Kimberly

Greco
November 2016

Math Lesson Plan- 4th Grade

University of Pennsylvania

Math Lesson Plan- Multiplication (Distributive Property & Word Problems)

Planning to teach lesson: November 14, 2016

What: Students will review and practice the distributive property of multiplication that
have been introduced in class, as well as be able to work through story problems and
apply the appropriate operation to solve. The distributive property procedure has been
modeled briefly, in a standard algorithm form, however, students have had limited
experience using this property and applying it in story problems. In order to understand
how to use the distributive property, students will need to use their understanding of
place value and how it applies. For example, students will need to know what each digit
in 172 represents in the place value. The standards that students will meet are:
CC.2.1.4.B.1
Apply place value concepts to show an understanding of multi- digit whole numbers.
CCSS.MATH.CONTENT.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.

By practicing the distributive property procedure and working through story problems,
students will be able to become more versed and comfortable in their mathematical
reasoning. Being able to see how students deconstruct story problems, understand
what the question is asking them and construct mathematic reasoning, will give me a
deeper understanding of what the students do understand in story problems, what
pieces they may be missing and the strategies they practice.
Kim,
A few comments, which are pretty much what I said to you when we met on Tuesday:
1. The multiplication procedure you or Envision call the distributive property (which
is similar to FOIL taught in algebra) IS, as you say, an approach that builds on an
understanding of place value; it also builds on the distributive property. Working
on provides an excellent opportunity to enhance students understanding of place
value and multiplication.
2. Having students make sense of story situations to determine how to apply
multiplication (or any other operation) to a realistic context is important.
3. That said, these two do not naturally or magically lead to one another. The
mathematical ideas you want to develop to unpack story problems are about
making sense of the situation and understanding the meaning of operations. The
mathematical ideas you want to develop with the procedure that uses the
distributive property is really about place value and understanding what it means
to multiply each piece of the number. There is really no such thing as applying a
property or procedure in a story problem. Student should be encouraged to make
sense of situations and decide which operation to apply and which strategy to
use.

Comment [RJ1]: Please Remember:

The WHAT describes the content you want students to
learn:
nDescribe the target content in your own words:
Concepts, skills, strategies
Content and process goals
nUse concepts from course readings to frame this
content (E.g., Chapin & Johnson for math)
nHow does it fit with what students have already learned
or will be learning?
nWhat aspects may be confusing or challenging for
students?
The WHAT is NOT
nStating the objective from the textbook or core
curriculum
nListing the standards
nDescribing an activity or task
nYour instructional strategies

Comment [RJ2]: Not to be included in the WHAT

Comment [RJ3]: This is really part of the why, but I would

say each of these things is true, but not necessarily in
relation to one another.

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Numbering Style: 1, 2, 3, ... + Start at: 1 + Alignment: Left +
Aligned at: 0.25" + Indent at: 0.5"

Kimberly Greco
November 2016

Math Lesson Plan- 4th Grade

University of Pennsylvania

4. Since you are working with more advanced sts, it could make sense to address
both of these mathematical ideas in one lesson, but Im not sure I recommend it
b/c of the need to require a single procedure to accomplish one of your goals.
5.
How: In order to create a quiet, comfortable space, I will be doing this lesson in the
library. This lesson will be taught after lunch, so in order to get their brains moving
again, I want to give them a math warm-up (FIGURE ME OUT). This warm-up will give
students time to practice multiplication and division problems and give me a chance to
evaluate their strategies. Typically, after lunch, students do a math warm-up in their
Daily Common Core workbooks. I want to give students the same opportunity to have a
warm-up, to help get their thinking moving for math. Some strategies I anticipate seeing
are: direct modeling, the use of standard algorithms and skip counting, as I will have a
range of students in the group: two high, two middle level and two lower level skilled
students. Using this warm-up, I want students to explain their strategy for the group.
Being able to hear another students strategy allows the students to see that there is
more than one way to solve a problem, and give the student validation in their thought
process. This group discussion will allow others to hear and see a strategy that they
may not know about or feel comfortable with, as well as give me a way to assess their
math.
In order to assess how each student reads story problems, I want to introduce
them to a story that has no question. For example: Mary has 4 cookie jars that holds 12
cookies each. Mary has 48 cookies in all. I will ask them to construct a picture to show
how they understand the meaning behind the problem, and write a question that would
make it a word problem they can solve.
The students in the group have a strong understand of place value, number
sense and doing the multiplication operation fluently. At this stage, they are well
prepared to do practice applying their skills in word problems. By practicing word
problems, students can work together to talk out strategies and understand of the
question. Students will use the lined paper provided to show their work, write down any
questions they have and give me an understanding of where they need help. Students
will share their work with their partner, with little help from me, in order to construct their
knowledge and practice team-work. If I feel that students are having a hard time with the
first problem, I want to take the opportunity to step in and work it out together and show
them how to pick apart a word problem. I believe that being able to model for the
students when needed to create a positive discourse and classroom culture. Pair
sharing also gives students the chance to exercise their ideas and thoughts, when they
normally do not get to do so. When we come back to the group discussion, both for
warm-up and the word problems, I will use the same norms as a number talk, asking the
students to silently put a thumb up if they are confident in their answer and strategy, as
well as confident they can explain their partners strategy, not just their own.
WHY:
I had a bit of difficulty coming up with a lesson for my students. Currently in my
placement, I am still trying to find the right kid language to explain how to do certain
math problems we are working on in the math unit and outside of the unit. The first idea
I came up with was practicing addition, as this is something I am most comfortable with,

