Name: Taylor Wallisch

Math Lesson Plan Template

Course & topic addressed: EDUC 334 Algebra Date: 3/22/17 Grade: 4th

Learning objective/s associated with the content standard for this lesson
Specific learning objectives for Students will be able to use multiplication, division, and unknowns to represent a given
this lesson.
problem situation using a number sentence.

Describe the connection to
previous lessons. (Prior knowledge
of students this builds upon)
Students will be able to use properties of multiplication, number sense, and the
relationship between multiplication and division to find values for the unknowns and
make the number sentences true.
In the previous lesson, students were introduced to using real life problems to solve
number sentences. This provides students with many examples of real life problems
using number sentences, which sets the foundation for being able to write their own
number sentences. In my closure in my previous lesson, I had students creating their
own real life story problem using a number sentence provided. The students are pretty
much doing the same thing here, except they are doing it the opposite way. This also
gives students prior knowledge to build upon for when they go to create their own
number sentences using a real life story problem.

State-adopted Academic Content Standards/Benchmarks

List the state academic content 4.2.2.1 Use multiplication, division, and unknowns, to represent a given problem
standards/benchmarks with which
this lesson is aligned (the overall
situation using a number sentence. Use number sense, properties of multiplication,
target of student learning). Include and the relationship between multiplication and division to find values for the
state abbreviation and number & text unknowns and make the number sentences true.
of the benchmarks. If only a portion
of a benchmark is addressed, then list
only that portion.

Academic Language Support and Objectives

What planned instructional supports might you use to Students will be able to describe how they used multiplication,
assist students to understand key academic language to
division, and unknowns to represent a given problem through
 express and develop their content learning?
Write your academic language objectives here. Be sure to
include the function and specific vocabulary that you
want the students to learn AND use.
(Function word choice: Categorize, Compare/contrast,
describe, interpret or justify)
speaking to the group about their strategies using words such as
number sentence, value, and unknowns.
Students will be able to justify their answer for how they made
number sentences true by speaking to the group about their strategy
using words such as multiplication, division, and values.

Vocabulary:
Value
Number Sentence
Multiplication
Division
Unknowns

Instructional Supports:
Ask the students if they know what a number sentence is. If they do
not know what it is, give them the definition of it which is: an
equation or inequality expressed using numbers and common
symbols. Next ask the students if they know what an unknown is in
a number sentence. If they do not know, give the students the
definition which is: a value that is not given in an equation.

Materials
Materials needed by teacher Paper
for this lesson.
5 Dice
5 Lets Make Ten Frames Sheets
Number Sentence Creation Problems
5 Fill In The Missing Unknowns Chart
Materials needed by students Pencil
for this lesson.

Procedure with Lesson Timeline and Instructional Strategies & Learning Tasks (This should be VERY DETAILED).You may not
do 3 different activities which is fine or if you do more than 3 please add that space into your plan.
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what
of Time STUDENTS will be doing during this part of the lesson.
5 Orientation/Engagement/Motivation: This activity involves introducing students to fill in the
minutes Lets Make Ten Frames Activity from missing unknowns for number sentences. The teacher
https://www.pinterest.com/explore/first- will explain the instructions to the students for this
grade-math/ activity. This includes telling the students to roll the
dice and complete the number sentence in the column.
Students can play until all the columns are filled in.
The teacher should also explain that students are to fill
in the number that is rolled that fits the missing number
in each ten frame. The students in this activity will be
rolling the dice and completing the ten frames until
they have filled out each one.

15 Exploration #1 In this activity, students are to write a number sentence

minutes Pencil Problem that matches the given problems. The teacher will
Chocolate Problem explain for the unknowns in the problems to use the
Frog Problem letter x. The teacher will also explain that they need to
figure out whether to set up the number sentence with
multiplication or division. The students will create their
number sentences and then the teacher will ask them to
share out their answers to the group. The teacher will
also ask the students to share their strategies on how
they came up with their number sentences.
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what
of Time STUDENTS will be doing during this part of the lesson.

10 Exploration #2 In this activity, students are to create a number

minutes Sharing Money Problem sentence with two unknowns in these two problems.
Donuts Problem The teacher will explain that there are two unknowns
and that the students can use any letters for the
unknowns just as long as they are different for each
unknown. The teacher will also explain that the
students have to decide if the problem involves
multiplication or division. The students will write their
number sentences on a sheet of paper. Once all the
students are finished writing their number sentences,
the teacher will ask the students to share their number
sentences and the strategies they used.

