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Grade Level: 4
Topic: Chapter Introduction, New Vocabulary and Multiplication Comparisons MACC.4.OA.1.1 Interpret a multiplication equation as a comparison, e.g., interpret 35=5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Standards:
MA.4.A.4.2: Describe mathematics relationships using expressions, equations, and visual representations.
Instructional Objectives/Learner Outcomes: The Learner will be able to relate multiplication equations and comparison statements with 85% accuracy and answer the essential question with 100% accuracy. Essential Question: How can you model multiplication comparisons?
Assessment:
Formative assessment through observation during multiplication fact review, during lesson discussion, evaluation of classwork and evaluation of homework.
Materials:
For each pair of students: Decks of cards with face cards removed For each student: Math Vocabulary Composition Book Pencil Colored pencils Go Math Textbook Go Math Workbook Pack of 50 counters Sheet of copy paper For Teacher: Vocabulary and word problem Slides White Board Day One: Comparison Equation Factor Product Commutative Property Day Two: Estimate Round Distributive Property Partial product DAY ONE
Vocabulary:
Instructional Procedures:
20 minutes 1. Ask students to complete page 43 of the Go Math textbook and pre-test. Collect for assessment to find any holes in learning.
15 minutes
Hook:
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2. 3.
Give Homework, Reteach 2.1 worksheet, students write in planners and put away. Students will pair off, using their face partner. Each pair will receive a deck of cards. Students will play a game of war, each flipping a card over and the first with the correct answer keeps the cards. Or the game can be played less competitively by having each student flip over a card and taking turns responding with the answer.
10 minutes
Introduction: 4. Have students get out Vocabulary Composition Books. Using slides, have students record day one vocabulary; definitions in pencil and examples in colored pencil. Be sure to model language and use proper terminology. Put away. Step-by-step Instruction: 5. Introduce first problem on SmartBoard (I do). Pg. 45B. Show steps on whiteboard and model by drawing. Ask: How can we represent Martins dimes? How can we represent Joys dimes? What equation can we write? How many dimes does Joy have? Read comparison sentence using vocab. 6. Pass out counters and copy paper. Have students fold paper in half (hamburger). 7. We do, remaining problems on pg. 45B, write problems on the board or use slide. Do with students, modeling and checking for understanding. 8. Collect counters and have students open Go Math textbook to pg. 45. 9. Student/Teacher read aloud pg. 45 and complete, teach and talk. 10. Use Think-Pair-Share to answer HOT question at bottom, allow one minute. Ask a few pairs to share their answer. 11. Have students do A and B on page 46 independently. Review answers. Closure: Have students record on their composition books; draw a model and write an equation to represent 4 times as many as 3 is 12 and explain your work
25 minutes
5 minutes
DAY TWO 15 minutes Hook: 12. Review answers from previous nights homework. Give tonights homework, pages 23 and 24 from the Go Math practice book, students write in planners and put away. 13. Students will pair off, with different partners from Day One. Each pair will receive a deck of cards. Students will play a game of war, each flipping a card over and the first with the correct answer keeps the cards. Or the game can be played less competitively by having each student flip over a card and taking turns responding with the answer. Introduction: 14. Have students get out composition books. Complete Problem of the Day, from slide, page 45A. 15. Using slides, have students record day two vocabulary; definitions in pencil and examples in colored pencil. Be sure to model language and use proper terminology. Complete word webs for distributive property and partial product. Model this under document camera for students. Step-by-Step Instruction: 16. Do #1, page 46 as a whole group. 17. Use Rally Coach to solve problems on page 47 2-11. Circle room to check with students for understanding. Quickly review answers as whole group. 18. Do 12 with class, teach and talk getting to students to explain why. 19. Ask students to do 13 and 14 independently. Review answers and clarify questions as whole group. Closure: (Day Two closure will be part of Lesson 2.2.)
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15 minutes
15 minutes
Accommodations: ELL 1 or 2
Vocabulary
Times Multiplication Addend Sum *lesson includes visual representations and examples
Instructional Grouping Give student verbal and written directions, translated to native language Tape lesson, audio and visual Provide translated photocopies of slides used in lessons Check frequently for understanding and provide immediate feedback
ELL 3 or 4
Group with native language speaker if possible Times Multiplication Addend Sum
Vocabulary *lesson includes visual representations and examples ESE Instructional Grouping Heterogeneous to encourage English usage Give student verbal and written directions Tape lesson, audio and visual Check frequently for understanding and provide immediate feedback
*lesson includes visual representations and examples Vocabulary Instructional Allow additional time for skill mastery Have student repeat back directions Give student verbal and written directions Use appropriate assistive technology Tape lesson, audio and visual Work with assigned partner Provide photocopies of slides used in lessons Check frequently for understanding and provide immediate feedback
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Grouping Heterogeneous
HOMEWORK: Day One: Change to part of page 23 Day Two: page 23 and 24 EXTENSION: Enrich page 45B
Reflection:
Using collected student assessment data, reflect on (1) students learning based on your objectives, noting signs of difficulty. Include (2) changes to enhance student learning in the future. (3)Reflect on how you grew as a teacher. Attach student work.
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