Unit Lesson Plan

Nicole Pomerico

#1
Name and Grade Level:
Nicole Pomerico
4th Grade
Mathematics

Title:

Multiplication Comparisons

Content Knowledge - Objective:

Lesson Objective: Relate multiplication equations and comparison statement.

Essential Question: How can you model multiplication comparisons?

Common Core/ISTE Standard:

CC.4.OA.1 - Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 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.

ISTE 3 - Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and other.

Pedagogy:

Best Practices:
- I do, we do, you do
- Think - pair - share
- Drawing Models

How to group students:

- Heterogeneous grouping - when the students are working together, they will be
 grouped in this way. Therefore they will build on each others knowledge and be able
to assist and question on another while working together.
- Homogenous grouping - when I am working with small groups, I will be pulling
students on a similar academic level or misconceptions that they are making.

Assessment Plan: Check off which apply: Detail How

- Informal : Exit Ticket

- Formal : Mid-chapter quiz

Technology for Learners Being Used

- Chromebooks
- Students will learn the content of the lesson by watching a video that the teacher
created. The students will access this video through Google Classroom and/or
Google Drive.
- They will be able to rewatch the video in order to reinforce the lesson or review
it to strengthen their understanding of the content.
- Students will access the Google Form to assess their learning
- Students will view presentation on the Interactive Smart Board

Technology for Teachers Being Used

- Chromebook
- Teacher will use Chromebook in order to create videos with the use of
Screencastify (Screen Video Recorder) and IPEVO Whiteboard. These two
apps allow the teacher to record the screen that is being shown, use a webcam
and voice recorders. The Whiteboard helps when I am going through a problem
with the students. This is an interactive whiteboard that the students can follow
along as the video is playing.
- Google Classroom
- Teacher will use Google Classroom as the platform to post videos as well as
give the students access to the google form that they will have to complete. This
will allow the teacher to view students responses and assess their learning.

What 21st Century Skills are Students Using?

Communication: The students will be communicating throughout this lesson. The first portion
of this lesson will give the students the opportunity to communicate their thoughts, reflections
and questions from the video. The students will also be communicating how they came to their
equation in small groups.
Collaborating: The students will be collaborating when they are working on practice questions
in class. The students will be grouped together and solving problems with one another. Then
the students will be collaborating when they are broken into similar (homogenous) groups after
the teacher has assessed them.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms Taxonomy
- Analyze: The students will analyze the multiplication equation in order to draw a
model that correlates to this multiplication sentence.

Bloom Taxonomy for Digital

- Understanding: The students need to understand the language that is being used in
multiplicative comparison. The video that they will be watching will show them how to
write a multiplication equation.

Essential Vocabulary:

- Multiplication
- Comparison
- Product
- Commutative Property

Materials:

- Device to access video

- Chromebook in Classroom
- Video
- Interactive Board to display warm up activity
- Go Math Textbook
- Go Math Practice Book
- Math Centers

Introduction/Engagement:

- The day before the students will jot down all that they know about multiplication. This
will engage them in discussion with their classmates as well as accessing their prior
knowledge. This will prepare them in terms of what they can expect when viewing that
video.
Lesson: (developmental procedures)
- Video
- The students will be viewing their video on Multiplication Comparisons on
their own (preferably at home).
- Warm-up activity (5 minutes)
- The students will complete a short activity to assess their learning from the
previous nights video.
- Discussion (10 minutes)
- The class will have a discussion about what they learned.
- This is going to give the students an opportunity to ask questions that they may
have about the lesson.
- Guided and Independent Practice (30 minutes)
- The teacher will work on 2-3 problems with the class to begin the practice
problems.
- Then the students will be working in heterogenous groups, while the teacher is
walking around assessing the students work.
- As the teacher is assessing the students, she will be able to pull a small
group of students that are homogenous in order to reteach the skill and
have small group direct instruction.
- The students that need more practice will continue working on the
problems on their own.
- The students that need to be enriched will be required to do part of the
problems and will then move on to the enrichment document.
- Math Centers (30 minutes)
- The students will be working in small groups with different activities around the
room.
- One of the activities will be using the Interactive Smart Board.
- Exit Ticket (5 minutes)
- In order to assess their knowledge, the students will complete a quick
assessment to see how they have comprehended the lesson from the night
before. At this point, they have reviewed the lesson, worked in groups and
independently in order to master the content. This assessment will help the
teacher to determine what steps need to be taken in the previous lessons in order
to better instruct each individual learner.

