Work Sample

Name: Erin Criddle
Unit title: Multiply with One-Digit Numbers

School District/School: Eureka Elementary School
Grade level: 4th
CONTEXTUAL FACTORS
Contextual Factors Paper
UNIT GOALS, OBJECTIVES, ASSESSMENTS

Pre-Assessment
● Assessment Used: McGraw-Hill MyMath Assessment Masters: Chapter 4
Multiply with One-Digit Numbers Pretest
Unit Goal(s)/Standard(s)
● Unit Goals:
○ 4.NBT.1, 4.NBT.3 4.NBT.5
● Essential Questions:
○ How can I communicate multiplication?
Timeline:
Day 1: Ch 4 Lesson 1: Multiples of 10, 100, and 1,000
● Objective/I can statement:
○ Students will estimate products by rounding.
● Formative Assessment: Pg. 201 #1-17 (Skip #16)
● My Rationale for my Formative Assessments (what will I do with the data and
what made me choose this specific formative assessment):
○ Since this is the start of this chapter, I feel that this assignment will
help to see a good starting point for where the students are at.
Day 2: Ch 4 Lesson 2: Round to Estimate Products

○ Students will estimate products by rounding
○ This formative assessment goes over what the students have
learned during the lesson.
Day 3: Ch 4 Lesson 3: Use Place Value to Multiply

○ Students will explore multiplication using models
● Formative Assessment: Pg. 213 #1-13
learned during the lesson and allows the students to use the
manipulatives they used during the lesson.
Day 4: Ch 4 Lesson 4: Use Models to Multiply

○ Students will explore multiplication using area models and partial
products
● Formative Assessment: Pg 219 #1-10
Day 5: Ch 4 Lesson 5: Multiply by a Two-Digit Number

○ Students will multiply a two-digit number by a one-digit number
Day 6: Ch 4 Lesson 6: Model Regrouping

○ Students will explore multiplication with regrouping using models
Day 7: Ch 4 Lesson 7: The Distributive Property
○ Students will use the Distributive Property to make multiplication
easier
learned during the lesson. This will show if students understood the
concept of using the distributive property to solve multiplication
problems.
Day 8: Ch 4 Lesson 8: Multiply with Regrouping

○ Students will multiply a two-digit number by a one-digit number
● Formative Assessment: Pg 245 #1-13 (Skip #12)
learned during the lesson. This assessment will show if the students
are completing the correct steps when multiplying with the
regrouping strategy. With this, I will be able to see where the student
is making a mistake so I can redirect them.
Day 9: Ch 4 Lesson 9: Multiply by a Multi-Digit Number

○ Students will multiply a multi-digit number by a one-digit number
Day 10: Ch 4 Lesson 10: Problem-Solving Investigation - Estimate or Exact
Answer
○ Students will determine if a problem needs an estimate or an exact
answer
learned during the lesson. It will help students identify if they need to
find the exact answer for a problem or an estimate.
Day 11: Ch 4 Lesson 11: Multiply Across Zeros

○ Students will multiply multi-digit numbers with zeros by a one-digit
number
Summative Assessment (You may you the same assessment as pre-assessment, if

applicable)
● Assessment Used:
○ McGraw Hill My Math Assessment: Chapter Test Form 2A
○ McGraw Hill My Math Assessment: Chapter Test Form 2B
Lesson Plan 1
Date: 10/20/23
Time: 10:20-1:50
Reflection from prior lesson
● The previous lesson was the pre-test. The students did about as I expected. I
had some students do very well on the pre-test, while I had others who struggled
quite a bit. They do understand the process of multiplication, but they haven’t had
to multiply numbers greater than 12.
Lesson Goal(s) / Standards

● 4.NBT.1
Lesson Objective(s)
● Students will multiply multiples of 10, 100, and 1,000 using basic facts and
patterns with 80% accuracy
Materials Needed
● white board
● marker/eraser
● Textbook
● Pencil
Contextual Factors/ Learner Characteristics

