
your idea.
This is another term well be talking about.
b. Content Delivery ( 15 mins)
Watch the 5.3 Visual Learning Video

#s:
4 x 24: 80 and 16 are partial products of this total product. So what does partial
product mean?
The sum the partial products is the product.
How would you solve the expression, 3 x 16? Try it yourself (end of video).
Lets first look at the number, 16. How would we break up 16?
(1 tens value block and 6 ones)
Now, you will make 3 groups of 16. What would it look like?
(show 3 groups of 10 and 3 groups of 6)

So we could represent this by doing 3 10-value blocks and 3 groups of 6 one-
value blocks.
(Slide 3): So what is the total product? What is 3 x 16? (48)

Now grab your whiteboards1 student per group. Alright, now 4 x 36.
On your whiteboard, I want you to write out what is here on the board. Try
to solve for the empty boxes, and then wait.
(Wait time): Compare with your partner
(Slide 4): 5 x 27: Same for this one: Write on your whiteboard
(Slide 5): 29 x 4: 29 buses in each row, 4 rows.
What will you do?
(Slide 5): 4 x 131?
4 x 100 =
4 x 30 =
4x1=
____ + ____ + ____ = ____
Open books to page 121 .wait.

Look at problems 10-14.
I want you to break the number apart as we did in problems 1 and 2 on the
previous page (120)
So for instance on #9, youd go 5 x 300, 5 x 20, 5 x 5
1500+100+25 = 1625
So do that same thing through 15.
For problems 16-20, read the directions carefully. For 18, it asks you to break
apart. So this would be same as questions 10-14.
For problem 20, you are estimating the length.
H. Assessments
p. 120 #10-20
IXL: D.10, D.11
I. Differentiated Instruction
Remediation:
One has a worksheet and will go out during work time.
A couple need reminders to keep focused.
One needs questions read-aloud to him.
Two get larger graph paper for assignments.
Ill walk around the room to check on students, specifically on the 7 who typically have a
harder time grasping new concepts.
Enrichment:
-They often finish faster than everyone, so give a more challenging problem to complete
J. Resources
Lesson 4- Using Rounding to Estimate (5-5)
Name: Carissa Lewis
Grade Level: 4th
Date: Tuesday, October 25th
*(Other things came up on Friday, the 21st, and I dont come in on Mondays, so thats
why the date is 4 days after the previous lesson)
Time: 8:30-9:45
Reflection from prior lesson: This was the first day that the teacher was completely out of the
room for the whole time. I started with a prompt I had made from the book to review breaking
apart. It was a hard one. I had to kind of lead the students into their first couple steps. Many kids
did well with it, but a handful were frustrated. I went around the room offering help. After some
time I had the kids share with their partners how they were finding the answer/did find the
answer. Then I got the attention back up to the front and went over the question on the board.
Then I gave them one more word problem and did a similar procedure. After that, I tried to get in
a lot of problems for practice by asking a student for a 3- 4- or 5-digit number, multiplying it by
a 1-digit number. Then Id have the students work the problem out on their whiteboards and
eventually compare with a partner. When I felt like we had had enough, I gave the directions for
the Enhancement activity I had planned. I had the students glue Problem #1 in their math
journals. I gave them the direction to solve, show work, and then explain. The problem was to
figure out how many blocks were in a certain 3-D structure. I was surprised to see how it was
actually some of the brighter kids who struggled to get the concept, while some of the kids who
struggled with traditional concepts enjoyed it. At some point, there was enough confusion about
how many blocks there were that I got out little blocks from the closet for the students to build
the structure themselves in pairs. This seemed to excite many of them and made those who didnt
understand before finally see how many blocks there should be. There were a few that got the
problem done and had enough time to work on the 2nd one, which was more complex. The one
thing Ill say is that I maybe should have brought out the blocks sooner, should have had a
smoother method for cleaning up, and should have kept the classroom quieter, as my cooperating
teacher said she could hear us in the other room. This lesson made me realize how powerful it is
to have hands-on activities for the kids. It was wonderful to see some of the kids who struggle so
much with math be so excited about building.
went well):
Only 1 student didnt get an 80% or higher on the
I thought the lesson could have gone a lot assignment. They got a 79% however, which is
better if I had been a. more prepared and b. close. 11/24 got over 90%. The other 12 scored
More strict about blurting. I think I had a good between 80 and 90%.
introduction to get the kids thinking. Then I
had a prompt for the student to work through. I
took the one from the book. I thought it went
alright. The students started to work right
away. Several of them knew how to do it right
awayrounding and then multiplying.
However, there was a handful that needed
direction. After a few minutes, I went over the
problem on the board. From there, we did
several practice problemsmaybe 6. I had
students give me the numbers that I needed for
each problem and then let the students solve at
their desks.

from this lesson?) Include an IXL assignment in case students finish
My teacher noticed that there was a lot of

blurting. In fact half of the class was blurting,
as my teachers data proved. For the next
lesson I need to praise those who raise their
hand and not tolerate blurting. In addition, I
felt like I was having to do problems just
because I needed to take up more time, instead
of the right reasonwhich is to make sure the
students need to understand. So, I need to have
other ideas for the math time so that I am not
having to drag out the time. My teacher
saved me by having the students do IXL after
they had finished their assignment.
4.NBT.B.5
4.NBT.A.3
Use place value understanding to round multi-digit whole numbers to any place
Lesson Objectives:
After the lesson, students will use rounding to estimate solutions to multiplication problems with
80% accuracy.
I can round multi-digit whole numbers to any place.
I can multiply rounded multi-digit numbers by 1-digit numbers.
Materials Needed:
Laptop
Projector
Teachers manualTopic 5 Math
Markers
Whiteboards
Grid paper

hard time thinking abstractly about numbers. It is good to use visuals or hands-on tools. Students
need a lot of practice to master a skill as many lack confidence.
The Lesson:
a. Introduction (5 mins)
It is always good to estimate in your head when solving a problem to be sure that
your answer is reasonable.
For instance, lets say Im going to bake a bunch of cookies for a bake sale. I need
to know an estimate of how many eggs I should need. Do you have another
example?
Today you will learn ways of estimating products when you multiply greater
numbers.
Usually, the larger number we are estimating will be rounded to the nearest 10 or
100s place, and from there you should be able to solve the problem since you
learned last week about multiplying by 10s and 100s.
Do you remember how we multiply by 10? What do we do? Why? (We add a zero
when we multiply by 10) And what do we do to the product if we multiply by
100? (we add 2 zeros because of the two zeroes in 100, which really represents 10
groups of 10).
Okay, the person with the longest hair, go get the whiteboards for your group.
Pose the Problem:

Charlotte earns $48 a week babysitting. She has saved all of her money
for the past 6 weeks. Estimate to find about how much money she has saved.
*Have the students work by themselves on their whiteboards
*Review-- Put 48 on a number lineHow should you round?
*What number will be on the left side? (40) On the right side? (50)
*So what ten is closest to 48? (50), so 6 x 50 = ____, 300.
*With a partner, discuss: Was $300 what Charlotte really made? Was it
*Less or more?
*How could you determine how much less or more the actual number is
from $300?
*Show how you could use compensation to find the real answer48 is 2
less than 50, so if you multiplied 50 six times, than you should do 2 x 6 to figure
out how much less the real number would be. So 2 x 6 = 12. 300-12 = 288. She
made $288.
Practice:
__ x __ __ ; __ x __ __ __
During this time, Ill be calling on the students to give me 2 or 3 digit

numbers to multiply by and Ill have them practice maybe 5-6 of them,
depending on how much I think theyre understanding the concept and
doing the work confidently.
Give example from book that touches on all the points.

