Candidate Name: Mariah Brashar Host Teacher Name: Lindsey Huberty

School: Susitna Elementary Grade Level: 4 # of Students: 30

Date & Time of Lesson: Length of Lesson: (day or days)
Topic of Lesson: Regrouping Content Area: Math

Materials: Include all materials including types of technology used:

Go Math book, paper, pencils, white boards, markers

Alaska Content Standard: (One standard for the lesson)

Operations and Algebraic Thinking 4.OA
Use the four operations with whole numbers to solve problems.

Transfer Goal(s) - Unpacked Standard (Transferability)

Use multiplication as a system for solving problems involving larger numbers where addition is not
practical.

STAGE ONE: Essential Questions and Enduring Understandings (Meaning)

Enduring Understanding(s) : (1 or 2 are Essential Questions to be Considered: (As
sufficient) related to Enduring Understandings…) (1 or 2 are
Students will understand that…. these are the BIG sufficient)
ones!
…multiplication is a more efficient version of How does multiplication make addition
addition. faster when we work with large numbers?
…place value is a marker for determining how
much a number actually represents. How can we use place value to determine
what a number actually represents?

STAGE ONE: STAGE TWO:

Objectives/Learning Targets (Acquisition)
Knowledge and Skills: What knowledge and
skills related to content and/or content
language should students know and be able to
do by the end of the lesson?
Assessments/Acceptable Evidence Of Learning
Sources of Evidence: Formative, Summative,
and/or Performance?

Students should be able to regroup to solve Formative: white board responses

addition problems.
Student should be able to accurately use Performance: Go Math 3.4 worksheet
place value understanding to regroup when
multiplying 2 digit numbers.
 STAGE THREE: Learning for Understanding: Instructional Activities, Products, and Strategies
Pre-Requisites: What is the prior knowledge/learning students have to have before starting this
lesson?
Multiplication facts, understanding of multiplication process

Overview/Introduction/Main Hook (Make a connection with students’ backgrounds and/or prior

learning using an authentic situation to start them thinking about the objectives and the essential
question the lesson addresses.)
When we use the partial products models, how many numbers are we multiplying?
First estimate then solve: 15 x 25 using an area model (Challenge: 67 x 98)

Process: Teacher Does/Student Product(s): Specific Strategies for

Does… Assessment/Evidence of supporting diverse learner
Learning. skills and abilities throughout
the lesson
Teacher:
Explains how to multiply ones by White board responses Manipulatives
ones, tens by tens, tens by ones, and
tens by tens in a 2-digit problem Math sheet White board diagrams
Explains how to carry/regroup
numbers according to their place
value.

Students answer problems on their

white boards. Verbally answer
questions about partial products.

Complete pg 59
Closure:
Who can explain regrouping for us? Let’s discuss again what it means.

Considerations prior to the lesson:

 What is the objective of the lesson? How will you know if the students have met
the objective?
 What provisions are you making for faster and slower learners?
 How do you integrate local knowledge and cultural content?
 How do you use (or not use) technology wisely?
 How does this lesson fit into the overall curriculum?
 Have you changed the lesson plan at all?

Questions for reflection after the lesson:

 How did the lesson go?
 Did the students meet the objective? How do you know?
 Were there any unexpected events? How effectively did you respond?
 Comment on one student who did particularly well and one who did not meet
your expectations. Why did this happen? What can you do to follow up with the
student who did not do well?
 Are there any changes you would make in this lesson if you could do it again?
Why?