● There are 15 students in the 4th grade class (5 girls and 10 boys). With this, there are
four students who are on an IEP for Specific Learning Disability. There are five students
who receive Speech Services, and one student receives services for Occupational
Therapy.
● This class is very talkative and often needs to be redirected or asked to quiet down.
They do have great discussions during class time, and often ask questions or add any
additional comments. However, sometimes they do have to be reminded to stay on topic.
Connection(s) to Research & Theory (what learning theory or research-based method

supports your chosen methodologies or assessment?)
● I do, We do, You do: For math lessons, I model the skill first. Then I have the students
work on problems together (either at their desks or on the white board). Finally, the
students complete their assignment on their own.
● Explicit Instruction: For this lesson, I will first model how to multiply a number by 10, 100,
and 1000. Then I would model how you would solve an equation such as (8 x 900).
Modeling helps students see what steps they need to take in order to solve a problem.
This lesson also focuses on just learning about how to multiply a one digit number up to
a four digit number (that has zeros).
● Student Collaboration: After the students have worked out a problem, I will ask one or
two students to work out the problem together on the board. The whole class will then
agree or disagree with their answer and explain what they did correctly or incorrect.
● Student check-ins: Throughout the lesson, I will ask the students if they have any
questions about how to do something or why we solve the problem a certain way. Later,
before I have the students work on their assignment, I will have them give me a thumbs
up or thumbs down to see if we need to do a couple more examples before moving on to
the assignment.
A. The Lesson
● Introduction (10 min)

○ Who Am I? Solve Me puzzles. Students will complete puzzle numbers 43 and
44.
○ Students will write their answers on their white boards and wait for me to
check.
● Content Delivery (20 min. Whole class lecture)

○ Quick check:
■ I will have students solve the first couple quick check problems in order
to get them into a math mindset and to review previously learned skills
relating to multiplication.
○ Problem of the Day:

■ I will have the students solve the problem on their boards and check in
with them to see if they have any questions on how to solve it. Once
the students have completed the problem, I will ask them to raise their
boards so I can see everyone’s answer at once and address any
mistakes that were made.
○ Investigate the math:

■ First, I will ask the students what they remember about multiples and
what they are. (A multiple is the product of that number and another
number).
■ Then, I will model how to solve a multiplication problem that has a one
digit number times 10, 100, and 1000. After I have solved the
problems, I will ask the students what they notice and if there are any
patterns. The students should notice that the number of zeros in the
answer are the same amount of zeros in one of the multiples (10, 100,
1000).
■ Lastly, I will have the students complete a problem alongside me. I will
go through the problem step by step and ask the students what I need
to do next. As I am doing this, the students will complete the problem
on their boards.
○ Math in My World:
■ I will have the students complete the Math in My World problem. I will
read the problem outloud and state any reminders that the students
may need when it comes to multiplying. As they are working, I will
check in with the students to see if they are understanding the concept.
Once everyone is done, I will have them show me their boards and go
over the answer.
○ Guided Practice:
■ Students will complete the guided practice problems on their board.
Once everyone is done, I will call on a couple students to complete the
problem on the whiteboard for everyone to see. The students will then
determine if they agree or disagree.
● Closure (3 minutes)
○ Before I have the students work on their assignment, I will quickly restate
what the objective is. I will then ask students if they understand the content
(thumbs up, thumbs down)
B. Assessments Used
● Pg. 201 #1-17 Skip #16
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ Students with special needs have questions highlighted on their
assignment, had an option crossed out for multiple choice questions, and
receive assistance from a para.
● Adaptations for those exceeding expectations
○ I will ask students to expand on their thinking and then to verbally explain
how they solved the problem.
D. Resources
● McGraw Hill My Math Grade 4 Volume 1
Lesson Plan 2
Date: 10-23-23
Time: 10:20-10:50
● In the previous lesson, the students were engaged, but they seemed to have
struggled with the concept of how many zeros they needed in their answer
relating to the math problem that they solved. As their quick review for the next
lesson, I will have the students complete a few of these problems again just to
clear up any misconceptions the students may have.

