Dakota State University 

College of Education   
LESSON PLAN FORMAT 
 
Name: Tyana Gottsleben 
Grade Level: Fourth Grade 
School: Dakota State University 
Date: 11-5-19 
Time: 8:00am 
 
Reflection from prior lesson: 
In the lesson previously, students were able to understand the properties of 
multiplication and the relationship between multiplication and division. The standard from 
the previous lesson was CC.3.OA.5 Solve problems involving the four operations, and 
identify and explain patterns in arithmetic.  
 
Lesson Goal(s) / Standards:   
Use place value understanding and properties of operations to perform multi-digit 
arithmetic. 
CC.4.NBT.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 calculations by using equations, rectangular arrays, 
and/or area models. 
MP #3 
Construct viable arguments and critique the reasoning of others. 
 
Lesson Objectives: 
Fourth graders will use place value and multiplication properties to multiply by tens 
during this lesson. 
 
Materials Needed:  
MathBoard 
  
Contextual Factors/ Learner Characteristics: 
Work with those students who may need some extra help in the classroom. Students can 
be put into small groups based on their needs. 
 
A. The Lesson  
  
1. Introduction (5 minutes )   
● get students attention and introducing the lesson 
● relating to past experience and/or knowledge 
● creating a need to know by telling the students what they should know before 
going into this lesson and doing further learning. 
● sharing objective, in general terms 
● Introducing the chapter 
● Show what you know diagnostic assessment 
● Cover vocabulary 
● Engage the students by accessing prior knowledge 
○ Review multiplication by 1-digit factors. 
Good morning students, last week we were working on multiplication and practicing our 
math facts. Today we are going to be using place value and multiplication properties to 
multiply by tens. Can you remember what we do when we try to multiply numbers we can 
not remember? We will learn a new method that we can use to solve multiplication 
problems in this chapter. 
  
2. Content Delivery (15)   
● Teach and Talk 
● Unlock the Problem 
○ In this problem, various methods will be introduced to multiply a 2-digit 
number by tens is to use place value. 
● One Way 
○ Tell students that one method to multiply a 2-digit number by tens is to use 
place value 
■ Why is 3 tens easier to use and 30? 
■ How do you change 60 tens to a number in standard form? 
● Another Way 
○ Review the Associative Property: Factors can be grouped different way to 
multiply, and the product remains the same. 
■ How is the factor 30 changed? 
○ Which grouping makes the multiplication easier? 
Use Math Talk to focus on students’ understanding of using place value. I can ask 
questions such as 
○ Why do you think that? 
○ Can you add on to that? 
○ Do you agree or disagree? 
○ Can you restate what Student A said? 
● Other Ways 
 ○ Example A shows a number line as another method used to help multiply 
2-digit numbers. 
■ Why do you think the second number line shows intervals of 20? 
■ How is the number line helpful in finding the product? 
■ Why is the number 14 divided by 2? 
■ Why do you use doubling in step 3? 
● Try This 
○ Have students use the two methods: mental math and place value to find 
12x40. 
■ How does knowing that 12=10+2 help? 
 
   
3. Closure (5)   
● Practice 
○ I will have students practice using the place value and multiplication 
properties to multiply by tens. Remember while doing this to take your time 
and if you have any questions to be sure to raise your hand and I will come 
to help you out. 
● Share and Show 
○ The first problem connects to the learning model. Have students use the 
MathBoard to explain their thinking. 
 
B. Assessments Used 
● Formative assessments 
○ Thumbs up/down-I will ask the students if they understand what they 
are doing by having them give me a thumbs up or down.  
○ Exit ticket- I will have the student write down 2 things they learned 
about multiplying using place value. 
○ Graphic organizer- I will have students organize their thoughts using 
a graphic organizer  
  
C. Differentiated Instruction   
● Language supporg 
○ Students can demonstrate an understanding of key terms by rephrasing 
them in their own words.  
○ Review the definition of the Associative Property of Multiplication 
○ Have students rephrase the definition using their own words, numbers, or 
drawings. 
○ If students need verbalizing the definition, provide a sentence starter. 
● Enrich 
○ Have students make up a problem similar to the following: The product of 
my number and twice my number is 200. What is half my number? 
 ○ Students should make sure that both factors are 2-digit numbers. 
○ Have students trade problems with a partner to solve. 
  
 
D. Resources 
● Go Math Chapter 3, Multiply 2-Digit Numbers