Modification:
- The students will have to view the video on their own.
- They will be asked to view the video at home for their homework. However if
the student does not have internet access or are unable to access the video at
home - they will be give time to view the video on their own in class.
- The students having the opportunity to pause and rewind a video modifies the lesson to
fit the needs of the individual learners.
 - The struggling learners will be able to rewatch the video as many times as they
need.
- They will also be able to pause the video to take notes and comprehend what
the teacher is teaching them.
- While the students are working on practice problems, the teacher will modify her
instruction.
- Struggling students will be pulled into a small group in order to receive direct
instruction.
- Students that mastered the content will be asked to only do a selection of the
practice problems. They will then go onto the enrichment activity.

Enrichment:

- Enrichment Google Doc

- Students will have to write the equation and solve. They will also be required to
work collaboratively and draw a model to represent each word problem.

#2
Name and Grade Level:
Nicole Pomerico
4th Grade
Mathematics

Title:
Comparison Problems

Content Knowledge - Objective:

Lesson Objective - Solve problems involving multiplicative comparison and additive

comparison.

Essential Question - How does a model help you solve a comparison problem?

Common Core/ISTE Standard:

CC.4.OA.2 - Multiply or divide to solve word problems involving multiplicative comparison,
e.g., by using drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison.

ISTE 3 - Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and other.

ISTE 5 - Computational Thinking: The students will be using these skills to break problems
into different parts. Its very challenging having the students assess other students work.

Pedagogy:

Best Practices:
- Carousel
- Think - pair - share
- Drawing Models

How to group students:

- Heterogeneous grouping - when the students are working together, they will be
grouped in this way. Therefore they will build on each others knowledge and be able
to assist and question on another while working together.
- Homogenous grouping - when I am working with small groups, I will be pulling
students on a similar academic level or misconceptions that they are making.

Assessment Plan: Check off which apply: Detail How

- Informal : Exit Ticket

- Formal : Mid-chapter quiz

Technology for Learners Being Used

- Chromebooks
- Students will learn the content of the lesson by watching a video that the teacher
created. The students will access this video through Google Classroom and/or
Google Drive.
- They will be able to rewatch the video in order to reinforce the lesson or review
it to strengthen their understanding of the content.
- Students will access the Google Form to assess their learning
- Students will view presentation on the Interactive Smart Board
Technology for Teachers Being Used

- Chromebook
- Teacher will use Chromebook in order to create videos with the use of
Screencastify (Screen Video Recorder) and IPEVO Whiteboard. These two
apps allow the teacher to record the screen that is being shown, use a webcam
and voice recorders. The Whiteboard helps when I am going through a problem
with the students. This is an interactive whiteboard that the students can follow
along as the video is playing.
- Google Classroom
- Teacher will use Google Classroom as the platform to post videos as well as
give the students access to the google form that they will have to complete. This
will allow the teacher to view students responses and assess their learning.

What 21st Century Skills are Students Using?

Communication: The students will be communicating throughout this lesson. The first portion
of this lesson will give the students the opportunity to communicate their thoughts, reflections
and questions from the video. The students will also be communicating how they came to their
equation in small groups.

Collaborating: The students will be collaborating when they are working on practice questions
in class. The students will be grouped together and solving problems with one another. Then
the students will be collaborating when they are broken into similar (homogenous) groups after
the teacher has assessed them.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms Taxonomy
- Analyze: The students will analyze the multiplication equation in order to draw a
model that correlates to this multiplication sentence.