● 4.NBT.3
● 4. NBT.5
Lesson Objective(s)
● Students will estimate products by rounding with 80% accuracy
Materials Needed
● white board
● marker/eraser
● Textbook
● Pencil

Therapy.
Connection(s) to Research & Theory

● Explicit Instruction: For this lesson, I will model how to round the multiples to the greatest
place value and to look for “power numbers”. If the number has a power number (5, 6, 7,
8, 9) it will be rounded up. If it does not have a power number, it will be rounded down.
For example, in the number 876, we will round to the greeted place value (which is the 8)
and since 7 is a power number, it will be rounded up to 900.
the assignment.
A. The Lesson
● Introduction (10 min)

○ SolveMe Mobiles. Students will complete puzzle numbers 14 and 15.
○ Students will write their answers on their white boards and wait for me to
check.
● Content Delivery (20 minutes, whole class instruction)

○ Quick check:
■ I will have students solve the first couple quick check problems in order
to get them into a math mindset and to review previously learned skills
(multiplying by 10, 100, and 1000).

○ Investigate the math:

■ First, I will ask the students if there is more than one way to estimate
products. Students may discuss how you can round to different place
values before you multiply or you can round the product after you
multiply.
■ Then, I will read a problem out loud to the students and complete the
problem by thinking out loud. I will demonstrate that the students will
need to round the multiples to the greatest place value and to look for
“power numbers”.
■ Lastly, I will read the next problem to the students and they will assist
me to solve the problem. I will ask them what steps we need to take
and how to complete those steps. As I am completing the problem on
the board, the students will follow along on their whiteboards.
○ Math in My World:
■ I will have the students complete the Math in My World problem. I will
read the problem outloud and state any reminders that the students
may need when it comes to multiplying and rounding to the greatest
place value. As they are working, I will check in with the students to
see if they are understanding the concept. Once everyone is done, I
will have them show me their boards and go over the answer.
○ Guided Practice:
■ Students will complete the guided practice problems on their board.
Once everyone is done, I will call on a couple students to complete the
problem on the whiteboard for everyone to see. The students will then
determine if they agree or disagree.
○ I will go over with the students on what they have learned in the lesson and to
remind them to round before they multiply and to round the numbers to the
greatest place value. Then, I will ask students to give me a thumbs up/thumbs
down to determine if I need to clarify any misconceptions with the students.
B. Assessments Used
● Pg. 207 #1-12 Skip #11
○ Students with special needs will receive accommodations such as a
multiplication chart and a para will assist them throughout the lesson on
the assignment.

○ If a student is exceeding expectations I will ask them to elaborate on their
answers and complete IXLs that go with that lesson after they are done
with their assignment.
D. Resources
● McGraw Hill MyMath Grade 4 Volume 1
Lesson Plan 3
Date: 10-24-23
Time: 10:20-10:50
● I felt that this lesson went pretty well and the students were engaged. I felt that
they grasped the concept well. Most of the students did very well on their
assignment, there were a couple students who made small mistakes on their
assignment (such as not rounding to the correct place or rounding down when
they should have rounded up). For the quick check, I will review what place value
they should be rounding to and to determine if they should round up or down
(depending on if there is a “power number”).

● 4.NBT.5
Lesson Objective(s)
● Students will complete multiplication problems using tens and ones blocks with
80% accuracy
Materials Needed
● whiteboard
● marker/eraser
● Textbook
● Pencil
● Tens and units blocks

Therapy.

