ST.

JOSEPHS COLLEGE
Name of Student: Alexis Libretti

School: Edith L. Slocum Elementary School

Child Study Course #: CS 414

Date of Lesson: October 23rd, 2015

Cooperating Teacher: Ms. Dina Pinelli

Grade: 4th Grade

Specific Lesson: Multiplying

Curriculum Area: Mathematics

Group Size: 24

Central Focus: Multiplying three-and four digit numbers by one-digit numbers applying the standard algorithm.
Learning Objective: The students will be able to multiply three and four digit numbers by one-digit numbers by
applying the standard algorithm through the use of tape diagrams and place value charts.
Rationale: Previously, the students were learning basic multiplication and interpreting and representing patterns when
multiplying by 10, 100 and 1,000. Currently, the students are learning multiplication of up to four digits by singledigit numbers. In the future, the students will be able understand how to multiply four digit numbers by single-digit
numbers.
New York State Common Core Standards:
Mathematics:
4. OA.A.1- Operations and Algebraic Thinking.
Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative
comparisons as multiplication equations.
4. NBT.B.5- Numbers and Operations in Base Ten.
Use place value understanding and properties of operations to perform multi-digit arithmetic. Multiply
a whole number of up to four digits by a one-digit whole number, and multiply two-digit numbers
using strategies based on place value and properties of operation. Illustrate and explain the calculation
by using equations, rectangular arrays, and/or area models.
Through the Common Core Standards, the students will be able to multiply three and four digit numbers by one-digit
numbers applying the standard algorithm.
Materials:

1) Smart Board
2) 4th Grade Math Module 3 Workbook
3) Math Module 3 Common Core Curriculum

Development/Procedures:
Introduction/Motivation: I will start off by asking the students to open up to Lesson 9 notes page which is on
page 13. I will ask them to write the problem 6 x 162 on the top of their page and to also make a place value
chart with the hundreds place being the highest place value. Next I will ask them to represent this problem on
their place value chart with the use of value disks. Notice how we are multiplying each number by 6; how
many ones will I have in my ones place? Do this for every place value. Make sure when you are multiplying
the ones and the tens you mention that we need to bundle a group of ten and multiply them. Why do we
bundle and multiply a group of ten? When you are finished, have them write the total number of value disks
they have in each column in standard form. Your final answer should be 972.
Instructional Strategies:
1. After the introduction, tell the students to turn to Lesson 9 Problem Set which is on page 15. Do
the first question (Letters A and B) together so that they understand what to do in the examples.
2. After the examples, have the students work on number two letters A-F on their own. Walk around
and see if the students need any help.

3. While the students are working, write each problem on the board so that the students are able to
come up and work on the problems.
4. After a few minutes, call on the students by picking on those whose hands are raised or by calling
out a number since they each have their own numbers. Have them come up individually.
5. Once all the problems have been answered and were explained, have them turn to page 16. Work
on number three together.
6. After you complete the question, work on the first word problem together (number five) so that the
students understand what to do. When that is completed, have them work on question six by
themselves.
7. After the students have completed the question, have the students raise their hand to tell you how
they solved this problem. While they are explaining to you how they solved it, do the steps on the
board.
8. Repeat steps six and seven for number six.
9. When number six is completed, have the students circle the questions that they have to do for
homework.
10. Once the students have their homework, move on to Lesson 10.
11. Since Lesson 10 is very similar to Lesson 9, we can go right into the Lesson 10 Problem Set on
page 21. Work on number one Letter A together as a class.
12. When Letter A is completed, have the students work on Letters B-H on their own.
13. While the students are working on the problems, write the problems on the board so that they are
able to come up to the board and answer them.
14. When the students are finished, call on the students individually to come up to the board and
answer the problems.
15. Once the problems are answered, turn to page 22 and work on number two as a class. Start off the
question and have the students raise their hands to tell you what to do next.
16. Once the question is completed, have the students circle the questions that they are supposed to do
for homework.
Closure: If some students are finished early, write extra problems on the board so that they are able to have more
practice. Have the students come up and answer the problems so that they are still engaged after the lesson.
Academic Language: Multiplication, standard algorithm, place value, place value chart
Assessment:
Short Term Assessment: By collecting the students homework, you are able to see how well they understood
the lesson. Check and correct the homework individually so that the students are able to see what they got
right and what they got wrong. By correcting the answers the students will be able to see where they made
their mistake.
Long Term Assessment: Within the next week, quiz the students on the lesson. Here you will be able to see
how well the students understood the lesson after being taught and after having homework and exit tickets.
Differentiation:
1. For a student who is visually impaired, make sure your notes are written at a bigger font and bright so
they do not have trouble seeing.
2. For a student who has difficulty paying attention, choose that student to come up and participate by
answering questions on the Smart Board.
3. For students who need extra time or assistance with their work, stand beside them and help while the
rest of the class is working independently. If there is more than one child, bring those children to the
back of the room to work in a small group.
4. For the students with a lower cognitive ability and who did not understand the activity, offer extra help
before or after school.
5. For a student who may not be able to reach, keep the Smart Board controller near you so you are able
to adjust the boards height.

Technology Component: The math lesson will be taught with the use of the SmartBoard. With the use of the Smart
Board during the activity, you are able to have slides for writing notes and doing the problems. The Smart Board is
also interactive where the students are able to come up and do the problems.
Re-engagement: The next day I will give out an exit ticket as part of their morning work. I will give them the exit
ticket for Lesson 9 and 10 so that the students are able to have as much practice as they can.