Lesson Plan Pre-Service Teacher: Samantha Fummerton
Date of Lesson: 12/4/2012
Lesson Title/Description: Problem Based Lesson
Lesson # 1
of 1
Time Allotted for this Lesson: 50 Minutes
Goals:
Objectives:
4.MP.1 Make sense of problems and
The students will demonstrate their ability to
persevere in solving them
make sense of a two-digit multiplication problem
Multiplication
by using compatible numbers, and persevere in
Estimation
solving it.
Compatible Numbers
Pre-Requisite Knowledge and/or Skills:
The students are fourth graders and should have a concept of multiplication of two digit
numbers.
How I know the students have this:
The third grade math standard: 3.NBT.3 Use place value understanding and properties of
operations to perform multi-digit arithmetic addresses the previous knowledge that the
students should have.
Materials/Equipment/Supplies/Technology/Preparation:
 The students will be given The Problem: 53x24 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 jar of candy for anticipatory set.
 Students “Math Journals” that they keep in their desk to write down problems
Procedure: Teacher Does……….
Procedure: Students Do……..
Time Motivation/Hook:
 The teacher will bring in a jar of
candy that is full of candy pieces.
10
 They will ask the students to think
about how many candies are in the
jar and what their strategy for
estimating will be.
 The students will each get about 30
seconds to look at the jar 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
Motivation/Hook:
 After the teacher brings in the jar 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 jar.
 Each student will get about 30 seconds to
look at the jar and decide their guess.
 After they make their guesses the teacher
will reveal the winner of the contest at the
end of class.
Western Oregon University, Division of Teacher Education, ED 434/534 Harrington (Modified from Cochran, 2011)
Fall 2012
1
10
10
15
Group Application
Group Application
 The teacher will post a white, large
The students will get out their “Math journal”
sheet of paper in the front of the
and title their page “great estimating
room to put all the estimating
strategies”
strategies on.
 The students will write down all the
 One by one she will call on students
examples their classmates give as the teacher
to give their ideas about how to make
does on the big white paper.
a good estimate of how many candies  The students will also give their own ideas
were in the jar.
when it is their turn.
 Some possible answers may be:
 Some possible answers are:
“looking at how many are on the
“looking at how many are on the bottom, and
bottom, and seeing how many high
seeing how many high and multiplying”
and multiplying”
“see how many are in a smaller area
“see how many are in a smaller area and
and multiplying by how many are in
multiplying by how many are in the jar”
the jar”
 As the students give their ideas the
teacher will be copying them down
onto the white piece of paper.
Teaching
Independent Application
 The teacher will post “The Problem”  After the teacher posts “The Problem” on
on the board for all students to see.
the board, they will have 6 minutes to try
and use a strategy to estimate the answer
 The teacher will instruct students to
to the problem.
copy the problem down into their
math journal and to try and use any
 They will copy down the problem and their
estimation strategy that we talked
work into their “Math journals” and try to
about to try and solve the problem.
solve it using one of the estimation
strategies that we had talked about
 Teacher will walk around and
 Possible Answers:
monitor student progress
Correct:
 Possible Answers:
50x20=1000
Correct:
53x(10+10)= (53x10)+(53x10)=1060
50x20=1000
Incorrect:
53x(10+10)= (53x10)+(53x10)=1060
53x24=1272
Incorrect:
53x24=1272
Teaching
 After the students have had
adequate time to answer the
problem, call on two students who
you saw with a correct answer to
come and show their answers and
explain what strategy they used.
 Discuss their solution path as a class
 The teacher should show the
“incorrect” path and talk about how
when we see the word estimate it
Independent Application
 After 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.
 As the teacher has a discussion the students
will we taking notes in their Math Journals
 They will want to write down the word
estimate and the definition that the teacher
goes over
 The students will write down the words
Western Oregon University, Division of Teacher Education, ED 434/534 Harrington (Modified from Cochran, 2011)
Fall 2012
2
means to find compatible numbers
compatible numbers with its definition
to the problem to make it easier.
 Students should take notes on how estimate
 Estimate does not mean to do the
does not mean to do the problem.
problem using the standard
 Estimate means to take the “short cut” and
algorithm. If you do the algorithm it
to use numbers that we “like” and are
is not estimating.
comfortable with.
 Tie in how it would be way too hard  Engage in the discussion about how it would
to count every single candy in the
be too hard to count every candy in the jar.
jar, that’s why we estimate in the
Estimating makes big problems more
first place. It takes too long to do the
manageable.
algorithm, so we use compatible
numbers.
Closure
Closure:
5
 The teacher should conclude the
 After the discussion the teacher will ask each
lesson with a wrap up about what
students to turn to their neighbor and talk
we went over
about the one thing that they will remember
from this lesson for the next day.
 Ask each student to turn to their
neighbor and discuss one thing that
they will remember for the next day.
Meeting Varying Needs of Students:
Scaffolding for students without pre-requisite knowledge:
For students who do not have the pre requisite knowledge I will have them try this same
problem and lesson, but with single digit numbers instead of double digit.
Extension task:
For students who finish early I would have a three digit problem for them to try. I would also
ask them to help their neighbors if they are having trouble.
Assessment
1. Evidence collected during/as a result of this lesson:
As the teacher walks around, they are checking for the students progress. The teacher
should be noticing how the students are solving the problem and should be checking
their math journals for the solutions and they notes that they take.
2. Summative assessment is __3__ days after this lesson.
Reflection:
1. Did all the students meet the objectives? How do you know?
Western Oregon University, Division of Teacher Education, ED 434/534 Harrington (Modified from Cochran, 2011)
Fall 2012
3
Reflection:
2. Describe any changes you made as you were teaching the lesson.
Reflection:
3. What would you change about this lesson plan before you teach it again? Pay attention
to situations where students either did not learn or already knew.
Reflection:
4. How did the results of this lesson influence the way that you will teach in the future?
Western Oregon University, Division of Teacher Education, ED 434/534 Harrington (Modified from Cochran, 2011)
Fall 2012
4