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8 views

udl_lesson_plan_template_-_revised

Uploaded by

jensenvv
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan –

Developed by: Vanessa Jensen School: Leesylvania Elementary School


Date: 11/18 & 11/19 Grade level: 4
Subject: Math Unit:

Objectives: This three-day lesson plan will reinforce Materials


number sense and multiplication facts and teach word
problems requiring multiplication to solve. Students will be  Whiteboard & marker
explicitly taught vocabulary used in multiplication word  Multiplication chart or pop-it
problems. At the end of this lesson, I want students to be able
to identify and solve a one-step multiplication word problem
independently or with minimal prompting.

SOL 3.CE.2 The student will estimate, represent, solve, and


justify solutions to single-step and multistep problems,
including those in context, using multiplication with whole
numbers, and single-step problems, including those in
context, using division with whole numbers; and recall with
automaticity the multiplication facts through 12 × 12 and the
corresponding division facts. Technology
Check all that apply
o iPad

Prior Learning Connections


Day 1 and 2 begin with Multiplication Fact Fluency practice (x0, x1, x2), Vocabulary review (product, array, multiply,
putting groups together)

Differentiation/Accommodations
Five students have a calculator accommodation
15 ELL students have a read-aloud accommodation and translation devices
1 student receives extended time for assignments and tests due to a processing disorder

Special Concerns
Assessment Students will complete an Exit Ticket at the end of the lesson to check for understanding
Formative Assessments Exit Ticket

Summative Assessment Unit Assessment

Procedure
Direct Day 1: Number talk: Display the problem:
Instruction "There are 22 students in Mrs. Wise's class. If each student needs 2 pieces of paper for an
assignment, how many pieces of paper should Mrs. Wise pass out?
Ask students to think quietly and signal when they have an answer and strategy.
Select students to share their methods, asking, "Who thought about it a different way?" Record their
explanations for all to see.

Day 2: Number talk: Display the problem:


“Asmir buys 8 boxes of candles for his dad’s birthday. Each box has 9 candles. After putting some
candles on the cake, there are 28 candles left over. How many candles did Asmir use?”
Call on a couple of students to share strategies for solving.
Have students solve on whiteboards using the traditional algorithm, box method, or calculator

Shared Day 1
Practice & 1. Maggie walks 3 miles each day. How many miles will she have walked after 25 days?
Collaboration Students will copy the problem on their white boards: Set up the equation: 3x25 = ?
Model solving it step-by-step showing traditional algorithm and modeling box method.
2. A writer works on his new book for 4 days a week for 48 weeks. At the end of the 48 weeks,
how many days will he have worked on the book?
Students will copy the problem on their whiteboards and solve with the box method, traditional
algorithm, or calculator.

Day 2
1. Jillian is practicing 3-point shots in basketball. If she shoots and makes 498 shots, how many
points has she earned?
Students will copy the problem to their whiteboards and solve using the box method,
traditional algorithm, or calculator: 498 x 3=?

Independent Day 1: Students will complete Winter Word Problems worksheet


Practice
Day 2: Students will complete differentiated activity. QR Codes provide answers for the question

Lower Ability Worksheet

Middle Ability Worksheet


Higher Ability

Notes/Reflections

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