Bloom Taxonomy for Digital

- Understanding: The students need to understand the language that is being used in
multiplicative comparison. The video that they will be watching will show them how to
write a multiplication equation.
- Evaluating: Students will be walking around the room, looking at different student
responses. They will be evaluating their work and determining with a group whether
their answer is reasonable or not.

Essential Vocabulary:
 - Multiplication
- Comparison
- Product
- Commutative Property

Materials:

- Device to access video

- Chromebook in Classroom
- Video
- Interactive Board to display warm up activity
- Go Math Textbook
- Go Math Practice Book
- Math Centers

Introduction/Engagement:

The students were working on multiplication comparisons in class. This lesson was preparing
them to strengthen their understanding of multiplicative comparison and additive comparison
problems.

Lesson: (developmental procedures)

- Video
- The students will be viewing their video on Multiplication Comparisons on
their own (preferably at home).
- Warm-up activity (5 minutes)
- The students will complete a short activity to assess their learning from the
previous nights video.
- Discussion (10 minutes)
- The class will have a discussion about what they learned.
- This is going to give the students an opportunity to ask questions that they may
have about the lesson.
- Carousel (20 minutes)
- Students will be working in groups that allow them to think about students
answers. They will be evaluating the responses and determining whether it will
be reasonable or not. They will walk around the room, like a carousel to
challenge themselves with different problems.
- Guided and Independent Practice (25 minutes)
- The teacher will work on 2-3 problems with the class to begin the practice
problems.
- Then the students will be working in heterogenous groups, while the teacher is
 walking around assessing the students work.
- As the teacher is assessing the students, she will be able to pull a small
group of students that are homogenous in order to reteach the skill and
have small group direct instruction.
- The students that need more practice will continue working on the
problems on their own.
- The students that need to be enriched will be required to do part of the
problems and will then move on to the enrichment document.
- Exit Ticket (5 minutes)
- In order to assess their knowledge, the students will complete a quick
assessment to see how they have comprehended the lesson from the night
before. At this point, they have reviewed the lesson, worked in groups and
independently in order to master the content. This assessment will help the
teacher to determine what steps need to be taken in the previous lessons in order
to better instruct each individual learner.

Modification:

- The students will have to view the video on their own.

- They will be asked to view the video at home for their homework. However if
the student does not have internet access or are unable to access the video at
home - they will be give time to view the video on their own in class.
- The students having the opportunity to pause and rewind a video modifies the lesson to
fit the needs of the individual learners.
- The struggling learners will be able to rewatch the video as many times as they
need.
- They will also be able to pause the video to take notes and comprehend what
the teacher is teaching them.
- While the students are working on practice problems, the teacher will modify her
instruction.
- Struggling students will be pulled into a small group in order to receive direct
instruction.
- Students that mastered the content will be asked to only do a selection of the
practice problems. They will then go onto the enrichment activity.

Enrichment:

- Enrichment Google Doc

- Students will complete more challenging problems. The students will be able to
use manipulatives if they choose to.
#3

Name and Grade Level:

Nicole Pomerico
4th Grade
Mathematics

Title:

Multiply Tens, Hundreds, and Thousands

Content Knowledge - Objective:

Lesson Objective - Multiply tens, hundreds, and thousands by whole numbers through 10.

Essential Question - How does understanding place value help you multiply tens, hundreds,
and thousands?

Common Core/ISTE Standard:

CC.4.NBT.5 - Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.

ISTE 3 - Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and other.

Pedagogy:

Best Practices:
- I do, we do, you do
- Think - pair - share

How to group students:

- Heterogeneous grouping - when the students are working together, they will be
grouped in this way. Therefore they will build on each others knowledge and be able
 to assist and question on another while working together.
- Homogenous grouping - when I am working with small groups, I will be pulling
students on a similar academic level or misconceptions that they are making.

