FRANKLIN COLLEGE

Education Department
Field School Lesson Plan

Name: Grant Renforth

One
Subject Area: Mathematics

Lesson Number: Number

Grade Level: 4th Grade

Date: 3/3/15
Start time: 8:00 am
End time: 8:45 am
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill:
Understand differences from one time of day to another. As well as fluently multiplying basic
multiplication facts.
Related Standard:
4.C.4: Multiply fluently within 100.
4.M.2: Know relative sizes of measurement units within one system of units, including km, m, cm; kg,
g; lb, oz; l, ml; hr, min, sec. Express measurements in a larger unit in terms of a smaller unit within a
single system of measurement. Record measurement equivalents in a two column table.
4.M.3: Use the four operations (addition, subtraction, multiplication and division) to solve real-world
problems involving distances, intervals of time, volumes, masses of objects, and money. Include
addition and subtraction problems involving simple fractions and problems that require expressing
measurements given in a larger unit in terms of a smaller unit.
Background:
Use prior knowledge.
Main Objective of Instruction:
In order to further understand basic multiplication skills and comprehend the idea of elapsed time
TSWBAT complete the elapsed time worksheet given to them by the teacher within the 12 minute
timeframe assigned to them. As well as attempting to win the multiplication game that will be
assigned by the teacher.
Teacher Materials/Resources:
Document Viewer, Projector, Projector Screen, Worksheets, Multiplication Flashcards, Chalk,
Chalkboard, Computer with Internet, Masking Tape
Student Materials:
Pencil/Pen, Worksheet (given by teacher)
Anticipatory Set (Introductory Approach):
I will begin the lesson by briefly telling the students what we will be working on today. I will then
display a short video, on the projector, pertaining to the topic (https://www.youtube.com/watch?
v=ztiSLQW7ubc ). This video is intended to loosen up the minds of the children so that they arent as
uptight about doing a worksheet. Its also just a good way to show them that learning this topic can
be enjoyable.
Instructional Procedures (Whole Group):
1. As the students take their seats I will be setting up the video Im going to show them. As well
as putting the finishing touches on the multiplication game that we will be playing by putting
tape on the ground.
2. I will tell the students what we are going to be learning about elapsed time and also working
on our basic multiplication facts. After telling them the topic of the lesson I will start the hook
of the lesson by presenting the short video to them about elapsed time. This video is not so
much meant for learning purposes, even though it could be (LS- Visual/Auditory). This video is

3.

4.

5.

6.

more meant to get the day started off in a positive manner by showing the students that
learning this topic is fun. (5 min)
Immediately after the video I will ask the students very basic questions about elapsed time.
For example, How many seconds are in a minute?, How many minutes are in an hour?, etc.
I will let the class as a whole answer these questions and then I will start explaining, more
specifically, what they will be doing during this time. I will tell them that they are going to be
split up into two groups. One group is going to go over with a teachers aide and work on the
elapsed time worksheet, while the other half is going to come with me to the front of the room
to play a game with basic multiplication facts. I will inform the students that each spot they are
in around the room that they will have 12 minutes to complete the task assigned to them. I
will then begin to split the class by counting 1,2,1,2, etc. The ones will go with the teachers
aide to work on the worksheet while the twos will come with me to the front of the classroom
to play the multiplication game. (5 min)
I will then give the worksheets (http://www.greatschools.org/worksheets-activities/6026elapsed-time.gs) to the teachers aide so that he/she can give them to the students as needed.
I will also give him/her an answer key so that if there is ever a question about something
he/she can take a look at the answer key. I will have the aide tell the students to sit in a circle
in the back corner of the room, and I will have him/her remind the students of how much time
they have on this worksheet. The aide will then hand the students their assigned worksheets
so that they can take a look at them. I will tell the aide that he/she needs to walk the students
through the first problem on the worksheet. After that he/she can let them go on their own as
much as possible. If the aide can see that there are certain students who are struggling, and
certain students who are thriving, he/she can give a little bit of extra help to those students
who are struggling, while letting the thriving students do more work on their own. If there are
students who finish quicker than others I would like the aide to encourage those students the
help the students who are struggling. This will make the groups more efficient, and it will also
help young students realize the importance of helping others. Once the time limit has been
reached, the aide will collect their worksheets whether or not they have it finished. The point is
to make sure that they are working hard on it. Its not about quantity, its about quality. The
students will then move to the other part of the classroom where I am so that they can play
the multiplication game. (13 min)
After the students have been with the aide doing the worksheets, I will call the entire group
over towards the front of the classroom where I will begin to explain the multiplication game.
This is just to review these basic multiplication facts that all of the students should have
command of. To start, I will split the group of students who are with me into two separate
teams. Once they are all together in teams, I will explain to them that I will be holding
multiplication flashcards in my hand. There will be ten total tape lines on the floor (5 for each
team). The students will decide what order they want to go in and line up at the first tape line.
I will explain that I will hold up one multiplication flashcard at a time and the two students who
are on separate teams will see who can get the correct answer the quickest. The student who
gets it correct first will get to move up to the next tape line (LS-Kinesthetic) The point of the
game is to get your entire team to the winners circle (I will make a circle with the tape at the
end). The team who succeeds to get all of their players, or the most players, to the winners
circle first will win. Once the students understand how to play, we will begin the game. (13
min)
After both groups of the students have finished both of the stations, I will tell them to get back
to their seats. We will then speak briefly, as a whole class, pertaining to the exercises we just
did. I will talk more about the elapsed time worksheet that the students did to make sure that
they have a strong command of elapsed time. I plan on having the children raise their hands,
then I will call on them so that they can give their own opinions about what they just learned or
ask any questions about something that they may have not understood (LS- Intrapersonal and
Interpersonal)(I have a question, Who has the answer?-85). I will also make it clear to the
students that we will have a short quiz over elapsed time the next day, as well as a quick one
minute timed multiplication test. (9 min)

Provisions for Individual and/or Group Differences: I will have all of the children with IEPs sit
next to the aide while doing the worksheet so that they can get some more intense help. Also, for
their homework, I will have these students only write down the time that they get home and the time
that they go to sleep. That way they will only have to find one elapsed time.

Closure: I will close the lesson by reviewing, with the class as a whole, what they were required to do
during these exercises. I will see if any of them have any questions, but also get their ideas about
what they worked on and whether they enjoyed it or not. I will then collect the elapsed time
worksheets from the aide that the students worked on. I am collecting them to get a better idea of
where my students are at when it comes to this topic
Evaluation of Learning: The next day, after finishing the worksheet in class with the aide, finishing
the homework that I gave over elapsed time, and playing the multiplication game with me, I will have
a short quiz over elapsed time as well as a one minute timed multiplication test.
Independent Practice: Tell the students to go home and write down the time that they get home,
then write down the time they eat dinner, then tell them to write down the time that they go to bed
for the night. Have them bring in these pieces of paper in in the morning so that they can fill out the
elapsed time between each of these times.

2x
3=
8x
8=
2x
1=
7x
8=
9x
6=
4x
9=
2x
4=

3x5
=
10x
2=
8x7
=
10x
9=
12x
7=
8x9
=
11x
8=

10x
4=
12x
2=
11x
6=
3x9
=
9x1
2=
12x
3=
3x4
=

11x
3=
4x5
=
5x9
=
6x3
=
10x
7=
11x
1=
3x8
=

6x7=
6x4=
7x2=
7x3=
6x5=
9x1=
12x1
2=

6x
6=
5x
6=

5x7
=
7x4
=

8x5
=
9x7
=

2x2 1x12
=
=
12x 6x9=
8=