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Comment [RJ4]: How is brief summary of
nTeaching methods & strategies
Inquiry-based learning
Cooperative learning
Using concrete materials or other tools
Discussion
nActivities and tasks
nHow will you use the four dimensions?

The HOW is NOT
describing step-by-step what you will do in your lesson.
. . . a summary of your plan.

Comment [RJ5]: Dont include this.

Comment [RJ6]: The WHY is

nWhat factors have influenced your decisions?
Standards, curriculum
Theories about learning and teaching
Your own educational philosophy & beliefs
Knowledge of your students and their prior
understanding and experience
Something you want to try

Kimberly Greco
November 2016

Math Lesson Plan- 4th Grade

University of Pennsylvania

but was not in line with where the class is in their curriculum. After consulting with my
cooperating teacher, she showed me that we would be working on practicing the
distributive property and traditional multiplication algorithm. My class is currently using
the Envision Math 2.0 book, which gives a lot of great lessons, problems and practice
for both the students and teachers. One thing I noticed is that they do not get a lot of
practice working on word problems on their own. The word problems we do in class are
limited to one or two problems, that are supposed to be modeled by the teacher. This
made me wonder if students are benefitting from the lack of independent practice with
word problems, as I know they will be a major part of the PSSA testing at the end of the
year. I further consulted with my cooperating teacher and we worked together to come
up with some ideas to flow into practicing word problems using the distributive and
partial product properties. After jotting down many ideas, the lesson below is one that I
am excited, confident and a little nervous to teach (in a good way!).
When creating the word problems, I wanted to create stories that would engage
and connect with the students. As a future educator, I think it is important to create
those relationships with students and show them that, even through math, that you
notice and appreciate them. I chose a particular group of students because I think they
will all work well together as a team, as each has something unique to bring to the table
that everyone can learn from. I am excited to work with these students, as they can also
give me some kid language and confidence in my future work in my own classroom.
TASK: Deconstruct story problems and understand what operation is being asked of them. They
will also use understanding of place value to help guide their understanding of multiplication.
TOOLS: Lined paper, pencils, chart paper
DISCOURSE: Students will be able to work in partners in order to help each other reach a
solution, be exposed to different strategies and develop communication and teamwork skills. As
a facilitator in this process, I will able to assess where students are in their understanding of word
problems, and give me the opportunity to jump and guide their thinking when needed. As part of
my overall question for Term 3, I want to be able to practice flexibility and tolerance when
students are working in groups and give them the space to construct their own learning.
NORMS: Before starting the lesson, I will go over 5 expectations that they practice in class, in
order to make this lesson successful:
1) Raise your hand when I ask a question or you need help. 1 voice at a time.
2) Be respectful of ourselves, each other and our space (the library)
3) Stay on task
4) Back to me on ZERO.
5) Play to learn, not to play.
Goals I Objectives
SWBAT use the property of multiplication to . . . .?. SWBAT interpret situations in story
problems in order to apply the appropriate operation to solve them.
Standards (and Assessment Anchors, if applicable)
CC.2.1.4.B.1
Apply place value concepts to show an understanding of multi- digit whole numbers.

