Elementary and Early Childhood Education Lesson Plan Template

Name: Daija Norwood Date: April 11, 2019

Course: ECE 4409 Lesson Plan #: 1
Subject Area(s): Math Grade Level/Time Frame: 4th grade (90 minutes)

Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community
Assets (also referred to as
Funds of Knowledge)
The classroom has desks arranged in groups of 4 to 5.
There is a SMARTboard located at the front of the
class, and next to it is a regular whiteboard on both
sides. There are anchor charts posted around the
classroom on all walls. There is a small group table
next to the teacher’s desk. There is also a row of
desktop computers along the back wall for students to
use during worktime for iReady and Prodigy. There is
a laptop cart for students to use as well. There is also a
carpet area located at the back of the classroom for the
push-in teacher to work at with her students.
Number of students in class: 26
 Number of males: 13
 Number of females: 13
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ 0 N/A
IEPs or 504
plans
Students w/ 0 N/A
EIPs
English 1 Visuals, pictures,
learners paraphrase directions,
sentence stems
Gifted 8 Differentiated choice
boards, extend learning,
small group lessons on
instructional level
Students with 2 Daily push-in instruction
gaps in with cotaught Math teacher
academic
knowledge
Other learning 1 Large print text and
needs handouts
Personal: The students in the class filled out puzzle pieces
at the start of my placement. As I reviewed the puzzle
pieces and interviewed the students, I found out that while
they are at home, a good bit of them play Fortnite at home.
I also learned that their math identities consist of a lot of
anxiety due to Milestones and not feeling prepared. This is
why I decided to make math fun by incorporating Fortnite
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 and a party.
Cultural: Some of the students in the class have difficulty
expressing their thoughts in word form. In order to help
them, I decided to allow them to express their answer with
models as well. This alleviates some of the pressure my
students experience at home from being told they must
perform in a certain manner.
Community: For the community aspect, I decided to draw
on the places located around the community for the food
that the students could have at the party. I also drew on the
foods that the students talked about the most in their
puzzle pieces.
Step 2: Identify Georgia Standard (s) of 1) Make sense of problems and persevere in solving
Curricular Excellence, WIDA
Priorities Standard(s), etc.
them.
2) Reason abstractly and quantitatively.
3) Construct viable arguments and critique the
reasoning of others.
4) Model with mathematics.
5) Use appropriate tools strategically.
6) Attend to precision.

Students will make sense of problems because they must

see what the word problems are asking them to do. Then,
the students will have to persevere in solving them because
some of them requires multiple steps depending on the
strategy they use. The students also will have to reason
abstractly and quantitatively because they will have to
think about whether or not their answer makes sense. The
next mathematical practice that is incorporated in the
lesson is constructing viable arguments; this seen when
students explain their reasoning during the Number Talk
along with explaining their reasoning for their task sheet.
The next mathematical practice is modeling with
mathematics. This is really important because modeling
with concrete and visual models allows students to have a
better foundation of understanding before they move on to
the more abstract mathematical concepts. Next, in order to
solve these word problems, the students will have to use
the appropriate tools or strategies they have learned. This
will aid them in getting the correct answer and quickly as
long as they are using the strategies appropriately. This
leads me to the last mathematical practice addressed in this
lesson which is attending to precision. The students must
be careful when multiplying or using certain strategies to
ensure they are not leaving off place values or adding
incorrectly.

Prior Academic The students will need to have a prior understanding about
Knowledge and
Prerequisite Skills
place value before completing this lesson. This will help
the students decompose the numbers into their expanded
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 forms to implement the partial products strategy. The next
thing students will need to do is activate the strategies they
already know about in order to solve multi-digit
multiplication problems. The final prior knowledge the
students will need to activate will be the way to interpret
word problems and decipher what the problem is asking
them to do.

Central Focus, The overall unit focus is multiplication with multi-digit

Overarching Goal, Big
Idea, or Essential
numbers and using a strategy that works to help the student
Question(s) reach the correct answer.

Learning Objective(s) or Student will solve multiplication word problems using

Learning Target(s)
pictures, numbers and words with a selected strategy they
know.

Potential Misconceptions  If the students multiply numbers that are not

and/or Developmental
Approximations
supposed to multiplied, I will walk them through
the problem step by step and ask them questions
about what each number represents and what they
question is asking them to solve.

 If the students incorrectly multiply the numbers

together, I will have the students talk though the
steps and explain place value to them again.