Directions for assignment.
K. Assessments
p. 124/125 #s: 11-14, 25-38
L. Differentiated Instruction
Remediation:
One student has a worksheet and will go out during work time.
A couple students needs reminders to keep focused.
One student needs questions read-aloud to him.
Two students get larger graph paper for assignments.
Ill walk around the room to check on students, specifically those who struggle with new
concepts.
Enrichment:
I give these students a more complex problem to challenge them if they finish before the
others.
M. Resources
Lesson 5- Problem Solving: Reasonableness (5-6)
Name: Carissa Lewis
Grade Level: 4th
School: Madison Elementary School
Date: Wednesday, October 26th

Time: 8:30-9:45
Reflection from prior lesson: I thought the lesson could have gone a lot better if I had been a.
more prepared and b. More strict about blurting. I think I had a good introduction to get the kids
thinking. Then I had a prompt for the student to work through. I took the one from the book. I
thought it went alright. The students started to work right away. Several of them knew how to do
it right awayrounding and then multiplying. However, there was a handful that needed
direction. After a few minutes, I went over the problem on the board. From there, we did several
practice problemsmaybe 6. I had students give me the numbers that I needed for each problem
and then let the students solve at their desks. My teacher noticed that there was a lot of blurting.
In fact half of the class was blurting, as my teachers data proved. For the next lesson I need to
praise those who raise their hand and not tolerate blurting. In addition, I felt like I was having to
do problems just because I needed to take up more time, instead of the right reasonwhich is to
make sure the students need to understand. So, I need to have other ideas for the math time so
that I am not having to drag out the time. My teacher saved me by having the students do IXL
after they had finished their assignment.
went well):
4/22 scored below an 80 % on the assessment,
The lesson went well today. We started out by which was a math assignment.
doing the Digital Quick Check for 5.5. on the
chrome books. When they were done with that, 8/22 scored between 90-99%
I had them work on IXL. I was super
impressed with the results for the Digital Quick 3/22 scored 100%
Check. Only 3 out of the 22 students got below
a 100 %. As far as the IXL, I thought it was a The rest scored between 80-89%
good use of the time, but on the other hand, the
students hadnt been exposed to the concept of So, the lesson objective for the day was not met,
because I had hoped that everyone would exhibit
distributive property, so there were questions
understanding of the concepts by scoring 85% or
about it. I wish we (my teacher and I) had higher on the assignment.
chosen another one for them to work on. At
about 9 am, I had them put the chrome books
away and return their attention to the front. I
started introducing the lesson by asking what
reasonableness means. I asked why it helps us
to think through what we are doing to see if it
makes sense, etc. After a little bit of discussion,
I gave them a prompt to glue in their desks. It
turned out to be a little bit too difficult for
some of them. Although I had given some
direction at the beginning for how to solve the
problem, many of them didnt get the answer
we were looking for. At some point, I had them
turn and talk to see if that helped. After that, I
went through the problem on the board. After
doing that, I played the video that the
curriculum provided to talk about the lesson. I
thought the students did a good job with this.
They were thinking and answering the
questions provided in the video. There was
some blurting, but I tried to keep it down more
today. After the video, I tried to provide some
closure by again talking about how we can
prove that an answer is reasonable. I also
highlighted some of the terminology they
would find in their assignment. After giving
that instruction, I let them start their
assignment. Several were able to finish before
the end of the day.

from this lesson?) I will be more prepared when giving prompts
such as questions to ask the students or ways to
prompt them. I think that the problem I posed was
too difficult for most of the students. I should give
The students did a good job of staying engaged more thought to the problems I give them to do.
throughout most of the lesson. I was impressed
with their contributions during the video. And
although the prompt I gave was hard for many,
some still stayed engaged trying to figure it out.
Some, however, seemed to give up when seeing its
difficulty.
As far as remediating, I think I would have done a

problem or two with them before letting them try to
do one on their own. Also, I need to work with the
kids on persevering through a problem and using
problem-solving skills. They need to understand
that they need to try.
4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number answers
using the four operations, including problems in which remainders must be interpreted.
Represent these problems using equations with a letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation strategies including
rounding
Lesson Objectives:
Students will check for reasonableness by making sure their calculations answer the questions
asked and by using estimation to make sure the calculation was performed correctly. Students
will exhibit this skill for me on the assignment. I expect them to do 85% or higher on the
assignment to prove they understand.
I can use estimation to check for the reasonableness of a problem.
I can check my answer against the question and condition in the problem to check for
reasonableness.
I can round 2- and 3- digit numbers to the nearest tens- and hundreds- places, respectively, in
order to get an estimate for a product.
Materials Needed:
Laptop
Projector
Markers
Whiteboards
Chrome books
Alternative assessment for Matt

The Lesson:
After Daily Math/Language,
Review from yesterday:

Alright, we are first
Get out chrome books.
Go to *Elementary School page
*Scroll down to Pearson Realize
*Sign in (look in your assignment book if you dont know)
*Classes
*Assignments
*Digital Quick Check 5-6
(Ill be checking the students progress as they do the 5 problems on their
chrome books. If there is a problem that most got wrong, Ill do it with
them on the board)
(Give Matt alternative!)
When finished, do IXL D.11

Stop around 9 a.m.
Introduce todays topic: Reasonableness.

*What does it mean to be reasonable?
*Right, we want to know if our answer makes sense. If we can see that
the answer doesnt make sense, we can go back and see how we might fix
it. This saves us from making a lot of silly mistakes.
Pose the Problem:

Hand out small sheets, have the students glue in.
Solve quietly
After a few minutes, have them pair share
Get 2-3 strategies from students
Close the books for now, leave on the corner of your desk
Video: 5-6:
1. How do you check an answer for reasonableness?
2. Will the actual answer be less than or greater than 210? *We talked
about this some yesterday.
3. How do you know that the answer of 196 sequins is reasonable?
4. Example of answering wrong question
5. Example of rounding incorrectlynot reasonable bc of difference in
products
6. Example of another good estimate
7. Alright, so lets do some practice.
8. Pull up flipchart from laptop
9. At some point, remind the students:
10. As Im writing, think to yourselves, Does this make sense? Do
you agree?
a. (If theres time for student to do practice at desk, otherwise just
model at the front)
b. (If time, have students use a half sheet to do the few practice
problems)
Slide 1: Fish tank problem. 41 x 8. Find exact and estimate to see that it is
reasonable.
Use breaking apart to get exact answer
Round to nearest 10 and multiply to get estimate.
40 x 8 = 320, 41x 8 = 328
If time, discuss how you could create a problem thats answer would be
near 80
c. Closure (5 mins)
*Reminders:
*How do you know youre being reasonable? (What can you do to

make sure the question is reasonable?) [round]
*What does a complete sentence include? (a subject, a verb,

punctuation and capital letters)
*What is a number sentence? (an equation or problem, such as 3