Comment [RJ7]: This sound like rules. What are the norms
you want these rules to establish? What sort of culture to
do you want to establish around doing math?

Deleted: to dig deeper

Deleted: into
Deleted: and

Kimberly Greco
November 2016

Math Lesson Plan- 4th Grade

University of Pennsylvania

CCSS.MATH.CONTENT.4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two twodigit 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.
Materials and preparation
Chart paper- about 5 pages, including Figure Me Out Chart
Post it notes
Markers
Lined paper and pencils

Classroom arrangement and management issues

I will be doing this lesson in the library. I chose the library because it is a quiet space, with a
lot of table room for students to work, and is also right next to our classroom. If there is an
emergency or a student is behaving inappropriately, it gives me the space to be close to my
CM if I need her. I also have found that students like to work in the library because it is a
change of pace for them and they are free from distractions. By being out of the classroom, I
will eliminate any tendencies to be distracted or get distracted by others, and prevent
jealously from other students.

How will the space be arranged to facilitate your goals?

Plan
1)The Hook":
Math Warmup FIGURE ME OUT Chart.
-Students will work independently on this warm-up and we will come back together as a
group and discuss the strategies they used to get their answer.
-Procedure for this warm-up. I will give students a post it note with an equation on it. For
example: 138/6. On the post it note, students have to show their strategy on how they solve
the equation and their answer. After they completed their equation, they have to go up the
chart paper and figure out which category it goes under. So for 138/6, it would go under My
birthdate (day of month). How will you respond if a student doesnt think this is your
birthday month? How will you help them reason together to figure these out?
-Questions for FIGURE ME OUT Warm-up: MY AGE: 9x3, Shoe Size: 30/4, BIRTH
MONTH: 64/8, Birthdate (Day of month): 138/6, # OF COUNTRIES IVE TRAVELED TO:
10x2, #OF BOOKS I OWN: 23x4,
-I want the students to be able to have a fun warm-up, that builds upon their multiplication
and division fluency, as well as use a fun way to build a relationship with the students. This
warm-up will also be a segway to move into the main part of the lesson on multiplication. (10
minutes)
2) Main Body of Lesson:
A)-In our class, the students just learned how to use the distributive property procedure but only
in a standard algorithm. The selected students have a strong understanding of place value and
how to use the distributive, however I feel like some could use the extra practice applying this
procedure and operation to word problems.
In order to assess how students can pick apart a word problem, I will present them with a story
that has no question and ask them to draw a picture to show how they make mathematical
meaning behind the story and create a question for the story and write a number sentence that
describes that situation..

Comment [RJ8]: I know this is a technicality, but this is

really an expression. And equation includes an equals sign
and what it is equivalent to.

Deleted: that would ask for the appropriate operation

Kimberly Greco
November 2016

Math Lesson Plan- 4th Grade

University of Pennsylvania

-Mary has 4 cookie jars that holds 12 cookies each.

They will record all their work on the lined paper provided for me to collect as part of my
assessment. After they construct their picture and question, I will assign students to work in
pairs and to discuss what they came up with and then come back as a whole group. I will then
ask some students to tell me in their own words what their picture and question or what their
partner did to derive at the answer. (3 minutes to do individual work, 4 minutes to discuss with
partner) what sort of questions will you ask as they share to make sure they are connecting to
the story?
B) -In order to guide their thinking in this lesson, I will ask students 1) what are some important
ideas they have learned from constructing their own question? 2) How can we apply this same
thinking to word problems that already give us a question? 3) Is there more than one way to
solve a word problem? (3 minutes)
-Students will then be presented with the following word problems. (12 minutes for solve and
share, 10 minutes to review as group- 22 minutes total) are they working independently or in
pairs?
1) Ms. Greco ordered 172 pencils for the class. She orders the same amount of pencils
every week for 4 weeks. How many pencils does she have in all? Use the distributive
property of multiplication to solve and show your work.
2) Ms. Williams bought 230 flower seeds for the garden on Tuesday. She buys the same
amount of seeds for the next 5 days. How many seeds did Ms. Williams buy in all? Use
the distributive property of multiplication to solve and show your work.
3) Aiden visits the local game store once a month for 4 months. Each month he buys
350 Yu-gi-oh cards to add to his collection. How many cards will Aiden have at the end
of 4 months? Use the partial product method of multiplication to solve and show your
work.
4) The Camden Aquarium has 6 fish tanks that can hold 782 fish. How many fish does
the aquarium have in all? Use the partial product method of multiplication to solve and
show your work.
3) Exit ticket- Create your own word problem that asks the reader to use multiplication.
(2minutes) I like this.