Assessment Plan: Check off which apply: Detail How

- Informal : Exit Ticket

- Formal : Mid-chapter quiz

Technology for Learners Being Used

- Chromebooks
- Students will learn the content of the lesson by watching a video that the teacher
created. The students will access this video through Google Classroom and/or
Google Drive.
- They will be able to rewatch the video in order to reinforce the lesson or review
it to strengthen their understanding of the content.
- Students will access the Google Form to assess their learning
- Students will view presentation on the Interactive Smart Board

Technology for Teachers Being Used

- Chromebook
- Teacher will use Chromebook in order to create videos with the use of
Screencastify (Screen Video Recorder) and IPEVO Whiteboard. These two
apps allow the teacher to record the screen that is being shown, use a webcam
and voice recorders. The Whiteboard helps when I am going through a problem
with the students. This is an interactive whiteboard that the students can follow
along as the video is playing.
- Google Classroom
- Teacher will use Google Classroom as the platform to post videos as well as
give the students access to the google form that they will have to complete. This
will allow the teacher to view students responses and assess their learning.

What 21st Century Skills are Students Using?

Communication: The students will be communicating throughout this lesson. The first portion
of this lesson will give the students the opportunity to communicate their thoughts, reflections
and questions from the video. The students will also be communicating how they came to their
equation in small groups.
Collaborating: The students will be collaborating when they are working on practice questions
in class. The students will be grouped together and solving problems with one another. Then
the students will be collaborating when they are broken into similar (homogenous) groups after
the teacher has assessed them.

Create: The students will create a short Google slides powerpoint. They will complete research
of things that come in groups of ten. In a group of two or three, they will add visuals to their
presentation. They will also be required to write the multiples of 10 on their powerpoint.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms Taxonomy
- Analyze: The students will analyze the multiplication equation in order to draw a
model that correlates to this multiplication sentence.

Bloom Taxonomy for Digital

- Understanding: The students need to understand the language that is being used in
multiplicative comparison. The video that they will be watching will show them how to
write a multiplication equation.
- Creating: The students will be creating a short Google slides presentation. They will be
able to research visuals of things that are in groups of 10. Then they will add it to their
Google Slide presentation. They will also be required to add the multiples of 10 to their
presentation.

Essential Vocabulary:
- Tens
- Hundreds
- Thousands
- Place value
- Standard form
- product

Materials:

- Device to access video

- Chromebook in Classroom
- Video
- Interactive Board to display warm up activity
- Go Math Textbook
- Go Math Practice Book
- Math Centers
Introduction/Engagement:

- Students will research pictures and things that comes in tens. In a group of two or three,
they will collaborate to add to a Google Slide. In the Google Slide, the students will be
required to write the multiples of 10 as well.

Lesson: (developmental procedures)

- Video
- The students will be viewing their video on Multiplication Comparisons on
their own (preferably at home).
- Warm-up activity (5 minutes)
- The students will complete a short activity to assess their learning from the
previous nights video.
- Discussion (10 minutes)
- The class will have a discussion about what they learned.
- This is going to give the students an opportunity to ask questions that they may
have about the lesson.
- Guided and Independent Practice (25 minutes)
- The teacher will work on 2-3 problems with the class to begin the practice
problems.
- Then the students will be working in heterogenous groups, while the teacher is
walking around assessing the students work.
- As the teacher is assessing the students, she will be able to pull a small
group of students that are homogenous in order to reteach the skill and
have small group direct instruction.
- The students that need more practice will continue working on the
problems on their own.
- The students that need to be enriched will be required to do part of the
problems and will then move on to the enrichment document.
- Exit Ticket (5 minutes)
- In order to assess their knowledge, the students will complete a quick
assessment to see how they have comprehended the lesson from the night
before. At this point, they have reviewed the lesson, worked in groups and
independently in order to master the content. This assessment will help the
teacher to determine what steps need to be taken in the previous lessons in order
to better instruct each individual learner.