x5 =15)
*What will you do if at first you dont understand a problem? (re-

read it to yourself, breaking it apart if necessary)
N. Assessments
p. 126-128 #4-20
O. Differentiated Instruction
Remediation:
One has a worksheet with highlights and may go out during work time with the
paraprofessional
A couple need reminders to keep focused.
One needs questions read-aloud to him.
Three students get larger graph paper for assignments.
Ill walk around the room to check on students, specifically those who have difficulty
staying on tasks/have difficulty with new concepts.
One student gets the alternative papers when theres something on the chrome books to
do.
I will set up problems if students dont know how to start.
I will give extra time to students, or even shorten assignment, if needed.
Enrichement:
Students could be given harder problems to multiply
P. Resources
Lesson 6- Review of Chapter 5: Number Sense: Multiplying by 1-Digit Numbers
Name: Carissa Lewis
Grade Level: 4th
Time: 8:30-9:45
Reflection from prior lesson: The lesson went well today. We started out by doing the Digital
Quick Check for 5.5 on the chrome books. When they were done with that, I had them work on
IXL. I was super impressed with the results for the Digital Quick Check. Only 3 out of the 22
students got below a 100 %. As far as the IXL, I thought it was a good use of the time, but on the
other hand, the students hadnt been exposed to the concept of distributive property, so there
were questions about it. I wish we (my teacher and I) had chosen another one for them to work
on. At about 9 am, I had them put the chrome books away and return their attention to the front. I
started introducing the lesson by asking what reasonableness means. I asked why it helps us to
think through what we are doing to see if it makes sense, etc. After a little bit of discussion, I
gave them a prompt to glue in their desks. It turned out to be a little bit too difficult for some of
them. Although I had given some direction at the beginning for how to solve the problem, many
of them didnt get the answer we were looking for. At some point, I had them turn and talk to see
if that helped. After that, I went through the problem on the board. After doing that, I played the
video that the curriculum provided to talk about the lesson. I thought the students did a good job
with this. They were thinking and answering the questions provided in the video. There was
some blurting, but I tried to keep it down more today. After the video, I tried to provide some
closure by again talking about how we can prove that an answer is reasonable. I also highlighted
some of the terminology they would find in their assignment. After giving that instruction, I let
them start their assignment. Several were able to finish before the end of the day.
went well): Overall, the lesson went pretty well.
I went through my lesson as planned. There are Objective was that after the lesson, students
things I liked and things I wished Id changed. will use one of three methods learned to
For instance, I liked how I started out the multiply 2-digit by 1-digit numbers with 80%
lesson with a discussion about reasonableness- accuracy.
what it is, how we use it, why we use it, how it
helps us, etc. I tried to connect it personally by Only 1/22 of the students got less than 80% on their
talking about going to the store and having to review assignment, but we still didnt meet the
estimate how much the bill will be. objective since there wasnt 100% of the students that
got at least 80%.
After the discussion, I had a prompt for the
kids. I had them glue it first into their
notebooks. Then I introduced it a little bit to
give them some direction, and then let them get
to work. I am afraid they were not prepared for
this prompt. I was surprised by how few
students were actually working through the
problem accurately. Most were not finding the
answer to the right question and/or missing one
of the questions on the prompt. I realized this
as I went around and then decided to do it on
the board for everyone to see. At this point,
though, I was afraid that I had frustrated and
confused them. I put on the video that goes
along with the lesson. During this video, I
think their confidence was built back up as
they gave answers and interacted with the
video. This was good to see. After the video,
we did a couple sample problems, I tried to
summarize what wed talked about, and then I
introduced the assignment.
from this lesson?) Because I could tell that a lot of the students were
not confident in the lesson and that they didnt
I was happy with myself for adapting when I felt know how to justify their answer, I will have to
like they didnt understand, but I would have liked review this tomorrow.
to have been more prepared than I was. I wasnt
sure of myself after seeing the students confusion. I want to give more examples to the kids until I am
I will need to be more explicit when teaching how sure that they understand.
to justify your answer.
I thought I did well at summarizing what wed

talked about and gave good directions for the
homework. However, I wish I would have had
more time to do examples with the students
because after grading the assignments, I saw
that there were many silly mistakes that could
have been avoided (which maybe I couldnt
have helped), but also that not all of the kids
were sure how to answer the questions about
why their answer was reasonable. Pretty well
all of the kids would answer reasonably/get the
right answers, but not all were able to say why.
NO 4.4G
Round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving
whole numbers
4.NBT.B.5
Lesson Objectives:
After the lesson, students will use one of three methods learned to multiply 2-digit by 1-digit
numbers with 80% accuracy.
I can use estimation to check for the reasonableness of a problem.
I can check my answer against the question and condition in the problem to check for
reasonableness.
I can round 2- and 3- digit numbers to the nearest tens- and hundreds- places, respectively, in
order to get an estimate for a product.
I can break apart a number to help me solve for the product.
Materials Needed:
Laptop
Projector
Markers
Whiteboards

The Lesson:
Alright, today is a review day. I want to try to make sure you understand how to
do problems from each section of the chapter. So, well spend some time
practicing before going to the assignment. But first, I want to do a fun activity
with you from a site called, Estimation 180. Its a site that one of my teacher
showed me when I was in a college math class. So here it is (Pull it up on
computer). There are all of these fun estimations for each day. So today, I have
this one for you (http://www.estimation180.com/day-4.html) . By looking at the
picture, were going to try to come up with our best estimate of how high that
pole is. So get out your math notebook. Youll need at least half a page, so start a
new page if you need. You are going to write down on your paper the following:
a. What is a height that you think is too low? Why?
b. What is a height that is too high? Why?
c. What is your estimate. Label.
Then Ill have Partner B tell what they think first, then Partner A.
Then Ill take an answer for each one and plug it in.
Pull up answer, and talk about it. Did that surprise some of you? Do you see now
why it is about 20 feet?
Alright, so in your notebooks, you can write that the pole was about 20 feet, and
then how your estimate compared with that. How close did you get?
Put your math notebook on the back table when youre finished.
Review:
#35 on page 125 (hand out assignment for them to change it if necessary)
Sam+2 brother = 3 tickets
One ticket = 319, about $300
Another one = 389, about 400
400 x 3 = 1200
300 x 3 = 900
Difference of $300.
Breaking apart: 7 x 45
Word Problemsmultiplying a 2 digit by a 1-digit numberhave them

make up a few for the class to do together.
Practice problems on slides (see how much time is needed)
c. Closure (5 mins)
Please remember to be careful when doing your assessments. Read the

word problems carefully.
For #6, Ed is doing what we do when we solve multiplication problems.

He has done the first step. The question is asking us what he should do
next.
Also, when a question asks about reasonableness, what is it really asking

us about? How would we answer?
d. Assessments
` p. 132-133 #1-19
Q. Differentiated Instruction
Remediation:
A student has a worksheet with highlights (aide does) and may go out during work time.
One student needs reminders to keep focused.
One student needs questions read-aloud to him.
There are 3 students who get larger graph paper for assignments.
Ill walk around the room to check on students, specifically 7 of the students.
One student gets the alternative papers when theres something on the chrome books to
do.
I can set up problems if students dont know how to start.
I can give extra time to students, or even shorten assignment if needed.
Students who are excelling will be challenged to do problems with higher numbers.
R. Resources
Lesson 7- Arrays and Using an Expanded Algorithm (6-1)
Name: Carissa Lewis
Grade Level: 4th
Date: Wednesday, November 2nd
(*My teacher reviewed with the students on Monday, the 31st. The Chapter 5 test was given on
Tuesday, November 1st)
Time: 8:30-9:45
Reflection from prior lesson:
Overall, the lesson went pretty well. I went through my lesson as planned. There are things I
liked and things I wished Id changed. For instance, I liked how I started out the lesson with a
discussion about reasonableness-what it is, how we use it, why we use it, how it helps us, etc. I
tried to connect it personally by talking about going to the store and having to estimate how
much the bill will be.
After the discussion, I had a prompt for the kids. I had them glue in first into their notebooks.
Then I introduced it a little bit to give them some direction, and then let them get to work. I am
afraid they were not prepared for this prompt. I was surprised by how few students were actually
working through the problem accurately. Most were not finding the answer to the right question
and/or missing one of the questions on the prompt. I realized this as I went around and then
decided to do it on the board for everyone to see. At this point, though, I was afraid that I had
frustrated and confused them. I put on the video that goes along with the lesson. During this
video, I think their confidence was built back up as they gave answers and interacted with the
video. This was good to see. After the video, we did a couple sample problems, I tried to
summarize what wed talked about, and then I introduced the assignment. I thought I did well at
summarizing what wed talked about and gave good directions for the homework. However, I
wish I would have had more time to do examples with the students because after grading the
assignments, I saw that there were many silly mistakes that could have been avoided (which
maybe I couldnt have helped), but also that not all of the kids were sure how to answer the
questions about why their answer was reasonable. Pretty well all of the kids would answer
reasonably/get the right answers, but not all were able to say why.
went well):
No, I saw that there were many silly mistakes that
Overall, the lesson went pretty well. I went through could have been avoided (which maybe I couldnt
my lesson as planned. There are things I liked and have helped), but also that not all of the kids were
things I wished Id changed. For instance, I liked sure how to answer the questions about why their
how I started out the lesson with a discussion about answer was reasonable. Pretty well all of the kids
reasonableness-what it is, how we use it, why we would answer reasonably/get the right answers,
use it, how it helps us, etc. I tried to connect it but not all were able to say why.
personally by talking about going to the store and
having to estimate how much the bill will be. After
the discussion, I had a prompt for the kids. I had
them glue in first into their notebooks. Then I
introduced it a little bit to give them some direction,
and then let them get to work. I am afraid they were
not prepared for this prompt. I was surprised by how
few students were actually working through the
answer to the right question and/or missing one of
the questions on the prompt. I realized this as I went
around and then decided to do it on the board for
everyone to see. At this point, though, I was afraid
that I had frustrated and confused them. I put on the
video that goes along with the lesson. During this
video, I think their confidence was built back up as
they gave answers and interacted with the video.
The students had a hard time with visualizing the