● Explicit Instruction: For this lesson, I will first model how to use the manipulatives to
solve a multiplication problem. I will show them what the tens block and units block are
worth and how it can help them solve equations. I will then have to show them how to
regroup using the manipulatives.
the assignment.
● Math Manipulatives: For this lesson, we will learn multiplication in a more visual way.
Students will use tens blocks and units blocks to show multiplication problems.
Manipulatives are a great way for struggling students so see math in a different way.
A. The Lesson
● Introduction (6 minutes, whole group instruction)

○ Who Am I? Solve Me puzzles. Students will complete puzzles 45 and 46
○ Students will solve the puzzle on their board and raise their board for me to
check it.
● Content Delivery (20 minutes, whole group instruction)

○ Build it:
■ I will first model how to use the manipulatives to solve the multiplication
problems. (all of them are a one digit number times a two digit
number). I will show the students how to make a two digit number by
using tens blocks and units. I will then show them how many times
they need to make that number based on what it is multiplied by. Once
I have all of the models built, I will tell them to count up the units first
and then the tens to determine what the product will be.
○ Try it, talk about it:

■ I will have the students try the next problem by using the
manipulatives. I will talk them through the process while they are
completing the problem. I will then walk around to make sure they have
the correct amount of tens and ones. Then, we will go over the
problem as a class.
■ I will then have them show me how to solve the problem. This is to
help me see their thinking process on how to use manipulatives.
○ Practice it:
■ The students will complete a couple practice problems on their own. I
will walk around the room to make sure the students are completing
the problem correctly and to answer any questions they might have.
○ I will go over what the students have learned and clarify any questions the
students may have. I will then ask them to give me a thumbs up/thumbs down
to determine if any students need one-on-one instruction.
B. Assessments Used
● Pg. 213 #1-12
○ Students with special needs will be allowed to use a multiplication chart
and receive assistance from a para during the lesson and on their
assignment.

○ I will ask the students to expand on their thinking and I will have them
complete the IXls that go with this lesson after they have completed their
assignment.
D. Resources
Lesson Plan 4
Date: 10-25-23
Time: 10:20-10:50
● The students did very well in the previous lesson. The students were engaged
throughout and they grasped onto the concept right away. All of the students
received a 100% on their assignment. I did not have very many questions on the
assignment. Since the students had a very good grasp on the topic, I feel that the
students are ready for the next lesson.

● 4.NBT.5
Lesson Objective(s)
● Students will solve multiplication problems using area models and partial
products with 80% accuracy.
Materials Needed
● whiteboard
● marker/eraser
● Textbook
● Pencil

Therapy.

● Explicit Instruction: For this lesson, I will first model how to use an area model to solve a
multiplication problem. Since this is a new concept, I will show them how to break down
the two-digit number into tens and ones, and also how to set up the model.
the assignment.
● Area Models: For this lesson, students will be using area models to solve multiplication
problems. This is used to help students visualize how to solve a one digit number times
a two digit number.
A. The Lesson
● Introduction (5 minutes, whole class instruction)

○ SolveMe Mobiles: students will complete puzzles 16 and 17.
○ Students will solve the puzzle on their board and will show me once they have
the answer.

○ Quick Check:
■ I will have the students complete a couple questions for the quick
check that review previously learned skills of multiplication.

○ Draw it:
■ First, I will model how to draw an Area Model. Then I will explain how
to break apart the two digit number and why it is broken up that way
(for example 32 will be broken up into 30 and 2). I will then show the
students how to multiply. (for example if the problem is 2 x 32, I will first
do 2 x 30 and then 2 x 2, and add the two products together to get my
answer.)
○ Try it, Talk about it:

■ Then, I will walk the students through the next problem on how to use
an area model. I asked the students what steps I need to take in order
to solve the problem. While I am working the problem on the board, the
students will be completing the problem at their desks.
■ Then, I will ask them what process they use to solve the problem.
Some students may need to do extra steps than others.
○ Practice it:
■ I will then have the students do a couple practice problems on their
board. I will check in with the students to make sure they are drawing
the model correctly and multiplying/adding the correct numbers
together. Once the students are done, I will have a couple students
show how they will solve the problem on the board so all of their
classmates can see.
○ I will restate what the students have learned in the lesson. I will then ask the
students if they have any questions and if they understand the concept.
B. Assessments Used
● Pg. 219 #1-10
○ Students with special needs will have access to a multiplication chart and
assistance from a para
.
○ I will ask students to expand on their thinking and have them complete
IXLs relating to the content after their assignment is complete.
D. Resources
Lesson Plan 5
Date: 10-26-23
Time: 10:20-1:50
● Since the area models were a new concept to them, it was a little difficult for
some of the students at first. Once we went through a few problems, the students
started to grasp the idea. A couple of my students are not visual learners, so they
especially struggled with how to make the model and why it should be used. The
students did have to practice breaking down the two digit number so they can
multiply that by the one digit. Once I showed them how it looks with the tens
blocks, they seemed to understand what they had to do.