Modification:

- The students will have to view the video on their own.

 - They will be asked to view the video at home for their homework. However if
the student does not have internet access or are unable to access the video at
home - they will be give time to view the video on their own in class.
- The students having the opportunity to pause and rewind a video modifies the lesson to
fit the needs of the individual learners.
- The struggling learners will be able to rewatch the video as many times as they
need.
- They will also be able to pause the video to take notes and comprehend what
the teacher is teaching them.
- While the students are working on practice problems, the teacher will modify her
instruction.
- Struggling students will be pulled into a small group in order to receive direct
instruction.
- Students that mastered the content will be asked to only do a selection of the
practice problems. They will then go onto the enrichment activity.

Enrichment:

- Students will write different multiplication equations. Such as (6 x 50) and (2 x 100)
and compare them. This will be one of the enrichment math centers. They will compare
them by using < , > , or =.

#4

Name and Grade Level:

Nicole Pomerico
4th Grade
Mathematics

Title:

Estimate Products

Content Knowledge - Objective:

Lesson Objective - Estimate products by rounding and determine if exact answers to

multiplication problems are reasonable.

Essential Question: How can you estimate products by rounding and determine if exact
answers are reasonable?

Common Core/ISTE Standard:

CC.4.NBT.5 - Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.

ISTE 3 - Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and other.

Pedagogy:

Best Practices:
- Think - pair - share
- Jigsaw

How to group students:

- Heterogeneous grouping - when the students are working together, they will be
grouped in this way. Therefore they will build on each others knowledge and be able
to assist and question on another while working together.
- Homogenous grouping - when I am working with small groups, I will be pulling
students on a similar academic level or misconceptions that they are making.

Assessment Plan: Check off which apply: Detail How

- Informal : Exit Ticket

- Formal : Mid-chapter quiz

Technology for Learners Being Used

- Chromebooks
- Students will learn the content of the lesson by watching a video that the teacher
created. The students will access this video through Google Classroom and/or
Google Drive.
- They will be able to rewatch the video in order to reinforce the lesson or review
 it to strengthen their understanding of the content.
- Students will access the Google Form to assess their learning
- Students will view presentation on the Interactive Smart Board

Technology for Teachers Being Used

- Chromebook
- Teacher will use Chromebook in order to create videos with the use of
Screencastify (Screen Video Recorder) and IPEVO Whiteboard. These two
apps allow the teacher to record the screen that is being shown, use a webcam
and voice recorders. The Whiteboard helps when I am going through a problem
with the students. This is an interactive whiteboard that the students can follow
along as the video is playing.
- Google Classroom
- Teacher will use Google Classroom as the platform to post videos as well as
give the students access to the google form that they will have to complete. This
will allow the teacher to view students responses and assess their learning.

What 21st Century Skills are Students Using?

Communication: The students will be communicating throughout this lesson. The first portion
of this lesson will give the students the opportunity to communicate their thoughts, reflections
and questions from the video. The students will also be communicating how they came to their
equation in small groups.

Collaborating: The students will be collaborating when they are working on practice questions
in class. The students will be grouped together and solving problems with one another. Then
the students will be collaborating when they are broken into similar (homogenous) groups after
the teacher has assessed them.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms Taxonomy
- Analyze: The students will analyze the multiplication equation in order to draw a
model that correlates to this multiplication sentence.

Bloom Taxonomy for Digital

- Understanding: The students need to understand the language that is being used in
multiplicative comparison. The video that they will be watching will show them how to
write a multiplication equation.
Essential Vocabulary:

- Multiplication
- Product
- Estimate
- Reasonable
- Round
- Ten
- hundred

Materials:

- Device to access video

- Chromebook in Classroom
- Video
- Interactive Board to display warm up activity
- Go Math Textbook
- Go Math Practice Book
- Math Centers

Introduction/Engagement:

- Before the students watch the video on estimate products, we will be doing a K-W-L as
a class. The students will break up into groups of 4-5 to jot down some things that they
know about estimating. Then we will bring our ideas together as a class. This will get
them to begin to think about estimating products.