arrays in their minds before drawing them out. They
are getting the hang of the actual multiplication.
They tend to be careless in making the arrays so
silly mistakes are easily made.
Instructional decisions (were students engaged; how Include in tomorrows lesson:

will you remediate difficulties or problems from this
lesson?) I will model my thinking when determining if a
problem is reasonable, especially the why.
The students were active and engaged, but I could
tell that they were getting frustrated in the middle of I will review a problem from today.
the lesson. The video helped, as well as more
practice. I will try to model my thinking when
determining if a problem is reasonable, especially
the why.
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.
Lesson Objectives:
I can define partial products.
I can solve 2-digit by 1-digit multiplication problems by drawing arrays.
Materials Needed:
24 full sheets of grid paper for assignment
24 half sheets of grid paper for practice
Projector
Teacher manual

The Lesson:
a. Pre-Introduction Activity/Review from test (10 mins)

i. Day 26 Estimation
1. How many?
a. Get out math notebooks
b. Number 1-4
c. Day 26 Candy Corn Bag
i. 1. Too Low:
ii. 2. Too High:
iii. 3. Estimate/Reasoning
iv. 4. Real Answer/Compare to estimate
d. Discuss
e. Show answer
ii. Review:
1. #11: Each of the 23 fourth graders will need 3 notebooks this year.
The notebooks come in packets of 10. Whats the best estimate of
the number of packets of notebooks?
a. 23 students. Each need 3 notebooks.
i. 23 x 3 = 69 notebooks total needed
ii. 69/10 (number of notebooks per packet) = about 7
notebooks if you round up.
iii. So, 7 notebooks would be an acceptable answer.
iv. If you had rounded 23 up to 24 or 25 and gotten 8
or 9 packets of notebooks, I accepted that.
v. I did not accept 6 packets, since this would mean
that some students dont get the 3 notebooks they
need.
b. Introduction to 6.1: (10 mins)
1. What is an array?
2. 16 x 2 Show grid paper under light.
a. How could we make that using grid paper?
b. Label the sides (2 on y axis, 16 on y)
c. How could we count it up even easier?
d. Break it up into tens and ones (2 on y axis, 10 and 6 on x)
e. When we multiply these numbers, it should give us the
amount of boxes inside.
f. Do 10 x 2 and 6 x 2
g. Add these partial products
h. Sum? (32)
c. Content Delivery (30 mins)
26 x 2Grid paper is still under light

a. How would you draw it?
b. How would you break it up?
c. What will you add (partial products)
d. Sum?
18 x 3Grid paper still under lighthand out grid paper for them
to follow along
o Students should follow along and do the work on their own
sheets of paper. They may have to go on the back to do the
problems. Remind them to leave space between problems
and start on the left side of the sheet.
a. How would you draw it?
b. How would you break it up?
c. What numbers will you add up?
d. Sum?
27 x 3?
22 x 4?
Review from Test: 140 x 4
#10: Jamaiah used the array to find the product of 140 x 4.
How can he use this array to find the product?
Draw on grid paper, 14 x 4, talk through it.
14 x 5 (If needed)
d. Closure (5 mins)
i. What is the benefit of using an array? How can it make multiplication
more understandable?
ii. You have 10 problems to do today for homework. I am handing a half-
sheet to all of you that has the problems. On it, youll see a spot for your
name and the date. Fill those in first.
iii. I am passing out the staplers. Staple your grid sheet to your sheet of
problems, and Ill pick up the staplers when your pods are done.
iv. Just as weve done the problems on the board, do them on your grid paper.
I want to see your number problems boxed, the equation, and the answer.
For instance, 1. 20 x 6 = 120 (with the drawing)
v. When you are done with your assignment, turn it in and you can work on
IXL N.1 (write this on board). If you master this skill, you can work on
N.2.
S. Assessments
Worksheet made by me with 10 multiplication problems that are 2-digit by 1-digit (scan)
T. Differentiated Instruction
Remediation:
Ill walk around the room to check on students, especially the 7 who usually struggle with
new concepts, giving them a way to set up their problems if needed.
During the practice time, giving the students who get done quickly more challenging
problems to work on while the others finish
Give grid papers with bigger spaces to those who have a hard time with the small spaces
of the normal grids.
Enrichment:
Have the students make arrays with numbers that are 3-digit instead of 2.
U. Resources
Lesson 8- Connecting the Expanded and Standard Algorithm (6.2)
Name: Carissa Lewis
Grade Level: 4th
Date: Tuesday, November 8th
Time: 8:30-9:45
The lesson went well. The students were better able to see how multiplication works when
making an array on the grid paper. Breaking up the numbers into tens and ones was also an
effective strategy. The lesson could have been improved if the students could have been able to
use manipulatives, such as 10- and 1- blocks, at their desks. I also should have talked about the
importance of precision and accuracy when writing on the grid paper. Several students are
somewhat careless when using the paper.
went well):
The students sometimes would forget the second

step of multiplying the one-digit number by the No, not all students demonstrated an understanding
digit in the ones place of the two-digit number. of at least 80% of the material.

from this lesson?) We will need continued practice using the
algorithms using the various methods so that each
Yes, students were engaged and wanting to try child sees what works best for them.
problems out for themselves.
By the use of the various methodsarrays and

equations.

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.
Lesson Objectives:
I can define partial products.
I can solve 2-digit by 1-digit multiplication problems using equations, rectangular arrays, and/or
area models.
Materials Needed:

A. The Lesson:
i. Review of expanded algorithm
ii. What is standard algorithm?
1. We dont show the partial products, but do it in our heads.
2. We show regrouping.
3. We get the same answers
iii. Video on Pearson
1. Discuss similarities and differences between two forms
2. Identify regrouping
3. Discuss importance of knowing our tens and ones.
b. Content Delivery (30 mins)

i. Demonstrate standard and expanded algorithm with the same problem,
going step by step.
ii. Give students practice problems to do on whiteboards
1. Students need to show it in both forms
2. When student finishes, have them show in a 3rd or 4th way as a
way of differentiation
3. Do problem on board, with student participation, when problem
wasnt done well by a significant number of students on their white
boards.
c. Closure (5 mins)
i. Emphasize the importance of using the method that works best for you,
but also being able to show the multiplication in a different way
ii. Remind the use of reasonableness
B. Assessments
p. 142 #9-18; show both forms: standard and expanded: for each problem
Encourage the struggling students to stick to the expanded form, and use the box method
to check their answers.
Encourage the higher-performing students to try the standard form for today and then use
the expanded to check.
During the practice time, giving the students who get done quickly more challenging
problems to work on while the others finish
D. Resources
Lesson 9- 6.3. Multiplying 2-digit by 1-digit Numbers
Name: Carissa Lewis
Grade Level: 4th
Date: Wednesday, November 9th
Time: 8:30-9:45
Reflection from prior lesson: Students did very well with this lesson. Even my typically lower-
performance students received marks above 80 % on their assignments. It was good for the
students to practice with both expanded and standard algorithms so that they were able to see the
connection between the two and be assured of their answers. Students could also use the box
method as a 3rd way of checking their answers. Students were eager to get their work done and
asked appropriate questions. Some students needed more one-on-one instruction after the lesson
in order to complete their assignment, but overall, most students were ready to move on to the
standard algorithm with relative ease.
went well):
Yes, when given the freedom to choose their
The students did well with connecting the method of multiplication, most students were able
expanded and standard algorithms. Most feel the to do the multiplication correctly with 80%
most comfortable with the expanded form, and accuracy.
were encouraged to do the method they prefer
most. Most students were able to check for
reasonableness effectively.
from this lesson?) I will allow for students to come up with more of
their own word problems to solve, involving 2-digit
Students were quite engaged, especially when able by 1-digit numbers.
to create their own word problems that involved
themselves or their peers.
I will help the struggling students by spending

