LESSON PLAN TEMPLATE

Name Jerrica Medley School Chapman Elementary Grade Level 4th Subject(s) Mathematics Date April 16, 2014

1. Contextual Factors - Description of learners: (List the number of students, gender, SES/socioeconomic status, race/ethnicity/culture, meal plans, specific special needs, community context, etc.)
Important Student Information (Key Element 1.A) Factor (e.g., gender, SES, reading levels) African Americans Caucasians Hispanic Music Visions Art Visions Resource Students IEP Plans Speech ELA PASS scores Math PASS scores Science PASS scores Social Studies PASS scores Description (in terms of your students) 2 girls, 4 boy 4 girls, 2 boys 5 girls, 5 boys 2 girls, 0 boy 1 girl, 3 boys 1 boy: writing & reading 1 boys 2 boys Exemplary= 9, Met= 6, Not Met=8 Exemplary= 9, Met= 4, Not Met=10 Exemplary=1 , Met=1 , Not Met=8 Exemplary=6 , Met= 3, Not Met=4 1 boy: AA/Cau Source(s) (if needed)

2. Rationale/Purpose for Lesson: (Address why students should learn this information.) Students should learn this information because it will be useful in the real world. Students will be able to solve problems involving multiplication. Students will learn to solve multiplication word problems. 3. Standards: (List SC and/or Common Core State Standards ELA and Math.) Math 4.OA.A.2: Multiply or divide to solve word problems involving multiplicative comparisons, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison additive comparison.

4. Subject Integration: (List the content areas included in this lesson (e.g.) math, science, ELA, etc. Social Studies 5. Performance Objectives written in 4-component format: (Audience, Behavior, Condition for Learning, Degree of Proficiency/Assessment) Given a worksheet with five multiplication word problems, the student will calculate at least 4 out of 5 correctly. 6. Materials/Resources Needed: (Cite sources. Include technology.) Expanding the United States books Worksheets: Multiplication Worksheet.docx 7. Preparation: (State what you will do to prepare for this lesson.) Study standards and ensure the lesson addresses them. Create a worksheet for students to complete and workout the problems ahead of time. Also, read chapters in Expanding the United States to understand content. 8. Procedures: (Include both teacher and student steps, teacher questions, directions, etc.) Opening/focus/anticipatory set: Share that we are going to learn how to solve multiplication word problems while reading a social studies text. Connections to previous learning and future content: Who knows what we have already done with multiplication word problems? Today we will discuss solving multiplication word problems by looking at key words. You can use multiplication to solve day-to-day problems. Teacher modeling/demonstration of learning: When solving word problems, there are a few key words that can be used to determine that the problem is a multiplication problem. These words are referred to as signal words which we can use to determine that we are solving a multiplication problem. Signal words include: times, multiplied by, product of, increased by, factor of, in all, total, each, every, double, triple, etc. For example: I see three cats outside, each has four legs. How many legs are there in all? Jill picked 5 pears. Tom picked 2 times as many as Jill picked. How many pears did Tom pick?

Explain that drawing a sketch is helpful. Solve the above questions on the board by drawing a picture. Next, read and discuss chapter 4 in the Expanding the United States book. Pause throughout the reading to discuss the main points throughout the chapter. Chapter 4 discusses California living. The jobs people who moved west are discussed and how much miners made when mining for gold. Students will then complete the five word problems given using the information in the chart on page 19 about miners wages. Multiplication Worksheet.docx Check for understanding: Who can tell me in your own words what you are going to do? Guided practice or activity (Student performs along with teacher guidance): Complete the following problem as a class. In 1849, a miner made $42 each day. There are seven days in a week. How much money did the miner make at the end of the week? Independent Practice (Student performs on own): The student with be given a worksheet with five multiplication word problems. While the teacher monitors the student will calculate at least 4 out of 5 correct. Class discussion and/or group activity, etc.: After work is taken up, we will discuss the problems as a class. Closure of lesson that determines if goals/objectives(s) were met: Who can tell me what you learned in this lesson? What is the importance of noticing key words in multiplication word problems? 9. Assessment of learners achievement related to goals/objectives: (Include authentic assessment, performance tasks, rubrics, tests, etc.): Students will complete the worksheet and it will be taken up and graded for accuracy. We will discuss the problems as a class. While students are working, the teacher will observe their understanding of the concept. The teacher will note which students participate in discussion and are gaining understanding. 10. Differentiation/Interventions/Adaptations/Modifications for special learners: (Describe how you will incorporate differentiation in to your lesson. Also include how you accommodated for early and late finishers.) Students who have not finished will complete their worksheet for homework. Students who finish early will read Chapters 1, 2, 3, and 5 in the text. Students with an IEP will have word problems read aloud to them.