Lesson: (developmental procedures)

- Video
- The students will be viewing their video on Multiplication Comparisons on
their own (preferably at home).
- Warm-up activity (5 minutes)
- The students will complete a short activity to assess their learning from the
previous nights video.
- Discussion (10 minutes)
- The class will have a discussion about what they learned.
- This is going to give the students an opportunity to ask questions that they may
have about the lesson.
- Guided and Independent Practice (25 minutes)
- The teacher will work on 2-3 problems with the class to begin the practice
 problems.
- Then the students will be working in heterogenous groups, while the teacher is
walking around assessing the students work.
- As the teacher is assessing the students, she will be able to pull a small
group of students that are homogenous in order to reteach the skill and
have small group direct instruction.
- The students that need more practice will continue working on the
problems on their own.
- The students that need to be enriched will be required to do part of the
problems and will then move on to the enrichment document.
- Jigsaw (20 minutes)
- The students will have a core group. This core group will then break up into
different groups. Each group will be assigned one challenging multiplication
equation. They will have to estimate each number and find the product. Then
the students will come back into their core groups and teach each other the
problem that they just solved.
- Exit Ticket (5 minutes)
- In order to assess their knowledge, the students will complete a quick
assessment to see how they have comprehended the lesson from the night
before. At this point, they have reviewed the lesson, worked in groups and
independently in order to master the content. This assessment will help the
teacher to determine what steps need to be taken in the previous lessons in order
to better instruct each individual learner.

Modification:

- The students will have to view the video on their own.

- They will be asked to view the video at home for their homework. However if
the student does not have internet access or are unable to access the video at
home - they will be give time to view the video on their own in class.
- The students having the opportunity to pause and rewind a video modifies the lesson to
fit the needs of the individual learners.
- The struggling learners will be able to rewatch the video as many times as they
need.
- They will also be able to pause the video to take notes and comprehend what
the teacher is teaching them.
- While the students are working on practice problems, the teacher will modify her
instruction.
- Struggling students will be pulled into a small group in order to receive direct
instruction.
- Students that mastered the content will be asked to only do a selection of the
practice problems. They will then go onto the enrichment activity.
Enrichment:

- Enrichment Google Doc

- Students will have to choose two factors that when they are estimated will equal
the product that is given.

#5

Name and Grade Level:

Nicole Pomerico
4th Grade
Mathematics

Title:

Multiply Using the Distributive Property

Content Knowledge - Objective:

Lesson Objective - Use the Distributive Property to multiply a 2-digit number by a 1-digit
number.

Essential Quesiton: How can you use the Distributive Property to multiply a 2-digit number by
a 1-digit number?

Common Core/ISTE Standard:

CC.4.NBT.5 - Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.

ISTE 3 - Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and other.
Pedagogy:

Best Practices:
- I do, we do, you do
- Think - pair - share
- Drawing Models
- Create your own!

How to group students:

- Heterogeneous grouping - when the students are working together, they will be
grouped in this way. Therefore they will build on each others knowledge and be able
to assist and question on another while working together.
- Homogenous grouping - when I am working with small groups, I will be pulling
students on a similar academic level or misconceptions that they are making.

Assessment Plan: Check off which apply: Detail How

- Informal : Exit Ticket

- Formal : Mid-chapter quiz

Technology for Learners Being Used

- Chromebooks
- Students will learn the content of the lesson by watching a video that the teacher
created. The students will access this video through Google Classroom and/or
Google Drive.
- They will be able to rewatch the video in order to reinforce the lesson or review
it to strengthen their understanding of the content.
- Students will access the Google Form to assess their learning
- Students will view presentation on the Interactive Smart Board

Technology for Teachers Being Used

- Chromebook
- Teacher will use Chromebook in order to create videos with the use of
Screencastify (Screen Video Recorder) and IPEVO Whiteboard. These two
apps allow the teacher to record the screen that is being shown, use a webcam
and voice recorders. The Whiteboard helps when I am going through a problem
with the students. This is an interactive whiteboard that the students can follow
along as the video is playing.
- Google Classroom
- Teacher will use Google Classroom as the platform to post videos as well as
 give the students access to the google form that they will have to complete. This
will allow the teacher to view students responses and assess their learning.

