Lesson Plan Pre-Service Teacher: Samantha Fummerton

Lesson: 12/4/2012 Lesson Title/Description: Problem ase! Lesson

Date of

Lesson " 1 of Time #llotte! for this Lesson: $0 %inutes 1 &oals: 'b(ectives: The students will demonstrate their ability 4.MP.1 Make sense of problems and persevere in solving them to make sense of a two-digit Multiplication multiplication problem by using Estimation compatible numbers, and persevere in Compatible Numbers solving it. Pre-)e*uisite +no,le!-e an!/or S.ills: The students are fourth graders and should have a concept of multiplication of two digit numbers. /o, 0 .no, the stu!ents have this: The third grade math standard !.N"T.! #se place value understanding and properties of operations to perform multi-digit arithmetic addresses the previous knowledge that the students should have. %aterials/1*uipment/Supplies/Technolo-2/Preparation: The students will be given The Problem: $3424 and be asked to solve the multiplication problem, on their own sheet of paper, by using compatible numbers. The teacher must bring in a full (ar of can!2 for anticipatory set. $tudents 5%ath 6ournals7 that they keep in their desk to write down problems

Proce!ure: Teacher Does8889

Tim e 10 %otivation//oo.: The teacher will bring in a %ar of candy that is full of candy pieces. They will ask the students to think about how many candies are in the %ar and what their strategy for estimating will be. The students will each get about !& seconds to look at the %ar and decide what their guess will be. The student that guesses the closest to the number will win the contest. The winner will be revealed at the end of class

Proce!ure: Stu!ents Do8899

%otivation//oo.: 'fter the teacher brings in the %ar of candy, the students have ten minutes to think of a good guessing strategy and make a guess at how many pieces of candy are in the %ar. Each student will get about !& seconds to look at the %ar and decide their guess. 'fter they make their guesses the teacher will reveal the winner of the contest at the end of class.

(estern )regon #niversity, *ivision of Teacher Education, E* +!+,-!+ .arrington /Modified from Cochran, 0&112 3all 0&10

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&roup #pplication The teacher will post a white, large sheet of paper in the front of the room to put all the estimating strategies on. )ne by one she will call on students to give their ideas about how to make a good estimate of how many candies were in the %ar. $ome possible answers may be 4looking at how many are on the bottom, and seeing how many high and multiplying5 4see how many are in a smaller area and multiplying by how many are in the %ar5 's the students give their ideas the teacher will be copying them down onto the white piece of paper. Teachin The teacher will post 4The 7roblem5 on the board for all students to see. The teacher will instruct students to copy the problem down into their math %ournal and to try and use any estimation strategy that we talked about to try and solve the problem. Teacher will walk around and monitor student progress Possible #ns,ers: Correct -&60&81&&& -!6/1&91&28 /-!61&29/-!61&281&:& ;ncorrect -!60+810<0 Teachin 'fter the students have had ade=uate time to answer the problem, call on two students who you saw with a correct

&roup #pplication The students will get out their 4Math %ournal5 and title their page 4great estimating strategies5 The students will write down all the e6amples their classmates give as the teacher does on the big white paper. The students will also give their own ideas when it is their turn. $ome possible answers are 4looking at how many are on the bottom, and seeing how many high and multiplying5 4see how many are in a smaller area and multiplying by how many are in the %ar5

0n!epen!ent #pplication 'fter the teacher posts 4The 7roblem5 on the board, they will have : minutes to try and use a strategy to estimate the answer to the problem. They will copy down the problem and their work into their 4Math %ournals5 and try to solve it using one of the estimation strategies that we had talked about Possible #ns,ers Correct -&60&81&&& -!6/1&91&28 /-!61&29/-!61&281&:& ;ncorrect -!60+810<0

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0n!epen!ent #pplication 'fter the students have had enough time to answer the problem the teacher will call on two of them to show their solution and solution path. 0

(estern )regon #niversity, *ivision of Teacher Education, E* +!+,-!+ .arrington /Modified from Cochran, 0&112 3all 0&10

answer to come and show their 's the teacher has a discussion the answers and e6plain what students will we taking notes in their strategy they used. Math ?ournals *iscuss their solution path as a They will want to write down the class word estimate and the definition that The teacher should show the the teacher goes over 4incorrect5 path and talk about The students will write down the how when we see the word words compatible numbers with its estimate it means to find definition compatible numbers to the $tudents should take notes on how problem to make it easier. estimate does not mean to do the Estimate does not mean to do problem. the problem using the Estimate means to take the 4short standard algorithm. ;f you do cut5 and to use numbers that we the algorithm it is not 4like5 and are comfortable with. estimating. Engage in the discussion about how it Tie in how it would be way too would be too hard to count every hard to count every single candy in the %ar. Estimating makes candy in the %ar, that>s why we big problems more manageable. estimate in the first place. ;t takes too long to do the algorithm, so we use compatible numbers. :losure :losure: $ The teacher should conclude 'fter the discussion the teacher will the lesson with a wrap up ask each students to turn to their about what we went over neighbor and talk about the one thing that they will remember from this 'sk each student to turn to lesson for the ne6t day. their neighbor and discuss one thing that they will remember for the ne6t day. %eetin- ;ar2in- <ee!s of Stu!ents: Scaffol!in- for stu!ents ,ithout pre-re*uisite .no,le!-e: 3or students who do not have the pre re=uisite knowledge ; will have them try this same problem and lesson, but with single digit numbers instead of double digit. 14tension tas.: 3or students who finish early ; would have a three digit problem for them to try. ; would also ask them to help their neighbors if they are having trouble. #ssessment 19 1vi!ence collecte! !urin-/as a result of this lesson: #s the teacher ,al.s aroun!= the2 are chec.in- for the stu!ents pro-ress9 The teacher shoul! be noticin- ho, the stu!ents are solvinthe problem an! shoul! be chec.in- their math (ournals for the solutions an! the2 notes that the2 ta.e9 29 Summative assessment is >>3>> !a2s after this lesson9
(estern )regon #niversity, *ivision of Teacher Education, E* +!+,-!+ .arrington /Modified from Cochran, 0&112 3all 0&10

)eflection: 19 Di! all the stu!ents meet the ob(ectives? /o, !o 2ou .no,?

)eflection: 29 Describe an2 chan-es 2ou ma!e as you were teaching the lesson9

)eflection: 39 @hat ,oul! 2ou chan-e about this lesson plan before 2ou teach it a-ain? Pa2 attention to situations ,here stu!ents either !i! not learn or alrea!2 .ne,9

)eflection: 49 /o, !i! the results of this lesson influence the ,a2 that 2ou ,ill teach in the future?

(estern )regon #niversity, *ivision of Teacher Education, E* +!+,-!+ .arrington /Modified from Cochran, 0&112 3all 0&10