more 1-on-1 time with them during work time. I
will also continue to emphasis checking for
reasonableness with estimation.
4.NBT.B.5
Lesson Objectives:
After the lesson, students will multiply 2-digit numbers by 1-digit numbers and estimate to check
for reasonableness with 85% accuracy.
I can use the standard or expanded algorithm to find the product of a 1-digit and 2-digit number.
I can estimate a 1-digit by 2-digit problem to check for reasonableness.
Materials Needed:
Math notebooks
Math books
Pencils
ActiveInspire Flipchart
Whiteboards/markers
The Lesson:
a. Estimation (5 mins):
b. Number 1-5
c. Day 41: How high is this giant Ferris wheel?
i. 1. Too Low:
ii. 2. Too High:
iii. 3. Estimate
iv. Reasoning
v. 4. Real Answer/Compare to estimate (discuss)
d. Show answer
b. Introduction: (2 mins)
a. Question: How can you multiply a two-digit number by a
1-digit number (for example: 21 x3) and check the product
(or answer) for reasonableness?
i. Do you remember how we would solve for
reasonableness last week?
ii. What does reasonableness mean?
c. Content Delivery: (30 mins)
i. Sample Problem on the flipchart:
i. Ellie wants to order 8 boxes of T-shirts. Each box
contains 24 T-shirts. How many T-shirts will Ellie
order?
1. 24 x 8
a. Standard Algorithm:
i. What is an algorithm?
ii. How is it different from an
expanded algorithm?
iii. 4 x 8 is 32. I record the ones
and I regroup the tens by
carrying the 3 above the 2. So
now I have 2 tens multiplied
by 8 and then I had the 3 tens
that I carried over. I get 192.
b. Expanded algorithm:
i. We break it up a little bit
more into steps
ii. So we take 4 and 8 and get
32.
iii. Then we take 8 times the 20
ones and we get 160.
iv. Then we add 160 and 32 to
get 192.
c. Either way, we get 192.
d. Reasonableness
i. We do estimation
ii. How could we use estimation
when doing 24 x 8?
iii. 20 x 8 would equal 160
iv. 25 x 8 would equal 200
v. We know that our answer is
reasonable because 192 is
between 160 and 200.
b. Lets create a problem of our own.
i. Let them give you an ideahas to be a 2-digit
number and a 1-digit number
ii. Solve together
c. Have students get out whiteboards/markers to work at their
own desk
d. Practice Problems: (Model how you want the problem done
first)
i. Each student can make up their own 2-digit number
and multiply it a 1-digit
ii. Multiply 2-digit by 1-digit in standard form or
expanded form (up to them)
iii. Check for reasonableness with estimation
iv. After a couple minutes, Ill have them turn and tell
their partner about their problem. What they did
e. Do as many as you see are needed (2-3?)
d. Closure (3 mins)
i. Be sure to check for reasonableness. How?
ii. Model how you want the problem to look in their assignment-- #1.
iii. If you finish your homework, you can do D.5 on IXL
B. Assessments
p. 145/146 #s 12-27, 29-31
Ill walk around the room to check on students, specifically the 7 who tend to struggle
with new concepts.
Give direction to the students for their word problems who struggle with the deep
understanding of multiplication so that their problems are workable
Give more freedom to students with deeper knowledge so that they can create harder
problems for themselves and their peers during the practice time
Set up the problems for a couple of the students so that they arent overwhelmed with the
word problems
D. Resources
Day 10- Multiplying by 3-and 4-Digit by 1-Digit Numbers
Name: Carissa Lewis
Grade Level: 4th
Time: 8:30-9:45
The lesson went well. The students were engaged, especially during the whiteboard practice. The
students loved making up their own word problems. However, I should have given more
direction with the creation of the word problems, as several had unrelated problems or problems
that did not make sense/couldnt be used for our purposes, which demonstrated their lack of
understanding.
4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number 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.
Lesson Objectives:.
I can use the standard or expanded algorithm to find the product of a 1-digit and 3- or 4- digit
number.
I can estimate a 1-digit by 3- or 4-digit problem to check for reasonableness.
Materials Needed:
Paper
Pencils
Math textbooks
Estimation180 site

The Lesson:
a. Estimation (5 mins):
b. Number 1-5
c. Day 41: How high is this giant Ferris wheel?
i. 1. Too Low:
ii. 2. Too High:
iii. 3. Estimate
iv. Reasoning
v. 4. Real Answer/Compare to estimate (discuss)
d. Show answer
b. Introduction: (2 mins)
iii. Weve been working with 1- and 2-digit numbers, right? You guys are
doing really well with. But today, we are going to learn how to multiply a
3-digit or 4-digit number by a 1-digit number.
c. Content Delivery: (30 mins)

iv. Video
1. 264 x 3
a. What will you do first?
3 x 4 (ones place)
i. You carry the 1 over to the tens place and put 2 in
ones place.
b. Then 6 x 3 (tens place)
i. You carry the 1 over to the hundreds place and put 8
in tens place
c. 2 x 3 (hundreds place)
i. Take 3 x 2, add the extra 1 above, get7
d. 792 is the answer
v. Hand out sheets; have the students do the problem on their own, then
with me on the board.
1. 157 x 8
a. Do it with standard algorithm, using the same kind of
language in the video, such as, Add any extra tens.
b. If we were to break this number apart and find the partial
products, how many would there be?
c. Now you find the partial products.
2. Get another number from a student
a. Have students find an estimate
b. Have students do standard algorithm on paper
c. Have students break apart the problem on paper
3. Be sure to get a couple 4-digit number and another 3-digit number
a. Do same procedureestimate, standard, expanded
d. Closure (3 mins)
You can do the expanded form or standard form, whichever you prefer, but I want you to be sure
to do an estimation first and then solve for the real answer. This way, you can check for
reasonableness. Why do we do this? Could you show the problem in more than one way? Why
might this be a good idea?
#5-12: You have to give an estimate as well.
#13-15: Use pictures and their captions
#16-25: Be careful when reading. Some will ask about. What will you do then?
e. Assessments
p. 149/150 #s: 5-25
f. Differentiated Instruction
Ill walk around the room to check on students, specifically the 7 students who tend to
struggle with new concepts.
Challenge the high-performing students with problems with higher than 3-digit numbers.
g. Resources
Reflection Log
Day 1:
Were lesson objectives met?