Academic Language Academic Language Whole Class Supports Differentiated

Vocabulary Supports
 Words and Language
phrases with
subject specific
function: Model during
meanings that Number Talk
differ from Illustrate and
meanings used in explain
everyday life
(e.g., table, ruler,
force) Multiple meaning
 General words: Show images of
academic how the words
vocabulary used
across disciplines
Models and digit can vary in
(e.g., compare, meaning; show
analyze, models can be
evaluate) people or arrays,
 Subject-specific
words defined
and digit can
for use in the mean fingers or a
discipline number
Language Function: the
content and language focus Academic
of the learning task (e.g., vocabulary: Model during
activities, discussions) Number Talk
represented by the active Illustrate and
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 verb in the learning explain
objective(s) or learning
target(s) (e.g., apply,
evaluate, cause and effect, Subject-specific
sequence, hypothesize, vocabulary: Anchor chart of
infer, summarize, describe, place value and
explain)
Place Value how it relates to
Language Supports: Area Model multiplication
instructional supports that
help students understand Syntax:
and successfully use the
language function (e.g., Provide sentence
sentence starters, graphic Answer to stems for
organizers) question is a students that need
whole number it
Syntax: set of conventions
for organizing information with the unit the
(e.g., sentences, graphs, question is
tables); organizes language referring to
to convey meaning

Discourse: how members Discourse:

of the discipline talk, write, Provide examples
and participate in Verbal responses to answers to the
knowledge construction
to questioning questions with a
using the structures of
written and oral language; them about their different example
discipline specific discourse thought processes.
has distinctive features or Also having them
ways of structuring oral or
written language, or
write their
representing knowledge responses
visually.
Students will demonstrate an understanding of academic
language by writing the equations needed to solve the word
problems. The students will also demonstrate
understanding of academic language by speaking about the
steps they took in their selected strategy during the
Number Talk. For reading, the students will demonstrate
their understanding of the academic language by correctly
identifying the numbers they are supposed to use and what
the word problem is asking them to solve for. There is not
a listening component that will allow students to
demonstrate their understanding of the academic language
except for when it is time for the students to recall and
apply the Number Talk strategies they heard to the tasks
provided on the task sheet.
Step 3: Design Assessment Plan
Assessment
Framework Georgia Performance Corresponding Learning Format of Assessment(s)
Standard(s) Objective(s) or Learning
Target(s)
Student will solve Number Talk
MGSE4.NBT.5 multiplication word Task Sheet
Multiply a whole problems using Whiteboard and Markers
number of up to four pictures, numbers Checklist
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digits by a one-digit and words with a
whole number, and selected strategy
multiply two two- they know.
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.

Type of Assessment Format of Assessment Supports, Evaluation Criteria

(e.g., quiz, test, checklist, Accommodations, How will you know
KWL chart, performance Modifications or measure if the
task) (Differentiated students have met
Assessments, the learning
Culturally Relevant objective(s) or
Assessment) learning target(s)?
Pre-assessment Pose a multiplication Paraphrased Students share
equation for students directions and their answers
to solve. One with questioning and the
two-digit by two- strategies they
digit, three-digit by used to solve
one or two-digit, and the equations
a four-digit by one with the whole
digit during a class.
Number Talk.
Formative assessment(s) Strategic Manipulatives Students are
questioning through and verbal using strategies
the problems (What questioning covered in class
information do you correctly; check
need? What can you answers and
cross out? Can you talk through the
estimate what your steps as a small
answer should be group.
around? What
strategy can you use
to solve this
problem?) while
students work on
whiteboards with
markers
Summative assessment(s) Task Sheet Visuals and Refer to rubric
checklist to see if they
included
pictures, words,
and the correct

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 answer.
Pre-Assessment Data Summary
After facilitating the Number Talk, I found that there were three groups of
students. The first group of students were proficient in knowing many strategies to
solve the multiplication problems. The second group of students were aware of
what to do, however, they were unaware of all the steps needed to use the strategy.
The final group of students either did not know where to begin or they are
unaware of the strategies they can use.
Step 4: Create Materials Needed Teacher Resources (must include podcasts):
Learning  SMARTboard
Activities
 Task Sheet Rubric
 Feed Forward Forms
 Whiteboard and Marker
 Multiplication problems
Student Resources:
 Whiteboard
 Marker
 Task Sheet
 Student Checklist
 Pencil
 Computer/Laptop
Technology Connection The student will use Prodigy to apply their knowledge
about multiplying multi-digit numbers in a more
interactive way. The students will not realize they are
being assessed because to them, they are just answering
math questions in order to cast a spell or move their wizard
forward.