You need to develop the third part of the lessondiscussion and wrap up. What will it look like?
How will you provide them an opportunity to make sense of what their strategies?
Assessment of the goals/objectives listed above
My first form of assessment will be during the warm-up. I will go around to each student to
observe their strategies and work and interject when needed. For instance, if someone is
struggling solving my birth month question (64/8), I will take the opportunity to sit with that
student and work out what questions or issues they may have and evaluate their number sense.
During the solve and share, I will assess how students are able to read the problems, pick apart
key information and then use the properties to solve. I will also use this as a time to see how
students can communicate their strategies verbally. Communicating verbally allows for students
to get a personal understanding of their mathematics off the paper. During the partner share, I
will take diligent notes to see who was struggling and who was not, in order to determine which
students I should call on during our group discussion. Just to a number talk, group discussion of
strategies and understanding will give others, and myself, a chance to hear how to pick apart
and read word problems and work them out. As my overall question for this term, I am trying to
practice my flexibility and patience with group work and the buzz noise that goes with it. By
incorporating more pair-shares and group work, I will able to practice my flexibility, as well as
time and behavior management. Students should be able exercise their understanding of place

Deleted: Mary has 48 cookies in all.

Deleted: m

Comment [RJ10]: I would focus the discussion on the

action in the problem, the questions they asked, and the
number sentences they wrote. Anticipate that some will
write x sentences and other + sentences. If they all write X,
ask them if they can write a different no. sentence.
Also, this will probably take more than 3 minutes. Id say at
least 6, especially if you want the students to talk and make
sense.

Comment [RJ11]: I wont comment much here b/c I am

repeating what I said on Tuesday and in your core decisions.
I like these multiplication problems, but, by telling them
these are multiplication problems and telling them what
method to use, you are removing all opportunities to make
sense of the problems.
Plus, if you tell them it is multiplication and tell them what
strategy to use, what are you going to have them discuss at
the end?

Comment [RJ12]: Really hard to do and attend to what sts

are thinking.
Comment [RJ13]: You havent created problems that will
facilitate this.

Kimberly Greco
November 2016

Math Lesson Plan- 4th Grade

University of Pennsylvania

value with comfort, as this was the first unit we learned and practiced in the beginning of the
year.
Anticipating students' responses and your possible responses
I do not anticipate many behavior issues, as the students I choose are relatively well behaved
and enjoy math. Learning from my number talk, I will not be providing any materials (ie, white
boards and markers) that may distract the students. The only materials I will be using are their
notebooks and chart paper. Some students, such as Aiden and Raphael who are advanced in
math, may get bored or frustrated with the lesson. In order to keep them engaged, I will have
back up questions prepared, as well as ask them to attempt to create a word problem of their
own that they would want to present to the group.
The question in the partial product that refers to Aiden and his Yu-Gi-Oh cards may also strike
up some side conversations that would take the students off task, as this is something they all
play with at school. In order to keep them on task, I will try to stop the conversations quickly and
give them time later on to discuss their game if time allows.
I also anticipate that some students will struggle. I carefully selected two high, two middle and
two lower ranging skill levels and will pair them up myself so that a high and a low may work
together. This careful pairing will allow those who are struggling to learning from those who are
not, as well as give me an idea of how each student is working and communicating their
understanding to each other.
The idea of anticipating students responses also should involve anticipating what they
will do with the problems, what specific math concepts they will have difficulty with, so
you can plan strategies to respond.
Accommodations
a) Accommodations for students who may find the material too challenging: Hopefully with my
pairing strategy, the students who are struggling will be able to learn from those who have a
better understanding of the lesson. If there are still issues, I will take the opportunity to jump and
try to pin point their disconnect to the problem.
b) Accommodations for students who may need greater challenge and/or finish early? As stated
above, I will have extra problems readily available for those who need more work, as well as
challenge them to create their own word problem that they can present to the group later on.

Comment [RJ14]: What do you anticipate they will

struggle with???