Math Lesson Plan

Name: Elizabeth Tkaczynski

Topic(s) of lesson: Place value and multiplication using varying strategies

Grade Level: 4th Grade

Goals/Lesson Objective(s):

SWBAT work with place value cards as a new tool in order to break numbers apart into
expanded form and use that understanding to apply multiplicative reasoning strategies to a
multiplication problem.
SWBAT use varying strategies involving breaking numbers into their expanded form and
place value understanding in order to solve a problematic multiplication word problem.
Standards:
Commented [GLT1]: Try to adjust this to bring attention
to the specific mathematical understandings that you
want them to grasp. What about place value will they
understand and how will it help them with computation?
Commented [GLT2]: Againwhat mathematical
concepts are behind thiswhat will they need to
understand about multiplication in order to solve the
problem?

CC.2.1.4.B.1 Apply placevalue concepts to show an understanding of multidigit whole

numbers. CC.2.1.4.B.2 Use place value understanding and properties of operations to
perform multidigit arithmetic. CC.2.2.4.A.1 Represent and solve problems involving the four
operations. Mathematical Practice Standard 7: Look for and make use of structure: Commented [GLT3]: You probably dont need this
Mathematically proficient students will, at the elementary grades, use structures such as place oneyou dont want too many standards to focus on at
once. That saidyou are missing a Mathematical
value, the properties of operations, and other generalizations about the behaviors of Practice Standard, which you need to identify, per the
operations to solve problems. instructions on the template. Even though many are
likely to be involved, pick the one you think most
applies for your lesson!

Assessment: Commented [GLT4]: Lizit sounds like you are

focused on what you will do in order to assess. The
next important question that you need to address in this
The students will be assessed through informal observations of how the students are working section is what you will look for? What will it look like if
with the new place value cards tool and if they are able to use them to solve addition and they understand what they are supposed to
understand? Check out the directions on the math
subtraction problems (I will collect their written work as well as assessing through template to guide you here.
observation). I will make notes as I observe students that I can refer to later. I am looking for
students to use the place value cards to express expanded form to solve addition and
subtraction problems.

The students will be assessed through their discussion of strategies after solving the
problematic problem. I will also collect/ take pictures of student strategies to refer to later. If
the student understands how to use place value and expanded form to solve the multiplication
problem, they will have modeled or written out the number broken into the different place
values to solve the multiplication problem.
Classroom Arrangement/ Management Issues: Commented [GLT5]: Lizgreat start here! It sounds
like you have anticipated a number of potential
concerns. Well done. The next step is for you to explain
The lesson will be taught in the library so I may have to work around other people being in the how you might address them if they do actually come
same location. Since this lesson involves a lot of collaborative work, some extra noise may up. Please add that to this section.
not be too much of a problem. If it turns out that there are too many people in the library when
I have my lesson scheduled, I will move into the hallway or classroom (since the time I have
my lesson planned for overlaps with when the rest of the 4th grade class goes to the computer
lab upstairs). I will have to manage how students use the new tool and work together or alone.
The students have worked with a lot of the tools before, but I will still have to walk around to
make sure they are using the tools correctly. Also, since collaborative work in math isnt
something they have a lot of practice with, I will have to make sure the students dont use a
partner as a crutch to avoid thinking for themselves. I am also anticipating some low
confidence on being able to work through these math problems because I am seeing a lot of
frustrated kids in the math classroom and I am going to work with a mixed group of levels.
That is where collaboration and having many different tools available should help. Also, I plan
on providing support and positive encouragement when those struggling students are doing
good math work (using tools appropriately, working well with a partner, etc.). I will also have
to set up some norms that the students arent used to, like being able to work with any
material available to them and having a choice of working with someone else. The students
have done some math collaboration work, so it wont be brand new to them but having a
choice of materials is a new thing. I will need to make it explicit that they can choose a method
they prefer in order to solve and that there is no incorrect tool out of the ones I am providing
for them.

Materials: Commented [GLT6]: This seems like a comprehensive

list. RE: the problematic math problem, are you going
to have copies of the problem printed out? Are you
- Laminated place value cards (6 sets so each child gets to work with a set), going to write it up somewhere? Are you just going to
- Base ten blocks read it outloud?
- A multiplication chart
- Paper and pencils for each student
- Chart paper and markers
- A problematic math problem (see below)
- Dry erase board (and small ones for students to work with)
- Dry erase markers
- Eraser for the dry erase board
- Tissues for the students to be able to erase the mini white boards
- Multiplication problem written on chart paper (I will also read out loud)
Before (Introduction and Hook): (~1 minute)

I will start the lesson with an introduction to a new tool. I will say, Alright mathematicians,
today we are going to explore a new tool that we can use to solve math problems. Here are
the envelopes containing the new tool, dont open them yet. Then I will write four numbers on
the board, 443, 226, 1,305, and 591. Once I am finished writing the numbers, I am going to
say, Ok. Open your envelopes and try to make these numbers.

After allowing some time for them to figure out what the new tool is, I will walk around to see
how they are doing and if they are understanding how to use the tool to make numbers.

