Medaille College Department of Education

Lesson Plan #1

Teacher Candidate’s Name: Sierra Chojnacki Date: 3/5/18

Context for Learning (edTPA)

Where is the school where you are teaching located? City: ____X___ Suburb: _______ Town:_______ Rural: ______

Grade level: ____4____ Number of students in the class: _____24___

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
2 Short breaks when needed, strategic seating, frequently check
ADHD for understanding
Autism Spectrum Disorder 1 Teacher aid, personal schedule, direct & simple instructions,
using transition time
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
English Language Learners 2 Frequent checks for understanding, visual aids, ENL teacher
available

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
0

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 Lesson __1____ of a ____4_ Day Learning Segment

Subject and Lesson Topic: Math Standard 4.0A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 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.

Grade Level: 4 Lesson Duration: 45 minutes

Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this lesson will being able to have students identify parts of multiplication problems such 5x7=35, or 7x5= 35 and that they
can be put into words and used as a comparison.

Students will understand that multiplication fact problems can be seen as comparisons of groups (24=4x6 can be thought of as 4 groups of 6 or 6
groups of 4).

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

In 3rd grade, students have learned multiplication problems. They should have learned how to for example how to describe in context in which a
total number can be expressed by 5x7 or 7x5 (commutative property).

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students will apply their understanding of multiplication facts and recognizing and identifying that 5x7=35, or 7x5= 35 and how it can be used
as a comparison.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

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The students like to explore and ask questions about their favorite sports or favorite animals when we come across them in class so as the lesson
is taught, the teacher can add questions on the board such as “30 soccer balls is 5 times as many as 6 soccer balls or 30 dogs is 5 times as many
as 6 dogs.” Some students have pets or have different hobbies, so it would be a great idea to add how many more or less there are of something
of the student’s favorite things.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

As the teacher, I will encourage my students by providing manipulatives such as number blocks to have understand see the comparisons that
something “is more than” something else. The teacher will make connections by relating to the student’s values and hobbies such as sports, or
animals.

Curriculum Standards
Math NYS Standard 4.0A.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 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.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that
identify what students will be able to do by the end of
the lesson and are aligned to the standards identified
above.
Student can identify a multiplication equation
and how it can be interpreted as a comparison
using words and visuals.
Student can write an equation for a situation
involving multiplicative comparison
Using formal and/or informal assessment tools, how
will you evaluate and document your students’
progress on each of the objectives?
Teacher will formatively assess through
teacher observation, activity worksheets, and
exit ticket, which will give the teacher the
opportunity to look over students work to see
what needs to be reviewed the following day.
Teacher will formatively assess through
teacher observation during think-pair-share,
class discussion and collaborative group
If applicable, explain how you will adapt
assessments to allow students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
 Allow extra time in class to complete
assignments
 Provide an example
 Supply key concepts and vocabulary in
advance
 Verbal vs. written response
Allow students to show knowledge with
hands-on materials and/or pictures.
 teacher will review concepts and check
for understanding frequently

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Academic Language Demands
(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.
Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
the concepts
activity and written responses on students
white boards.
Instructional Supports
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Identify Teacher will support the students by scaffolding information,
modeling, pre-teach vocabulary, provide images and manipulatives
“More than” -Teacher will provide anchor charts with visuals
Factor -Teacher will work with ELL teacher to provide handouts similar to
Interpret anchor charts, for additional support
multiplicative comparison
Product
Commutative Property
The teacher will provide a The teacher will use number block manipulatives, whiteboards and
specific equation and students markers to the students to assist them with conceptual
will use their number block understanding.
manipulatives to help them solve
it.
Students will be able to correctly
identify and verbalize which The teacher will model this process and provide reinforcement as
quantity is being multiplied and needed.
which number tells how many
times and discuss their math
reasoning.
Students will be able to tell that
when they see the visual, the first
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 set contains a certain number of
items. The second set contains
multiple copies of the first set.
They will be able to tell that any
two factors and their product can
be read as a comparison.

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator
-visuals will be provided for ENL’s
-The purpose of this lesson is to learn the language of multiplication problems and how they can (attached)
be put into words.
The teacher will then say, “Ladies and Gentlemen, today we are going to talk about how -Student with autism will work with aide in
multiplication problems can be seen as comparisons”. The teacher will put on the board 6= 2 x 3. the classroom
The teacher will explain that the equal sign can be translated as “is”. The multiplication sign can
be translated as “times as many as”. Therefore, the equation can be translated as “6 is 2 times as
many as 3, or 6 is 3 times as many as 2”
The teacher will then put on the board 6 footballs. The teacher will then put a football on the board
with the number 2 on it. Then will put 3 more footballs with the number 2 under it to show that 3
groups of 2 is 6. The teacher will also do the same example but have a number 3 on a football and
then put 2 more under it to show that 2 groups of 3 is also 6.

Instructional Procedures Students who have difficulty sitting still

1. Students will gather to sit on the carpet for the lesson can bring their chair to sit on in back or use
2. The teacher will discuss the anchor chart and manipulatives, and vocabulary (commutative a wobble chair.
property) to introduce Multiplication as a comparison. The teacher will talk about how the
equal sign can be translated as the word “is”, and the multiplication sign can be translated -Students will be able to participate at the
as “times as many”, (Appendix A) board, on their white boards and on the
3. The teacher will then provide a multiplication facts sheet on the SMART board so provided worksheet at their desk.
everyone is familiar with them.
4. The teacher will then model an example on the board such as “, (8= 4x2 or 8= 2x4) the
equation can be translated as “8 is 4 times as many as 2, or 8 is 2 times as many as 4” on -Frequent checks for understanding.
the board.
5. As a class, the teacher will provide the same example of a comparison using number
blocks. The teacher will show the 2 number blocks alone. Then will set 4 more of the 2

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 number blocks under it to show that there is 4 groups of 2 which when it is counted the
students will see that (2+2+2+2= 8).
6. The teacher will then show more examples with the number blocks and have students
come up and participate in displaying ways.
7. Once the teacher has finished modeling and students have practiced at the board, the
students will be asked to show the teacher 21= 7 x 4 as a multiplication comparison on
their whiteboards. Teacher will scan the whiteboard to check if they understand. They
should write “21 is 7 times as many as 4”. The teacher will also ask 21= 4 x 7 and will also
ask to model on whiteboards.
8. The teacher will then write a comparison such as “ 20 cats is 5 times as many as 4 cats”.
Teacher will ask students to write the multiplication equation on the white board.
9. Once the students have shown understanding, the teacher will ask students to go back to
their seats and give them different multiplication comparison worksheets to assess them.
(see Appendix C).
10. The teacher will walk around the classroom and make observations as students work
independently and provide guidance if needed.
11. Students will have 15 minutes to work on their assessment.
12. Students will hand in their work to be evaluated.

Closure

-The teacher will say, “Today you learned how to write a multiplication equation as a
multiplication comparison by replacing the symbols with words.

-An exit ticket will be provided to the students to evaluate their abilities and decide which part of
the lesson will need to be touched on again tomorrow.

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-The exit ticket will be collected upon dismissal of math class.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

SMART board
-manipulatives (number blocks)
-anchor charts (appendix A)
-white board, markers
-Assessment worksheet (Appendix B)
-Exit ticket (Appendix C)

AppA

Appendix A (3 Photos)

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(APPENDIX A- 3 PHOTOS)

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APPENDIX B – 2 WORKSHEETS

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(APPENDIX C)

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