● 4.NBT.5
Lesson Objective(s)
● Students will multiply a two-digit number by a one-digit number with 80%
accuracy.
Materials Needed
● whiteboard
● marker/eraser
● textbook
● pencil

Therapy.

● Explicit Instruction: For this lesson, I will first model how to solve a multiplication problem
the more traditional way of completing it. I will have to show that doing a multiplication
problem is a bit different than an addition problem.
the assignment.
A. The Lesson
● Introduction (5 minutes, whole class instruction)

○ WhoAmI? SolveMe puzzles. Students will complete problems 47 and 48.
○ Students will solve the puzzle on their boards and we will go over the answer
once everyone has it completed.

○ Quick check:
■ Students will complete a couple quick check problems that go over
previously learned skills such as creating an area model to solve a
multiplication problem. Students will work out these problems on their
board and we will go through the answers together as a class.

○ Investigate the Math:

■ First, I will ask the students “How do you use place value to multiply a
two-digit number by a one digit-number? Students may talk about how
they broke up the two digit number into tens and ones and use an area
model to solve the problem.
■ Then, I will model how to solve a multiplication problem with a one-digit
number and a two-digit number. I will have to emphasize that it is
different from solving addition problems. I will write the problem on the
board and go through the process step-by-step making sure to verbally
say what I’m doing for each thing.
■ Then, I will have the students go through a problem with me. I will write
the problem on the board and ask the students what steps I need to
take in order to solve the problem. While I’m completing the problem
on the board, the students will follow along with me at their desk.
■ Lastly, I will have the students complete a problem by explaining what
they do. I will have the students do the problem at their desk making
sure to check their work. Once they are done, I will have a couple
students come to the board and show their classmates how they
solved the problem.
○ Guided practice:
■ I will have the students complete a couple practice problems on their
own at their desk. The students will have to show their work on their
whiteboards so I can double check for any mistakes. Once the
students are done, we will go through the problems together.
○ I will go over what they have learned in the lesson and ask if there are any
questions. I will have students give me a thumbs up/thumbs down to see if
anyone will need more practice before doing their assignment.
B. Assessments Used
● Pg. 227 #1-10
have the opportunity to work with a para.

○ Students will complete the IXLs that go with the content they just learned.
D. Resources
Lesson Plan 6
Date: 10-26-23
Time: 10:20-1:50
● I feel that the previous lesson went well. The students had learned to multiply a
one-digit number by a two-digit so this lesson went along smoothly. I did have to
fix a few mistakes such as starting with multiplying the ones first and correcting
basic math facts. The students didn’t have a lot of questions on the assignment,
except for the word problems. To help out some of these students, I highlighted
the important info they needed to help them solve the problem.

● 4.NBT.5
Lesson Objective(s)
● Students will complete multiplication problems with regrouping using
manipulatives with 80% accuracy.
Materials Needed
● whiteboard
● maker/eraser
● Textbook
● Pencil
● Manipulatives

Therapy.

● Explicit Instruction: For this lesson, I model how to show regrouping with manipulatives.
The students will need to see how you can exchange 10 units for one ten. This is a more
visual way for students to see how multiplication works.
the assignment.
● Manipulatives: Since students are learning how to regroup with multiplication, they will
first use manipulatives to help them visualize the problem. Manipulatives help a lot of
students who are struggling with the concept to see it in a different way.
A. The Lesson
● Introduction (5 minutes)
○ Solve Me Mobiles: Students will complete problems 18 and 19 .