During (Learning Activities):

1.) The first activity will be the introduction to the new tool where students will work on
making the numbers 443, 221, 1,305, and 596. After everyone has made those
numbers, I will ask the students, What do you notice about these cards?. I will
question until I get the answer about the cards showing place value on them. Then Ill
ask the students to choose any two numbers and add 1,305 and 443 together, but
they arent allowed to use the traditional algorithm. Then with the remaining two
numbers (596 and 221), I will have them subtract the smaller number from the larger
number, again not using the traditional algorithm. Each student will be given paper to
record their thinking. Then I will have each student turn and talk to a partner about
what strategies they used to solve the problems. I will listen in to what the students are
saying and bring the group back together by saying, I heard some mathematicians
say that they used place value to solve the problems. Does anyone want to explain to
the whole group how they used that strategy?. (~20 minutes)
2.) The second activity will involve students solving a multiplication problem. I will start by
saying, We have just learned another tool available to us in order to solve math
problems. We know of many tools that we can use though. Then, Ill show them the
base ten blocks, multiplication chart, regular paper, chart paper, and whiteboards.
They will be allowed to use any of those materials in order to work out a problem. The
problem is going to be:
Yusuf, Kysheion, Emma, Naseer, Albert, and Marieanne each have 9 dozen
fidget spinners. How many fidget spinners do they have in all?
Commented [GLT7]: How/why did you choose these
numbers?
Commented [t8R7]: I want to make sure that all
students can make 4 different numbers with one set of
place value cards so I wanted to prepare a set so that
there were no place value overlaps (like having 40 in
two numbers). Also, I wanted to use the 1000 place
value to use the maximum value the cards have.
Commented [GLT9]: Have you tried out how this will
work with the place value cards for every combination
that could be your addition problem, and your
subtraction problem? Im wondering what will happen
when re-grouping is involved.
Commented [t10R9]: Re-grouping is a good point and I
have edited my directions to avoid having to regroup in
subtraction
Commented [GLT11]: Have they used all of these other
tools before?
Commented [t12R11]: Yes

Samaiyah made 9 dozen fidget cupcakes for the school bake sale fundraiser.
How many total cupcakes is she bringing in to sell?

EXTRA: Samaiyahs friends, Yusuf, Kysheion, Emma, Naseer, Albert, and

Marianne all made the same number of cupcakes as Samayiah did. How
many total cupcakes are going to be in the bake sale?

If students get through the first problem and can show me the place value understanding with
Commented [GLT13]: Nice thinking ahead here! This is
at least two methods, I will give them the extra problem to solve, very important for them to know. Good setting up of the
task.
After giving the problem, I will ask the group to tell me what the word dozen means. Once we
Commented [GLT14]: Use some space in this section
figure it out, I will read the problem again and send them off on their mathematical quest. to describe what you will be doing as they are
While the students are working, I will go around the room listening in on strategies, supporting workingoff on their mathematical quest (I love that
phrase!).
students who are struggling, encouraging collaboration, and checking the students use of the
various tools. (~12 minutes)

3.) Finally, I will ask the students to share their strategies for how they solved the
problem.(~12 minutes) Commented [GLT15]: I think goes on your After
sectionits the main activity of the closing, right?
Commented [t16R15]: Yes it is. Ill take it out of this
section.

After (Closing): ~12 minutes

When students are sharing their strategies I will ask the rest of the group questions such as:
- Who can explain what (name) did?
- Does anyone have a question or compliment for (name) on his/her strategy? Commented [GLT17]: Both great ideas.
I will also ask clarifying questions during the time the student is sharing to make sure he/she Commented [GLT18]: Wonderful. Consider the kind of
is clear about their own strategy. I will do this process with as many students as I have time language you will use. Perhaps it would help to go back
for. and look at our Productive Talk Moves sheet.
Commented [t19R18]: I will use a lot of open ended
questioning to clarify strategies, similar to number talks
which the students do every week with me.
Anticipated Student Responses:

I am anticipating that the students will notice the place value written in the corner of the cards.
If they dont, I will go around asking individuals what they notice about the cards and what
information they are given. I may also need to clarify that the cards can be stacked on top of
each other. For the turn and talk after trying out the place value cards, I expect that several
students will use place value in solving the addition and subtraction problems. For the
multiplication problem, I am anticipating that there may be a question of what the word
dozen means so I am prepared to talk about that vocab word. I also am expecting that some
students may add the dozen to the 9 or that they wont know what to do with the
information where the problem states the students names. They may not realize that it means
there are 6 people that have 9 x 12 fidget spinners, so there are actually two parts to the
problem. If these problems come up, I will ask clarifying questions as to why a student did a Commented [GLT20]: Great anticipating here Liz. I
specific, incorrect arithmetic. Also, asking the student what the problem is asking and how think you are right about all of this. In reference to
they could model each part could help. If, for example, Yusuf was having difficulty, I could ask these two sentences specifically, put down some
possible ways that you might respond if these problems
him how many fidget spinners he has in this problem (each students real name is involved in do come up! Its good to plan these out ahead of time.
the problem). Making it concrete for him may be able to help him break it down into parts:
How many fidget spinners do I have? How many people are there that have the same
number of fidget spinners as I do?. I will have to assess that understanding when observing
student strategies. I will also provide students the opportunity to work together in pairs if they
want, which could help alleviate some of that confusion.
Accommodations: Commented [GLT21]: Wonderful. It sounds like you
have thought this through carefully. I do think that you
My guiding question has to do with differentiating instruction so that all students educational still need to do a little thinking about what to do with a
student who struggles so much that they cant get
needs are met. This is why I am doing the place value review with the cards. I feel it is started on the multiplication problem.
interesting to the higher level students because they are getting to work with a new tool while
also providing a support for the lower level students who really need help with understanding
place value. I also feel I am allowing for support in the multiplication problem because all of
the students can choose a method that they feel comfortable with, students will be allowed to
work with a partner to solve the problem, and I can give support to the struggling students
while the other students are busy working. If any student finished the problem very quickly, I
will ask them to try a different method to solve the problem. I know some of the higher level
students love trying to get the most strategies because it is like a game that they are winning
in a sense. It allows them to expand on their thinking while other students are working on a
way in to solving the problem. It gives a lot of freedom for the students needs.