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Lesson Plan: Monday

Teague Albenesius
Theme: Welcome to Algebra
Lesson subject: Comparison Statements in Multiplication
Grade: 4th on Grade Level
Duration: 1 hour
State Standards Addressed: 4.ATO.1 Interpret a multiplication equation as a
comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7
times as many as 5.) Represent verbal statements of multiplicative comparisons as
multiplication equations.
Content Goal: The student will understand the concept of multiplication equations as
comparison and can write them mathematically or as written statements.
Student Learning Objectives:
Cognitive Objective 1.1: Given 8 multiplication equations on his/her homework, the
student will write down the comparison statement successfully for at least 7 equations.
Cognitive Objective 1.2: Given 5 written multiplication statements on his/her homework,
the student will create 4 or 5 multiplication equations that match the verbal statements.
Affective Objective 1.1: While applying knowledge during whiteboard related work that
involves holding up the whiteboard after the teacher says to, the student will follow rules
by holding up the board with an answer at the appropriate time every time, which will be
recorded via checklist.
1. Materials/ Resources/Technology:
Resources and Materials:

Warm up Work
Dry Erase Board
11 Dry Erase Markers
Computer and Projector
Power Point Presentation
Pencils
10 multiplication tables
10 laminated sample templates
1 Board sized sample template
Notebook Paper
10 Homework papers
5 Prepared Extra-help papers

Websites and Purposes:

Edutopia
This article should/can be read before class begins. This article explains how to make
math applicable to current students and be able to simply explain why math?.
Education.com
This website was also used to supply a variety of multiplication games for extra practice
at home.
Classroom Website
Classroom Materials
Classroom Powerpoint
Procedures:
Preparation: 8:00 8:05 am
As the students come into the room, the pre-assessments and multiplication tables will be
sitting on their desks. I will have the agenda displayed on the board.
Good morning! Happy Monday! I hope yall are ready for some math! On your desks
are a few problems and your pre-test for this week! Remember last year when you
learned how to use the multiplication table? Try your best! If youve forgotten, raise your
hand and Ill remind you! For the Pre-Test, try your best! You dont know how to do
many of the problems, but by the end of the week you will know how to do all of it! Isnt
that exciting?
7 X 5 = __
12 X 12 = __
11 X 7 = __
8 X 9 = __
4 X 6 = __
Presentation 8:05 8:25 am
1. If the students comfortably complete the activity with 80% accuracy or better, I
will move on to the second step of instruction. If not, I will review quickly how to
use the multiplication table. The 2nd slide of my Powerpoint will show a
multiplication table and 3 practice problems. Students who continue to struggle
will be given a sheet of paper with education.com written down as a further
resource.
2. I will show the students the template on the board and make the connection that it
is similar to the ones on their desks. At the top of my template, I will write 2 X 3
= 6. I will ask my students what that means. I will then erase the 2 and 3 and
rewrite the equation as 3 X 2 = 6. I will ask my students if that statement means
the same thing. I will then explain how those statements are the same, just a
different order.
3. I will then index to the template and model how to use it. I will fill numbers into
the equation and then show how to write them into the English template. I will
explain that it is important to be able to turn mathematical equations into English.
Application 8:25 8:35 am

For these 10 minutes, the students will practice taking mathematical equations posted on
the powerpoint and using the dry erase markers to show what they know. After about a
minute of time to fill in the template, the student will wait patiently until I say to flip the
dry erase board around. I will keep track of who misses the problem on my rubric.
Formative assessment:
1 X 2 = __
7 X 8 = __
12 X 11 = __
3 X 6 = __
10 X 5 = __
8:35 8:45 am
I will teach the second part of the lesson by showing some examples of written out
written statements. I will ask the students what this looks like and if they can guess what
we are doing now. Then, I will use the first example and model recreating the
mathematical equation. After modeling the first equation, the students will practice
rewriting the phrases as mathematical equations and the activity will mirror the dry erase
board activity above.
Formative assessment:
1. 36 is 6 times as many as 6.
2. 72 is 9 times as many as 8 and 8 times as many as 9.
3. 99 is 11 times as many as 9 and 9 times as many as 11.
4. 24 is 3 times as many as 8.
5. __ is 4 times as many as 5.
8:45- 8:55 am
During this time, the students will begin their homework, which is similar to the
formative assessment. Students who did not pass a formative assessment will be worked
with individually during this time to clarify instruction and encourage understanding.
Closure 8:55 9:00 am
Wrap Up
Did you all learn something new today? Great! Make sure to put your homework and
multiplication tables in your homework folders to go home. I hope the rest of the day is
as awesome as this was! Ill see you all tomorrow!
I will then gather up the materials left on the desks.
Assessment Plan:
Pre-assessment
Formative assessment
Connection with Home
Monday Homework