○ Quick check:
previously learned skills such as multiplying a one-digit number by a
two-digit number the traditional way. I will read the problem aloud for
them and have the students solve the problem on their board. Once
everyone has solved them, I will have them show me their boards and
check their answers.

○ Build It/Try It:

■ I will first model how to solve the equations by using base ten blocks.
For example, if the problem was 2 x 17, you would need to make 17
twice. Then, you will separate the tens and the ones into piles. Finally,
count how many ones you have (if you have more than ten, trade 10 of
them for one tens stick), and how many tens.
■ Then, I will have the students practice alongside me. I will state the
problem and ask the students what steps I need to complete in order to
solve the problem. As I am doing this, the students will follow along
and complete the problem at their desk.
■ Finally, I will have the students complete a problem or two at their
desk. I will walk around to make sure the students are understanding
what to do and assist those who need help.
own at their desk. The students will have to use the base ten blocks to
solve the problem. Once they have solved it, they will write their
answer on their boards. After everyone has completed the problem, we
will go over them as a class.
○ I will review what we went over in the lesson and ask students if they have
any questions. I will then ask them to give me a thumbs up or thumbs down
and address any problems.
B. Assessments Used
● Pg 233 #1-9
○ Students with special needs will be able to have assistance from a para
and have access to a multiplication chart.

○ Students exceeding expectations will be asked to solve more complex
problems or to explain how they solved the problem to the class.
D. Resources
Lesson Plan 7
Date: 10/30/2023
Time: 10:20-10:50
● The previous lesson went fairly well since the students were pretty familiar with
using base ten blocks. The students did run into a problem on the assignment,
however, since they would make small mistakes. For example, the student may
not regroup the tens and ones correctly resulting in their answer being incorrect.
Instead of moving on to the next lesson right away, I will review how to use the
tens blocks to multiply and redirect the students that are making the mistakes
when regrouping.

● 4.NBT.5
Lesson Objective(s)
● Students will be the Distributive Property to multiply a two-digit number by a
one-digit number with 80% accuracy.
Materials Needed
● whiteboard
● maker/eraser
● Textbook
● Pencil

Therapy.

● Explicit Instruction: For this lesson, I model how to show how to use the distributive
property to solve a multiplication problem. The students will need to see how you break
apart the two digit number into tens and ones.
the assignment.
A. The Lesson
○ WhoAmI? SolveMe puzzles. Students will complete problems 49 and 50.
○ Students will solve the problems on their whiteboards. After everyone has
solved the problems, I will ask them to show their boards.

○ Quick check:
previously learned skills such as using tens blocks. Students will solve
these problems and I will have them check their answers with their
groups to see if they agree. Once everyone has completed the
problems, we will go over them as a class.


■ First, I will ask “What are some ways we can use place value to find
the product of a two-digit number and a one-digit number?” Students
will discuss and give their ideas. I will then ask “If we multiply a
two-digit by a one-digit using place value, which number is used as a
factor when finding both of the partial products?” Students will answer
the one-digit number.
■ Next, I will model an example problem on how to solve a problem
using the distributive property. I will make sure to show the students
how to break up the two-digit number into tens and ones. For example,
the number 27 would be 20 and 7.
■ Then, I will have the students solve the next problem alongside me. I
will write the problem on the board and ask the students what we
should do, step by step.
○ My in My World:
■ I will have the students complete the problem. First, I will read the
problem, then direct the students to solve it at their desks. If students
are done early, they will check with their neighbors to see if they agree
with their answer.
○ I will ask the students if they have any questions about the lesson. If students
do, I will clarify any misconceptions. Then, I will ask the students to give me a
thumbs up or down. Then, I will allow the students to start on their
assignment.
B. Assessments Used
● Pg. 239-240 #1-14 (Skip #10)
○ Students with special needs will be able to use a multiplication chart and
have assistance from a para.

