Name: Heather Zins

Grade Level: 4
School: Brandon Elementary
Date: October 27, 2016
Time: 8:30-9:30
Lesson 9
Reflection from prior lesson: I was ill when this lesson was taught but I gave my cooperating
teacher the lesson and he said that it went well and the students really enjoyed it. The assessment
that was given also came back and the students did well on them.
Lesson Goal(s)/ Standards: 4.NBT.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: Students will multiply two-digit number by one-digit number with 100%
accuracy. Students will begin to model and multiply three or four-digit numbers by a one-digit
number 80% accuracy. Students will multiply up to four-digits by one-digit and regroup with
75% accuracy.
Materials Needed:
- Notebook
- Connect Four Mat
- Crayon or Marker
- Review Problem Packet
Contextual Factors/ Learner Characteristics: This class loves to talk and have fun activities to
stay engaged. The students who are more outgoing help the students who are quieter get involved
if they are working in small groups.
The Lesson
1. Introduction (10 minutes)
We will begin by talking about what types of strategies we have learned throughout this
chapter to help them with multiplication. We will do at least one problem from the area
model, partial products method, and standard. Once we have reviewed I will explain the
review game we will be playing. The students will be playing Connect Four with a
partner. They will be given 20 problems and both partners will be working it out on their
paper either in area model, partial products, or standard form. When they finish the
problem they will check their answers by doing another form and if they get it correct
they will be able to color in a space on the game board. If only one student gets it correct
then that student can fill in a space and if neither get it correct neither can fill in a space.

2. Content Delivery (45 minutes)

While the students are working on the game I will be walking around the room answering
questions or asking students questions about their game and how it is going. Most of this
 lesson will be student driven rather than direct instruction. This class does much better
working on activities together and investigating than they do with direct instruction. If
someone wins the game or they run out of room on their board, there will be more game
boards for them to take and play until they finish all the problems on the worksheet.

3. Closure (5 minutes)
We will review each strategy once more before ending the class. I will tell them that each
of these will be on their test. They will need to take home this sheet with problems on it
and finish it if they didnt finish during the lesson and if they did finish them I want them
to take it home and review it.

Assessments Used
I will be using their review sheet as the assessment as well as my discussions with the students
about the problems they are working on.
Differentiated Instructions
If students still struggle with some of the strategies I will have them do whatever strategy they
understand the most and then put it in the form of the strategy they are supposed to do.
Resources
McGraw-Hill My Math Series, Grade 4, Volume 1