10 Exploration #3 Students in this activity are to find the missing

minutes Fill In The Missing Unknowns Chart from
http://www.helpingwithmath.
com/printables/worksheets/multiplication/3oa4
-multiplication-division01.htm
unknowns in the problems to make the number
sentences true. The teacher will explain that for each
problem they need to find what the value of n is.
Students will fill out each column, then after each
column students will share their answers and the
strategies they used. This will continue until all of the
worksheet is completed.
Amount Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what
of Time STUDENTS will be doing during this part of the lesson.
5 Closure: Students are to create a number sentence using the problem
minutes T-shirt problem provided. The teacher will ask the students what strategies they
used when they have completed writing their number sentences.

Accommodations and Modifications

How might I differentiate instruction for
the range of learners?
Extensions and enrichment:
Additional supports:
Exploration 1:
Extensions and enrichment: Provide students with bigger numbers.
Additional supports: Provide students with smaller numbers.
Exploration 2:
Extensions and enrichment: Provide students with bigger numbers and more
complex problems.
Additional support: Provide students with smaller numbers.

Exploration 3:
Extensions and enrichment: Provide students with bigger numbers and more
complex problems such as multistep equations.
Additional support: Provide students with smaller numbers and easier problems
such as addition and subtraction problems.

Assessments: Informal and/or Formal used for this lesson.

Describe the tools/procedures that
will be used in this lesson to monitor
students learning of the lesson
objective/s (include type of
assessment & what is assessed).
Informal / Formal Exploration 1: Students are asked how they knew to
create their number sentence.
Informal / Formal
Exploration 2: Students are asked how they knew to
create their number sentence.
Informal / Formal Exploration 3: Students are asked what strategies they
used to make the unknowns in the number sentences true.
Research/Theories Applied
(Identify theories or research that
supports the approach you used.
Lesson Reflection/Evaluation
Analyze the lesson for:
What went well and why:
What changes could or should be
made?
How will I use assessment data for next
steps?
Include supporting material such as slides of problems, copy of textbook problems, handouts for any activities students will be using
as part of your lesson.
The theory that supports the approach I used is Bruners theory of scaffolding.
How my instruction relates to this theory is that I model how to solve the
problem first, and then offer support as needed. This ensures that students are
understanding the material I am teaching.
What went well during the lesson was that the students enjoyed the dice number
talk activity that we did at the beginning of the lesson. Another thing that went well
was we were able to get through all of the activities I had planned out for them to
do throughout the lesson. One thing that the students did very well at in this second
lesson was creating equations due to them having practice with it in the previous
lesson. Some changes that I would make to this lesson is that the students struggled
with solving equations. What I should have done differently was provided simpler
problems for them to solve. These were too difficult for them to comprehend. How
I will use assessment data for my next steps is that the students need more practice
with algebra. For my next lesson, as a number talk I will use pictures of shapes to
have students figure out the pattern. Then I will have the students write a rule and
solve a question using that rule.
If 50 dollars is to be shared equally among a group of
children, the amount of money each child receives can be
determined using the number sentence:

Each child is given 60 donuts can be determined using the

number sentence:

Mary had 48 pencils. Six pencils fit into each of her pencil
pouches. How many pouches can she fill?
Mary has 50 dollars and she wants to buy boxes of chocolates
as presents for her friends. Each box of chocolate costs 6
dollars. How many boxes can Mary buy?

A frog can jump 3ft every time it hops. How many times will
it need to jump to travel 40ft?
36 12 = n n x 5 = 100 n = 19 x 10 12 = 6 x n n 16 = 3

112 n = 7 n x 4 = 60 45 15 = n 93=n n 20 = 10

13 x 3 = n 5 = 80 n 48= n x 3 n = 17 x 6 72 = 9 x n

3= n 16 n x 9 = 36 72 n = 8 n2=6 n=6x6

n 14 = 5 n = 24 6 n x 4 = 12 3x9=n 120 n = 6

4 = 64 n 48= n x 6 49 7 = n 12 n = 6 144 n = 8

n = 10 x 3 15 x 8 = n n x 4 = 24 15 5 = n 5= n 2

n=9x7 nx2=8 9=1xn n = 10 10 4= n x 4

Taylor has a total of 350 dollars to spend on t-shirts. If each
shirt costs 5 dollars how many shirts can she buy?