Summary of student progress (data analysis, what
went well): The lesson went pretty well. I had a Students were able to do the multiplication
lot of energy and felt prepared. Many of the problems by drawing the arrays.
students understood the concept but there were
several who needed more practice. It was hard All 100% of the students got 80% or higher on their
for me to know exactly how to reach those math assignment. Only 4 scored lower than 90%.
students while not losing the interest of the
students who were getting it. The student were
also confused when starting the assignment
because they didnt know if they just draw the
array, answer the question, or both, although I
thought I had made myself clear. In fact, there
was so much confusion, that I handed back the
papers after starting to correct and had the
students check back over and be sure they had
the array and the answer.
from this lesson?)
I think I lack assertiveness and speed when I will continue to focus on multiplication and how
calling on students. In order to keep the pace, I to show it with drawings and addition. I want the
need to call on a student quickly, get a simple kids to understand what it is they are actually doing
response, and move on. My teacher has told me with the numbers when they multiplythat they
that in the case of multiplication, it is best If are taking equal groups. Especially with larger
they see it modeled and then get lots of numbers, I want them to be able to be
practice. The struggling kids might get it if reasonableness and see if their answers make sense.
they see it enough and hear out your thinking
Ill try to be more explicit with my instruction, and
as you solve. I would like to do this more in
take things step by step as I model a problem.
my future lessons. I mean I plan to model to
the students how I solve a problem and what I Ill review 1-2 problems from the assignment with
think while I am solving. I also should have the class.
taken more time when giving the directions. I
was rushing through it, so thats probably why
the students were kind of confused by the
questions in the book. It is best to go through
one question from the book with the class to be
sure they know what to do. I really liked the
video that was shown from the Pearson site. I
will probably utilize those again, adding my
own questions to ask the students as the video
goes.
Day 2:
went well):
100% of the students were able to complete the
Today went pretty well. At the beginning I did assignment with 80% or higher. They understood
forget to ask the questions I was planning to the procedure of multiplying the basic fact and then
ask. I just reminded them that we were adding a 0 or 00 zeroes. If mistakes were made, it
continuing with multiplication and started the was because they were careless mistakes or
mistakes with the basic fact multiplication.
video. I was happy, however, that I asked even
more questions than the video included. We
started talking about the multiples of tens and
then hundreds. Then looked at how to start the
multiplication facts with solving the basic facts
first. There was relatively good discussion. I
did some turn-and-talk at different times. I
asked for class answers and answers from
individuals. We worked through the video.
After the video, I had 3 sample problems to do
with the class. I felt pretty confident after this,
so I had the students take out their books and
start working on the assignments. My
cooperating teacher did tell me afterwards that
I could have done more to ensure that each
individual was understanding by having them
do whiteboard work at their desk or doing
more writing on paper and turning it in. I was
happy with all of the involvement.
from this lesson?) I will have students do more individual practice in
order to show me that they understood before
I did note that not all 100% of the students moving on to the assignment.
were involved. To improve the instruction, I
could have required more from each person. I Ill have to dissect word problems more for
was also told that I could have slowed down them and have them think about the question
while giving the directions. For instance, going before answering.
more step-by-step, starting the kids off with
their first problems and going over the
directions. The students did work quietly,
though, and didnt ask too many questions.
After grading the papers, I saw that most of the

problems were done correctly. The most
difficult problems were the word problems,
which did not surprise me.
Day 3:
went well):
21/22 students achieved 80% or higher on their
This was the first day that the teacher was assignment. The 1 student who didnt was able to
completely out of the room for the whole time. correct his mistakes and bring his grade back up to
I started with a prompt I had made from the an 80%.
book to review breaking apart. It was a hard
one. I had to kind of lead the students into
their first couple steps. Many kids did well
with it, but a handful were frustrated. I went
around the room offering help. After some time
I had the kids share with their partners how
they were finding the answer/did find the
answer. Then I got the attention back up to the
front and went over the question on the board.
Then I gave them one more word problem and
did a similar procedure. After that, I tried to get
in a lot of problems for practice by asking a
student for a 3- 4- or 5-digit number,
multiplying it by a 1-digit number. Then Id
have the students work the problem out on
their whiteboards and eventually compare with
a partner. When I felt like we had had enough,
I gave the directions for the Enhancement
activity I had planned. I had the students glue
Problem #1 in their math journals. I gave them
the direction to solve, show work, and then
explain. The problem was to figure out how
many blocks were in a certain 3-D structure. I
was surprised to see how it was actually some
of the brighter kids who struggled to get the
concept, while some of the kids who struggled
with traditional concepts enjoyed it.

from this lesson?) I will try to include hands-on activities in future
lessons.
At some point, there was enough confusion
about how many blocks there were that I got I will try to keep coming up with ways to engage
out little blocks from the closet for the students the kids in learning, using their hands.
to build the structure themselves in pairs. This
seemed to excite many of them and made those
who didnt understand before finally see how
many blocks there should be. There were a few
that got the problem done and had enough time
to work on the 2nd one, which was more
complex. The one thing Ill say is that I maybe
should have brought out the blocks sooner,
should have had a smoother method for
cleaning up, and should have kept the
classroom quieter, as my cooperating teacher
said she could hear us in the other room. This
lesson made me realize how powerful it is to
have hands-on activities for the kids. It was
wonderful to see some of the kids who struggle
so much with math be so excited about
building.
Day 4:
went well):
Only 1 student didnt get an 80% or higher on the
I thought the lesson could have gone a lot assignment. They got a 79% however, which is
better if I had been a. more prepared and b. close. 11/24 got over 90%. The other 12 scored
More strict about blurting. I think I had a good between 80 and 90%.
introduction to get the kids thinking. Then I
had a prompt for the student to work through. I
took the one from the book. I thought it went
alright. The students started to work right
away. Several of them knew how to do it right
awayrounding and then multiplying.
However, there was a handful that needed
direction. After a few minutes, I went over the
problem on the board. From there, we did
several practice problemsmaybe 6. I had
students give me the numbers that I needed for
each problem and then let the students solve at
their desks.

from this lesson?) Include an IXL assignment in case students finish
My teacher noticed that there was a lot of

blurting. In fact half of the class was blurting,
as my teachers data proved. For the next
lesson I need to praise those who raise their
hand and not tolerate blurting. In addition, I
felt like I was having to do problems just
because I needed to take up more time, instead
of the right reasonwhich is to make sure the
students need to understand. So, I need to have
other ideas for the math time so that I am not
having to drag out the time. My teacher
saved me by having the students do IXL after
they had finished their assignment.
Day 5:
went well):
4/22 scored below an 80 % on the assessment,
The lesson went well today. We started out by which was a math assignment.
doing the Digital Quick Check for 5.5. on the
chrome books. When they were done with that, 8/22 scored between 90-99%
I had them work on IXL. I was super
impressed with the results for the Digital Quick 3/22 scored 100%
Check. Only 3 out of the 22 students got below
a 100 %. As far as the IXL, I thought it was a The rest scored between 80-89%
good use of the time, but on the other hand, the
students hadnt been exposed to the concept of So, the lesson objective for the day was not met,
because I had hoped that everyone would exhibit
distributive property, so there were questions
understanding of the concepts by scoring 85% or
about it. I wish we (my teacher and I) had higher on the assignment.
chosen another one for them to work on. At
about 9 am, I had them put the chrome books
away and return their attention to the front. I
started introducing the lesson by asking what
reasonableness means. I asked why it helps us
to think through what we are doing to see if it
makes sense, etc. After a little bit of discussion,
I gave them a prompt to glue in their desks. It
turned out to be a little bit too difficult for
some of them. Although I had given some
direction at the beginning for how to solve the
problem, many of them didnt get the answer
we were looking for. At some point, I had them
turn and talk to see if that helped. After that, I
went through the problem on the board. After
doing that, I played the video that the
curriculum provided to talk about the lesson. I
thought the students did a good job with this.
They were thinking and answering the
questions provided in the video. There was
some blurting, but I tried to keep it down more
today. After the video, I tried to provide some
closure by again talking about how we can
prove that an answer is reasonable. I also
highlighted some of the terminology they
would find in their assignment. After giving
that instruction, I let them start their
assignment. Several were able to finish before
the end of the day.