The teacher will use the SMARTboard during the Number

Talk to be able to save the strategies and how the students
solved it for future reference.
Supporting Diverse  I will support my English learner by differentiating
Learners
the content through the use of visuals and
manipulatives to solve the task problems.
 I will support my gifted students by differentiating
the process and content through providing the
students with extensions to the tasks problem and
providing them with other strategies such as the
standard algorithm.
 I will support my students with gaps in academic
knowledge by differentiating the process through
the use of the daily push-in teacher coteaching in a
smaller group.
Culturally Responsive The students always talk about Fortnite, and they also have
Teaching
been discussing having a party after Milestones. This is
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Research and Theory, or
Principles of Child
Development
Instructional Strategies
and Learning Tasks
(include activities,
discussions, or other
modes of participation that
engage students to
develop, practice, and
apply skills and knowledge
related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include
formative assessments)
why I decided to infuse the two main ideas to have
problems that related to them getting a Fortnite after
Milestones Party. The task requires the students to multiply
to determine how much of each food item is being bought
for the fourth graders. I also used the names of the fourth-
grade teachers because the students rotate between some of
the teachers on a blocked schedule, so all the students
could have a connection with each one.
Van de Walle states that, “as you move from single-digit to
two-digit factors, there is a value in exposing them to
products involving multiples of 10 and 100” (p. 280). He
also states beginning with an area model eventually leads
to being able to use the standard algorithm (p. 282). This
directly relates to the standard because the students are
required to use a model to explain their solution to a multi-
digit multiplication word problem.
3 PART LESSON Hello class! We are getting
prepared to take the
HOOK Milestones. I know that can
be an anxious time for you,
but let’s think about the time
after the Milestones are
completed. Have any of you
ever been to a party? Have
any of you played Fortnite or
heard of Fortnite? Well, what
if I told you that the fourth-
grade team decided that you
could have a Fortnite themed
party after you finish
Milestone testing? Well, first,
we will need your help to
determine how many items to
get for the party. To do this,
we will review our strategies
we learned to multiply multi-
digit numbers.
First, the teacher will open the
lesson with a Number Talk.
The students will be gathered
on the carpet in front of the
SMARTboard. Then, the
teacher will write the
problem, 7 x 43. The students
will have whiteboards and
markers to solve the problem.
Once the student has an
answer with at least one way
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 to solve it, they will put their
thumb up in front of their
chest. Then, we will discuss
their answers and the
strategies they used to solve
it. Then, the teacher will write
two more problems (14 x 392
and 61 x 85) and repeat the
same process as the first
problem.

Today, we are going to be

working on solving
multiplication word problems
using strategies we have used
preciously.
We will discuss what
information is needed and not
needed within the word
problem. We will also discuss
what the problem is actually
asking you to find. By the end
of this lesson, you will be able
to solve multiplication word
problems using pictures,
numbers and words with a
selected strategy you know.
(Share “I Can” Statement and
have students repeat it
chorally— “I Can solve
multiplication word problems
using pictures, numbers and
words with a selected strategy
I know.”)

WORK TIME Teacher will ask students to

go back to their desks. The
co-teacher will come in and
work with a small group of
students to reteach the
multiplication strategies.
Then, the teacher will ask the
students to go to their
assigned area based on their
small group. The first small
group, M, will be on Prodigy
at the desktop computers or a
laptop. The second group, A,
will be at the small group

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 table with the teacher. The
third small group, T, will go
with the co-taught teacher.
The final small group, H, will
continue to work on their
Milestones review packet
independently at their desks
until it is time to switch.

During the worktime, students

are all working on
multiplication. The group that
is with me is working on the
task sheet. We will read the
problem together, and then
they will be free to use
manipulatives, draw pictures
or use strategies in order to
solve the problem. While they
are working, they will have a
student checklist to use if they
choose. After everyone has
finished all of the tasks, we
will take turns sharing
solutions and how they solved
them.

CLOSING After the teacher has met with

all groups, the students will
reconvene on the carpet. The
teacher will ask the students
to name some of the strategies
they can use to multiply
multi-digit numbers. Then, the
teacher will tie in the steps
students should use when
approaching a word problem.
The teacher will tell the
students to make sure they are
underlining important number
and crossing out the numbers
that are not necessary to solve
the problem. The teacher will
also have the students box the
question that the problem is
asking them to solve, so that
they make sure their answer
matches with what they were
expected to solve. In closing,

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 the teacher will have the
students restate the “I Can”
statement and have the
students write down any
questions they have in regard
to things they are still unclear
about or need more help with
as a ticket out the door
(TOTD).

Connection to the Arts This lesson incorporates visual arts in a sense because of
the relatedness to Fortnite. The other connection is to the
party because there are decorations that are needed as well.
Higher Order Thinking What strategies can you use to solve a multiplication
Questions (HOTQs)
problem?

Did you check your answer? How did you do that?

When do I add zeros as placeholders?

Did you draw a visual or model to represent your thinking?

Can you support your answer?

Did you use manipulatives or other resources that were

available to you?

Re-teaching, Re- One new strategy I could use for re-teaching the content
Engagement, Practice
presented to students in the lesson would be to demonstrate
the partial products strategy. The students who were not
successful with this task did not seem to know how to use
that strategy effectively. The other thing I would re-teach
is when in doubt, add it out. This would guarantee that the
student could find the correct answer. It may take a little
longer, however, they would at least receive some credit
instead or nothing.

Extensions To extend the lesson, I can have students move towards the
standard algorithm if they understand the place values and
why we multiply the way we do. Another extension of this
lesson would be to combine multi-step multiplication
problems where the student must add two or more things
together before they multiple. A final extension would be
to have the students create their own word problems with
meaningful context to them.
Lesson Closure To wrap up this lesson, the students will come to the
carpet. The teacher will review the strategies they can use
to solve multiplication problems. The teacher will also
include concepts such as place vale and how they relate to
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some of the strategies used. Also, students will restate the
“I Can” Statement proving that they can solve the mulit-
digit multiplication problems. The final thing the students
will do is write any lingering questions they have in regard
to the lesson or strategies as a TOTD.

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