edTPA Lesson Plan

Name Shayla Rios

Lesson #, Lesson Title Lesson #1 Multiplying Two Digit Numbers by Two Digits

Date and Day of the Week December 10

Grade Level and Class 4th Grade Mathematics

Period and Length 1 Hour

Materials Needed Notebooks, Pencils, White board, White board markers, Base Ten blocks,
worksheets

Standards and Objectives

Standards:
• 4.NBT. A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten
times what it represents in the place to its right.

• 4.NBT. B.5 Multiply a whole number of up to four digits by a one- digit whole number, and
multiply two two-digit numbers, 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

• 4.OA.A.1 Interpret a multiplication equation as a comparison. Represent verbal statements of

multiplicative comparisons as multiplication equations.

Prior Knowledge:
• Student should be able to represent the value of digits in 2-digit numbers.
• Students should be able to decompose numbers in multiple ways by place value.
• Students should be able to apply conceptual understanding of a single digit x a double digit
multiplication problem

Learning Objectives:
 Students will understand the process for multiplying a 2-digit number times a 2-digit
number. Students will show this understanding by illustrating and explaining the
strategies used to find an answer for a 2-digit x 2-digit multiplication problem by
working from area models and base ten blocks.

Central Focus:
 Students will be able to solve equations of multiplying 2 digits by 2 digits, Students will show
their understanding of place value by creating area models and
Academic Language Demands:
 Students will be able to develop listening, cognitive thinking, and reading skills.
 Vocabulary: product, place value, one’s place, tens place, area model

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale

2-3 Launch (Motivation) Summarize Lesson

minutes 1. To begin the lesson students will be told “So on
Monday we’ve learned how to do multiplication
problems in multiple ways such as Area model, Partial
Products, and the Traditional way. Today we're going
to be learning how to solve a multiplication problem
by multiplying a two digit number by another two
digit number by using an area model.”
2. The teacher will write 25 x 32 on the whiteboard.
3. The teacher will ask “How would we set up the
equation 25 x 32 as partial products?”
4. Students are expected respond “You would have to
break up 25 to 20 and 5 and break up 30 and 2”
5. The teacher will say “Great! We will use the same
strategy when setting up an area model.”
15 Instructional Procedure (Explore) Students will be using
minutes 1. The teacher will tell the students “In order to create an area prior knowledge of
model we will have to deconstruct these two numbers like multiplying a two digit
X student told us”. An area model will be drawn and number by a one digit
horizontally 25 will be written and 32 will be written number.
vertically.
2. The teacher will say “When we deconstruct numbers we Students must have a
must focus on place values. In the tens place there is a 2, good understanding of
that means that 2 is really 20 (Teacher will write 20 above their basic
the top left box) and in the ones place there is a 5 (Teacher multiplication facts in
will write 5 above the top right box). order to succeed in the
3. We will then move on to deconstructing 32 like X student lesson.
said. In the tens place there is a 3 which really means 3 is a
30 (Teacher will write 30 on the side the top left box) and in
the ones place there is a 2 (Teacher will write 2 on the side
of the bottom left box).
4. The teacher will say “In order to solve this type of problem
we will work block by block. First we will work with the
first block. The first block tells us we are multiplying 20 by
30.” The teacher will write “20x30” in the first box.
Students will be asked “What is 20 multiplied by 30?”
Students are expected to answer “600”. The teacher will
then say “Great! Now we will move to the next box on the
right that says “30 x 5 (Teacher will write 30 x 5 in the top
right box). Students will be asked “What is 30 multiplied by
5?” Students will be expected to answer “150”.
5. This process will be repeated for the last two boxes and the
area model will look like the model below.

6. Once we figure out all of the products we must add all of

the totals. The students will get “800” as the total.
7. As part of an assessment the teacher will give the students
another equation to work on with the teacher.
8. 43 x 13
\
 (Assessment During Instructional Procedure)
Refer to Lesson Plan Guide for Clarification
1. Formative assessment will be given by the students
responses while creating the area model.
2. Formative assessment will be given based off of their
multiplication solving skills.

20 Structured Practice and Application Apply and connect

minutes 1. The teacher will then say “In the total 559, I want you all to what students have
pair into groups and place the numbers based off of their learned in central
place value.” (Students will be given 1-2 minutes) focus.
2. Students will then share their answer with the group.
3. The teacher will say “Now we are going to be working in By the students
pairs to complete a worksheet on creating area models. I working together we
want you to show how you broke up the numbers and the are using Vygotsky’s
work you did to find the total product.” (Student will be theory of learning
given 15 minutes) from our peers. If a
4. During this time the teacher will be going group to group student doesn’t
(starting with the students that are struggling the most) understand how the
while they are working on the equations to see their teacher explained the
progress and clear up any questions. topic by having
5. Students will then share their answers with the group by another student
telling step by step what they did. explain could help any
confusion there may
be.

(Assessment During and/or after Structured Practice)

Refer to Lesson Plan Guide for Clarification
1. Formative assessment will be given by observation of the
students progress throughout the worksheet.
2. Summative assessment will be given by the work shown on
the worksheet of creating area models.

3 Closure: Summarize lesson

minutes 1. To close the lesson the teacher will say “For the answer 957
I want one person to come up to the board and write the
number based on place value.” Once the student does this
the teacher will then say “Good work! When we are
creating area models or using the other strategies it is
important to always to be aware of place value”