from this lesson?) I will be more prepared when giving prompts
such as questions to ask the students or ways to
prompt them. I think that the problem I posed was
too difficult for most of the students. I should give
The students did a good job of staying engaged more thought to the problems I give them to do.
throughout most of the lesson. I was impressed
with their contributions during the video. And
although the prompt I gave was hard for many,
some still stayed engaged trying to figure it out.
Some, however, seemed to give up when seeing its
difficulty.
As far as remediating, I think I would have done a

problem or two with them before letting them try to
do one on their own. Also, I need to work with the
kids on persevering through a problem and using
problem-solving skills. They need to understand
that they need to try.
Day 6:
went well): Overall, the lesson went pretty well.
I went through my lesson as planned. There are Objective was that after the lesson, students
things I liked and things I wished Id changed. will use one of three methods learned to
For instance, I liked how I started out the
lesson with a discussion about reasonableness- multiply 2-digit by 1-digit numbers with 80%
what it is, how we use it, why we use it, how it accuracy.
helps us, etc. I tried to connect it personally by
talking about going to the store and having to Only 1/22 of the students got less than 80% on their
estimate how much the bill will be. review assignment, but we still didnt meet the
objective since there wasnt 100% of the students that
got at least 80%.
After the discussion, I had a prompt for the
kids. I had them glue it first into their
notebooks. Then I introduced it a little bit to
give them some direction, and then let them get
to work. I am afraid they were not prepared for
this prompt. I was surprised by how few
students were actually working through the
answer to the right question and/or missing one
of the questions on the prompt. I realized this
as I went around and then decided to do it on
the board for everyone to see. At this point,
confused them. I put on the video that goes
along with the lesson. During this video, I
think their confidence was built back up as
they gave answers and interacted with the
video. This was good to see. After the video,
we did a couple sample problems, I tried to
summarize what wed talked about, and then I
introduced the assignment.
from this lesson?) Because I could tell that a lot of the students were
not confident in the lesson and that they didnt
I was happy with myself for adapting when I felt know how to justify their answer, I will have to
like they didnt understand, but I would have liked review this tomorrow.
to have been more prepared than I was. I wasnt
sure of myself after seeing the students confusion. I want to give more examples to the kids until I am
I will need to be more explicit when teaching how sure that they understand.
to justify your answer.
I thought I did well at summarizing what wed

talked about and gave good directions for the
homework. However, I wish I would have had
more time to do examples with the students
because after grading the assignments, I saw
that there were many silly mistakes that could
have been avoided (which maybe I couldnt
have helped), but also that not all of the kids
were sure how to answer the questions about
why their answer was reasonable. Pretty well
all of the kids would answer reasonably/get the
right answers, but not all were able to say why.
Day 7:
went well):
No, I saw that there were many silly mistakes that
Overall, the lesson went pretty well. I went through could have been avoided (which maybe I couldnt
my lesson as planned. There are things I liked and have helped), but also that not all of the kids were
things I wished Id changed. For instance, I liked sure how to answer the questions about why their
how I started out the lesson with a discussion about answer was reasonable. Pretty well all of the kids
reasonableness-what it is, how we use it, why we would answer reasonably/get the right answers, but
use it, how it helps us, etc. I tried to connect it not all were able to say why.
personally by talking about going to the store and
having to estimate how much the bill will be. After
the discussion, I had a prompt for the kids. I had
them glue in first into their notebooks. Then I
introduced it a little bit to give them some
direction, and then let them get to work. I am afraid
they were not prepared for this prompt. I was
surprised by how few students were actually
working through the problem accurately. Most
were not finding the answer to the right question
and/or missing one of the questions on the prompt.
I realized this as I went around and then decided to
do it on the board for everyone to see. At this point,
confused them. I put on the video that goes along
with the lesson. During this video, I think their
confidence was built back up as they gave answers
and interacted with the video.
The students had a hard time with visualizing the

arrays in their minds before drawing them out.
They are getting the hang of the actual
multiplication. They tend to be careless in making
the arrays so silly mistakes are easily made.

from this lesson?) I will model my thinking when determining if a
The students were active and engaged, but I could problem is reasonable, especially the why.
tell that they were getting frustrated in the middle
of the lesson. The video helped, as well as more I will review a problem from today.
practice. I will try to model my thinking when
determining if a problem is reasonable, especially
the why.
Day 8:
went well):
The students sometimes would forget the second

step of multiplying the one-digit number by the No, not all students demonstrated an understanding
digit in the ones place of the two-digit number. of at least 80% of the material.

from this lesson?) We will need continued practice using the
algorithms using the various methods so that each
Yes, students were engaged and wanting to try child sees what works best for them.
problems out for themselves.
By the use of the various methodsarrays and

equations.
Day 9:
went well):
Yes, when given the freedom to choose their
The students did well with connecting the method of multiplication, most students were able
expanded and standard algorithms. Most feel the to do the multiplication correctly with 80%
most comfortable with the expanded form, and accuracy.
were encouraged to do the method they prefer
most. Most students were able to check for
reasonableness effectively.
from this lesson?) I will allow for students to come up with more of
their own word problems to solve, involving 2-digit
Students were quite engaged, especially when able by 1-digit numbers.
to create their own word problems that involved
themselves or their peers.
I will help the struggling students by spending

more 1-on-1 time with them during work time. I
will also continue to emphasis checking for
reasonableness using estimation.
Day 10:
went well):
Most students were ready for multiplying with 3-

digit numbers and even wanted the challenge of Yes, students were able to multiply with 80%
higher numbers. Some students had a hard time accuracy.
breaking up the problem for themselves and
struggled to know what to do when getting to the
hundreds place.

from this lesson?) I will offer more practice with 3-digit numbers and
allow students to use the variety of methods to
Some students simply need more practice with the prove their answers.
multiplication problems. They may need to go back
to just doing 2-digit by 1-digit multiplication until
they are fully confident.
ASSESSMENT
Return to ToC
Pre-Assessment
I used the first page of the Topic 5 Alternate Test along with the first page of the Topic 6 Test
from the enVision Math Textbook and made them into a 2-sided test. The students were given
them on the first day of the unit and given little direction. The assessment was just to see how
much the students knew of the subject matter. They were looked at and graded by me but not put
into the grade book. The scores are included on the CD.
Ongoing Assessment
Homework Day 1- Students will use arrays to multiply by 10 and 100. They will learn how making an array
with place-value blocks provides a way to visualize and find products.
Homework Day 2- Students will use arrays to multiply by 10 and 100. They will learn how making an array
with place-value blocks provides a way to visualize and find products.
Homework Day 3- Students will break apart numbers and use arrays to multiply 2-digit by 1-digit numbers.
They will learn how making an array with place-value blocks provides a way to visualize and find products.
Homework Day 4- Students will use rounding to estimate solutions to multiplication problems. They will
learn that rounding is one way to estimate products.
Homework Day 5- Students will check for reasonableness by making sure that calculations answer the
questions asked and by using estimation to make sure the calculation was performed correctly. They will learn
that answers to problems should always be checked for reasonableness and this can be done in different ways.
Homework Day 6- Students will review all the skills from lessons 5.1-5.6 by completing the Chapter 5
Review.
Homework Day 7- Students will record multiplication using an expanded algorithm. They will learn that
there is an expanded algorithm for multiplying where numbers are broken apart using place value and the parts
are used to find partial products. The partial products are then added together to find the product.
Homework Day 8- Students will multiply 2-digit numbers by 1-digit numbers using paper-and-pencil
methods.
Homework Day 9- Students will multiply 2-digit numbers by 1-digit numbers using the standard and
expanded algorithms and estimate to check for reasonableness.
Homework Day 10- Students will use the standard algorithm to multiply 3- and 4-digit numbers by 1-digit
numbers.
Post Assessment
Students took a post-assessment that was the exact same as the pre-test that was given a couple
weeks before to determine the information they retained during the unit.
Link to Student Work Folder:
D:\Student Work Folder