○ Students exceeding expectations will be asked to help out their group
members and expand on their thinking.
D. Resources
Lesson Plan 8
Date: 11/01/2023
Time: 10:20-10:50
● The previous lesson was a little shaky since the students weren’t quite sure how
to break up the two-digit numbers. They did need some extra practice, but they
did get the hang of the content. The students needed a lot of assistance on the
assignment and I had to redirect the students from making repeated mistakes.

● 4.NBT.5
Lesson Objective(s)
accuracy
Materials Needed
● whiteboard
● marker/eraser
● textbook
● pencil

Therapy.

● Explicit Instruction: For this lesson, I model how to solve a two-digit times a one-digit
multiplication problem the traditional way. It’s important for students to see every step
they must take so they can identify where they are making mistakes and to solve the
problems correctly.
the assignment.
A. The Lesson
○ Solve Me Mobiles: Students will complete problems 20 and 21.

○ Quick check:
previously learned skills to solve a multiplication problem. Students will
work out these problems on their board and we will go through the
answers together as a class.


■ First, I will have the students review what strategies they have learned
to solve a multiplication problem.
■ Then, I will model how to solve a multiplication problem with a two-digit
and a one-digit number. I will verbally explain what I am doing at each
step so the students can clearly see what steps they need to complete.
■ Then, I will have the students complete a problem alongside me. I will
ask them questions about what I should do at each step.
○ Math in my world:
■ I will have the students complete these problems at their desk. At this
time, I will go around and see if the students are multiplying correctly
and help any students who may be struggling. Once the students are
done, we will go through the problems together.
○ I will ask the students if they have any questions and have them give me a
thumbs up or thumbs down. If there any any thumbs down, I will ask them
what they are having trouble with and clarify any problems. Then, I will have
them start on their assignment.
B. Assessments Used
● Pg. 245-246 #1-13
will have assistance from a para.
○ Students who are exceeding will be able to help their classmates and
verbally explain how they are solving the problems.
D. Resources
Lesson Plan 9
Date: 11/02/2023
Time: 10:20-10:50
● The previous lesson went pretty well. The students caught on what they were
supposed to do to solve the problems. A few students were making mistakes
such as forgetting to add when regrouping was needed or multiplying incorrectly.
While the students were working on their assignments, I was able to catch most
of these mistakes and redirect the students to the right track.

● 4.NBT.5
Lesson Objective(s)
● Students will multiply a multi-digit number by a one digit number with 80%
accuracy
Materials Needed
● whiteboard
● marker/eraser
● textbook
● pencil

Therapy.

● Explicit Instruction: For this lesson, I model how to solve a multi-digit times a one-digit
problems correctly.
the assignment.
A. The Lesson
○ WhoAmI? Solve me puzzles. Students will complete problems 51 and 52

○ Quick check:


■ Then, I will model how to solve a multiplication problem with a
multi-digit and a one-digit number. I will verbally explain what I am
doing at each step so the students can clearly see what steps they
need to complete.
B. Assessments Used
● Pg. 251-252 #1-12
D. Resources
Lesson Plan 10
Date: 11/03/2023
Time: 10:20-10:50
● The previous lesson went fairly well. The students knew how to solve a two-digit
times a one-digit, so adding on a few more numbers didn’t cause an issue for
most students. For some, however, they had an issue with lining up the numbers
correctly, which resulted in them adding incorrectly when regrouping and
multiplying by the wrong numbers. Before the students turned in their work, I
checked in with them and looked it over to make sure they didn’t make any
mistakes on their homework.

● 4.NBT.5
● 4. NBT. 3
Lesson Objective(s)
accuracy
Materials Needed
● whiteboard
● marker/eraser
● textbook
● pencil

Therapy.

● Explicit Instruction: For this lesson, I model how to solve a two-digit times a one-digit
problems correctly.
the assignment.
A. The Lesson
○ Solve Me Mobiles: Students will complete problems 22 and 23.