What 21st Century Skills are Students Using?

Communication: The students will be communicating throughout this lesson. The first portion
of this lesson will give the students the opportunity to communicate their thoughts, reflections
and questions from the video. The students will also be communicating how they came to their
equation in small groups.

Collaborating: The students will be collaborating when they are working on practice questions
in class. The students will be grouped together and solving problems with one another. Then
the students will be collaborating when they are broken into similar (homogenous) groups after
the teacher has assessed them.

Which Blooms Taxonomy? And Which Bloom Taxonomy for Digital?

Blooms Taxonomy
- Analyze: The students will analyze the multiplication equation in order to draw a
model that correlates to this multiplication sentence.

Bloom Taxonomy for Digital

- Understanding: The students need to understand the language that is being used in
multiplicative comparison. The video that they will be watching will show them how to
write a multiplication equation.

Essential Vocabulary:

- Multiplication
- Product
- Distributive Property
- Partial Product

Materials:

- Device to access video

- Chromebook in Classroom
- Video
- Interactive Board to display warm up activity
- Go Math Textbook
 - Go Math Practice Book
- Math Centers

Introduction/Engagement:

- Break Up The Number

- The students will be given different numbers around the room. In their groups,
they will have to break up the number in as many ways that they can possibly
think of.

Lesson: (developmental procedures)

- Video
- The students will be viewing their video on Multiplication Comparisons on
their own (preferably at home).
- Warm-up activity (5 minutes)
- The students will complete a short activity to assess their learning from the
previous nights video.
- Discussion (10 minutes)
- The class will have a discussion about what they learned.
- This is going to give the students an opportunity to ask questions that they may
have about the lesson.
- Guided and Independent Practice (35 minutes)
- The teacher will work on 2-3 problems with the class to begin the practice
problems.
- Then the students will be working in heterogenous groups, while the teacher is
walking around assessing the students work.
- As the teacher is assessing the students, she will be able to pull a small
group of students that are homogenous in order to reteach the skill and
have small group direct instruction.
- The students that need more practice will continue working on the
problems on their own.
- The students that need to be enriched will be required to do part of the
problems and will then move on to the enrichment document.
- Create Your Own! (10 minutes)
- Students will each be given a piece of paper. They will have to create their own
multiplication equation and draw a model.
- Exit Ticket (5 minutes)
- In order to assess their knowledge, the students will complete a quick
assessment to see how they have comprehended the lesson from the night
before. At this point, they have reviewed the lesson, worked in groups and
independently in order to master the content. This assessment will help the
teacher to determine what steps need to be taken in the previous lessons in order
 to better instruct each individual learner.

Modification:

- The students will have to view the video on their own.

- They will be asked to view the video at home for their homework. However if
the student does not have internet access or are unable to access the video at
home - they will be give time to view the video on their own in class.
- The students having the opportunity to pause and rewind a video modifies the lesson to
fit the needs of the individual learners.
- The struggling learners will be able to rewatch the video as many times as they
need.
- They will also be able to pause the video to take notes and comprehend what
the teacher is teaching them.
- While the students are working on practice problems, the teacher will modify her
instruction.
- Struggling students will be pulled into a small group in order to receive direct
instruction.
- Students that mastered the content will be asked to only do a selection of the
practice problems. They will then go onto the enrichment activity.

Enrichment:

- Enrichment Google Doc

- The students will be given a multiplication sentence. Their goal will be to come
up with different distributive models to represent the product.