DATA ANALYSIS AND RECOMMENDATIONS
Return to ToC
Individual students
At the beginning of the unit, all of the students were given a pre-test that covered the
fundamentals of Chapter 5 and Chapter 6 of the 4th grade math textbook. I was surprised to see
the range of scores. I had 8 students that scored at 50% or below. Then I had 5 students score
between 51% and 75%. I also had 6 students who scored between 75% and 85%. And finally, I
had 3 students that scored above a 90%. I knew that there would be a range of understanding
from the members of the class, and that I would have to differentiate.
After the 2 weeks of the unit, the students took the same test again. All but 4 saw improvement.
And with 2 of those, it was because they had gotten 100% the first time, so there was no room
for improvement. The largest jump that I saw was with one student who got a score of 33 for the
pre-test and then a score of 100 on the post-test. I was so extremely proud of that student
Whole Class
The average score for the pre-test was a 62% while the average score for the post-test was 91%.
That is a significant rise in the average score. This demonstrates to me that learning took place
and that skills were retained. I do wish, however, that all 22 of my students had improved (if
possible) and/or at least got an 80%, which had been my goal. I ended up having only 3 students
that didnt score 80% or above. So, for the most part, my goal was met, but not entirely because
of these 3 scores.
Recommendations:
After looking at the data analysis, I would say that there was good pacing with the unit,
and that it worked well to do a lesson each day, excluding Lesson 5.3. I was glad that I did that
one for 2 days instead of 1 because the kids needed more exposure and practice. In addition, I
would recommend skipping 5.4 as we did. I liked that the unit incorporated lessons about
estimation and reasonableness. I think that this is really important because a lot of the mistakes
that the kids make could be fixed if they asked themselves, Is this reasonable? In fact, this is a
strategy I wish I would have pushed even more because my class still seems to make silly
mistakes. In addition, I think that using the language of the place values really helped, and I
probably could have done this more. For instance, saying I am going to take the 1 and times it
by the 4 in the tens place, or 40. It was good for them to be asked frequently, What are we
actually dividing? or Why did you/I put that there? (When regrouping) or How did you do
that? These are good questions for math all the time, but I found them especially helpful when I
was teaching to be sure that the students actually understood the multiplication. Finally, I would
have had the students practice their facts more. We hoped that they would know them, and/or that
they would practice on their own, but even now I have some students who struggle with their
basic math facts. Maybe we should have done more drills as a warmup during the math time. In
addition, I wish I would have pushed the high-performing students more. There is such a range
of abilities in the classroom, and so its difficult to try to plan with each child in mind.
SUMMARY OF STUDENT PROGRESS
Return to ToC
Example: Letter to parents
Madison Elementary School
Madison, SD
November 11, 2016
Dear Parent or Guardian of Student 4,
I am Carissa Lewis, a student at Dakota State University majoring in Elementary

Education. I have had the privilege of student teaching in your childs classroom this semester,
and look forward to more time with him and the rest of the class this next semester. As part of
my student teaching experience, I had to do what is called a Teaching Work Sample. This project,
as Ill call it, involves me teaching the class a unit over a 10-day period and using assessment
results to prove that they learned from my instruction.
I chose to teach math for my unit, specifically from Chapters 5 and 6 in their textbooks,
which focuses on multiplication. The students were given a pre-test to determine how much of
the math skills they knew before we began. I looked at the results of the pre-test to assess what
they already knew and went from there, teaching about one lesson a day from the textbook. The
students were assessed each day using a variety of assessments. On every assessment, the
students met the goal of knowing 80% or more of the information presented that day. We learned
a new concept everyday along with reviewing previously-learned skills. At the end of the unit,
the students all took the post-test, which was the same assessment as the pre-test, so that I could
determine how much they had retained.
I enjoyed Student 4 in class each day. The student was engaged during the lesson. They
showed that they were up for the challenge each time I gave a problem. Student 4 asked good
questions during the lectures and also during the videos. They were willing to do extra practice
when waiting for the other students to finish. They also did well at expressing confusion when
there was any and asking for help appropriately, which is a good behavior that not all of their
peers share. Student 4 scored an 83% on the pre-test and a 92% on the post-test. He came in with
prior knowledge about multiplication. The pre-test determined that he understood 83% of the
material before we began the lesson. Throughout the unit, the student was able to complete work
that scored between 90 and 100%. He was able to understand and apply all of the different
methods of multiplication to find the products, along with using estimation to be sure his answers
were reasonable. This student, although he came in with a good understanding, showed
significant improvement in his understanding, which reflects in his a. Daily work and 2. His
post-test score (92%).
As a said, I thoroughly enjoyed working with Student 4. He contributed to discussions,

persevered through hard problems, and behaved responsibly and respectfully each day.
Sincerely,
Carissa Lewis
Example: Website posting regarding unit
Dec. 7th, 2016

2-Digit Multiplication
Mrs. Materese and Ms. Lewis class have just finished a math unit
on multiplication with 1- and 2-digit numbers. The students learned
different strategies and skills for multiplication, such as estimation,
checking for reasonableness, breaking apart the numbers, drawing arrays
and area models, using place value blocks, and more. Each day we had a
lesson and practice, followed by an assessment, which was usually a
page in the textbook. We also used videos given by the curriculum, math
manipulatives, and real-life story problems. We assessed the students
before and after the unit, and I was very impressed to see the
improvement that was made! I think I can say that I learned as much as
the students during this unit. They are all very special, and you should be
proud of them!

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Teaching Work Sample

GOALS AND OBJECTIVES

TIME LINE AND LESSON PLANS

DATA ANALYSIS AND RECOMMENDATIONS

SUMMARY OF STUDENT PROGRESS

improve the students reasonableness, perseverance, and self-monitoring skills. We try to do

Implications for Instruction

4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number

1. Show as addition problem

4. Check for reasonableness

Do 1 problem in the book together.

Approximately length of 1 Hour

Date of 10/19/16 Day 2

Form of Assessment Homework Assignment

Date of 10/20/16 Day 3

What are partial products?

Using place value blocks to visualize breaking apart and regrouping

Closure It is important to visualize the breaking apart and borrowing of numbers

Form of Assessment Homework Assignment

Date of 10/25/16 Day 4

Real-life application: Estimation with baking

Form of Assessment Homework Assignment

Date of 10/26/16 Day 5

Teaching Strategies Direct Instruction

Form of Assessment Homework Assignment

Why is reasonableness important?

Content Delivery Practice Problems

Closure Have students do a couple without my help and show

Form of Assessment Homework Assignment

Date of 11/2/16 Day 7

Review 2 relatable problems from previous test

Teaching Strategies Direct Instruction

Form of Assessment Homework Assignment

Date of 11/3/16 Day 8

What are the similarities and differences between the two?

Practice with whiteboards

Form of Assessment Homework Assignment

Date of 11/8/16 Day 9

Review reason for estimating (reasonableness)

Teaching Strategies Direct Instruction

Form of Assessment Homework Assignment

How do you think youd do it?

Closure Use any and all methods needed. Review each.

Form of Assessment Homework Assignment

Lesson 1: Arrays and Multiplying by 10 and 100 (5-1)

Name: Carissa Lewis

Grade Level: 4th

School: Elementary Education

Date: Tuesday, October 18th

Lesson goal (s) / Standards:

I will correctly use place-value blocks to visualize my multiplication problem.

I will solve multi-digit multiplication problems of up to 4 digits.

Contextual Factors/Learner Characteristics: The students often require a lot of examples. It

Before lesson, give the pre-test:

(Sharing Objective): On top of just knowing how to solve the multiplication

What other way could we express 4 x 10?

(10 groups of 4, 10 + 10 +10 + 10, or 4 + 4 +4 +4 +4 +4 +4 +4 +4 +4)

b. Content Delivery (20 mins)

*Have someone read the problem

Draw it out on your whiteboard. (Wait time) Put them up.

100 100 100 100 100 100 100 100

Heres an example of problems in your book. The book has represented 5

How could you write 4 groups of 10 as an addition problem? Write on your