○ Learn the strategy:
■ I will first model how to use this strategy to determine if a word problem
requires you to give an estimate or exact answer. I will tell the students
the key word that they need to look for to determine this. (If a question
says ‘About’, the student will estimate, if it does not, they will find the
exact answer).
■ Then I will have the student practice a problem with me and walk them
through each of the steps.
○ Practice the strategy:

■ I will read the problem to the students and have them complete the
problems on their board. As they working, I will walk around the
classroom and assist students as needed. Once they are done, we will
go through the problems together.
○ Apply the strategy

■ I will have the students complete the problem independently. Once the
students have completed the problem. I will have a couple students
work on the problem on the board so their classmates can see. I will
ask the students what steps they took to solve the problem and if they
need to find an estimate or exact answer.
B. Assessments Used
● Pg. 2459-260 #1-6
D. Resources
Lesson Plan 11
Date: 11/06/2023
Time: 10:20-10:50
● The previous lesson went pretty well. The students did have to have reminders to
look for the key word in the word problems to determine if they needed to find an
estimate or exact answer. Besides that, some of the students were struggling
with the word problems since some of them were tricky. I did walk the students
through problem #3 since that one had multiple steps.

● 4.NBT.5
Lesson Objective(s)
accuracy
Materials Needed
● whiteboard
● marker/eraser
● textbook
● pencil

Therapy.

● Explicit Instruction: For this lesson, I model how to solve a multi-digit times a one-digit
multiplication problem that involves multiple zeros the traditional way. It’s important for
students to see every step they must take so they can identify where they are making
mistakes and to solve the problems correctly.
the assignment.
A. The Lesson
○ WhoAmI? Solve me puzzles. Students will complete problems 53 and 54

○ Quick check:


■ Then, I will model how to solve a multiplication problem with a
multi-digit (with multiple zeros) and a one-digit number. I will verbally
explain what I am doing at each step so the students can clearly see
what steps they need to complete.
B. Assessments Used
● Pg. 265-266 #1-16 (Skip #15)
D. Resources
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Name: Erin Criddle

Unit title: Multiply with One-Digit Numbers

UNIT GOALS, OBJECTIVES, ASSESSMENTS

Day 2: Ch 4 Lesson 2: Round to Estimate Products

Day 3: Ch 4 Lesson 3: Use Place Value to Multiply

Day 4: Ch 4 Lesson 4: Use Models to Multiply

Day 5: Ch 4 Lesson 5: Multiply by a Two-Digit Number

Day 6: Ch 4 Lesson 6: Model Regrouping

Day 8: Ch 4 Lesson 8: Multiply with Regrouping

Day 9: Ch 4 Lesson 9: Multiply by a Multi-Digit Number

Day 11: Ch 4 Lesson 11: Multiply Across Zeros

Summative Assessment (You may you the same assessment as pre-assessment, if

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory (what learning theory or research-based method

● Introduction (10 min)

● Content Delivery (20 min. Whole class lecture)

○ Problem of the Day:

○ Investigate the math:

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

● Introduction (10 min)

● Content Delivery (20 minutes, whole class instruction)

○ Problem of the Day:

○ Investigate the math:

● Adaptations for those exceeding expectations

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

● Introduction (6 minutes, whole group instruction)

● Content Delivery (20 minutes, whole group instruction)

○ Try it, talk about it:

● Adaptations for those exceeding expectations

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

● Introduction (5 minutes, whole class instruction)

● Content Delivery (20 minutes, whole class instruction)

○ Problem of the Day:

○ Try it, Talk about it:

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

● Introduction (5 minutes, whole class instruction)

● Content Delivery (20 minutes, whole class instruction)

○ Problem of the Day:

○ Investigate the Math:

● Adaptations for those exceeding expectations

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

● Content Delivery (20 minutes, whole class instruction)

○ Problem of the Day:

○ Build It/Try It:

● Adaptations for those exceeding expectations

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

● Content Delivery (20 minutes, whole class instruction)

○ Problem of the Day:

○ Investigate the Math:

● Adaptations for those exceeding expectations