Task 4 - Planning Lessons For Teaching Maths

DIDACTICS OF MATEMATICS
TASK 4 – PLANNING LESSONS FOR TEACHING MATH
WINSTON JÁCOME SÁNCHEZ CODE: 55324290018
TUTOR
HENRY CARVAJAL
GROUP 551032A_764
(UNAD)
BACHELOR ́S DEGREE IN ENGLISH AS A FOREIGN LANGUAGE
NOVEMBER 2020
SUMMARY
Summary for the recomendation that i've chosen: Teach geometry, patterns,

measurement, and data analysis using a developmental progression.
This recommendation aims to understand and understand what skills and

knowledge students have as a starting point to adopt a math reading plan. To
ensure that children have early opportunities to experience a wide range of
mathematical content, it is necessary for teachers to use developmental
progression to expose students to the concepts of geometry and mathematical
patterns. Students must progress at each level of the developmental progression.
Helping students develop understanding beyond numbers and operations
increases their likelihood of success in later math.
To develop this recommendation, the following steps are taken:
1. Help children recognize, name, and compare shapes, and then teach them to
combine and separate shapes.
2. Encourage children to look for and identify patterns, and then teach them to
extend, correct, and create patterns.
3. Promote children’s understanding of measurement by teaching them to make
direct comparisons and to use both informal or nonstandard (e.g., the child’s hand
or foot) and formal or standard (e.g., a ruler) units and tools.
4. Help children collect and organize information, and then teach them to represent
that information graphically.
Teachers should begin to familiarize children with the concept of grouping and
displaying information by asking them to count and classify tangible objects (eg,
blocks, crayons) and abstract concepts (eg, 4- and 5-year-olds).
LESSON PLAN
Subject: Multiplying multiples

Grad3: 4th Grade
Introduce the students to multiplying multi-digit numbers with this lesson that gives
them plenty of practice and has them play a game with a partner that makes the
lesson fun!
Learning Objectives
Students will be able to multiply whole numbers of up to four digits by one-digit and
two-digit whole numbers, using strategies based on place value.
Materials and preparation

Blank paper
Pencils
Coins or game pieces
Class set of Alex's Multiplication Table Worksheet
Class set of Multiplication with Regrouping worksheet
Class set of Math-Go-Round: Hard worksheet
Class set of Math-Go-Round: Expert worksheet
Attachments
Alex's Multiplication Table
Multiplication with Regrouping
Math-Go-Round: Hard
Math-Go-Round: Expert
Introduction (5 minutes)
 Begin this lesson by reviewing place value. Write a five-digit number on
the board. Have students come to the board and identify each number's
place value.
 Tell students that today they are going to use what they know about place
values to help them calculate multi-digit numbers.
 Write a two-digit by one-digit multiplication problem on the board.
 Have students raise their hands and work on solving the problems to
show you if they have previous experience with multiplying multi-digit
numbers like the one on the board.
 Explain to them that it is very doable as long as they know the value of the
two single numbers, place value, and a strategy called regrouping.
Beginning
 Provide student-friendly definitions in students' home language (L1) and
English (L2), for the following terms: "place value," "digit," "regrouping,"
"multiply." Include an image or example for each word.
Intermediate
 Give students a chance to solve the two-digit by one-digit multiplication
problem with a partner before sharing their solution with the whole group.
Explicit Instruction/Teacher modeling (15 minutes)

 Remind students of basic multiplication facts by using the Multiply!
worksheet as a quick review.
 Review the answers by using the answer key.
 Offer students suggestions for this quick assignment by reviewing the
patterns found in each row.
 Use the table to work on problems in which double-digit numbers are
multiplied by single-digit numbers using problems from the Multiplication
with Regrouping or Mammoth Multiplication Problems worksheets.
Beginning
 Let students work on the Multiply! worksheet with a supportive partner.
Encourage students to talk about their thinking and any products they
disagree on.
Intermediate
 Write out and refer to the steps for multiplying multi-digit numbers using
the standard algorithm. Have students repeat the steps as you do each
one.
Guided Practice (20 minutes)

 Have students find a partner.
 Pass out the Math-Go-Round (Hard) game and scratch paper for
completing their calculations.
 Read the instructions for the game to students. Set a time limit for each
calculation or for the entire game if you would like.
 Ask students if they have questions.
 Have students work in pairs to complete the calculations.
 Use the last 2–4 minutes to discuss any challenges.
Beginning
 Place students with a partner who is able to support the beginning EL
student (e.g., a partner who speaks the same home language).
 Have students restate or rephrase the directions to the activity in their own
words.
Intermediate
 Provide sentence starters to help students discuss any challenges they
encountered during the guided practice, such as: "This problem was
difficult because..." or "I had trouble with the part when I had to..."
Independent working time (20 minutes)

 Pass out the Math-Go-Round (Expert) game and scratch paper for
completing their calculations to students.
 Tell students that they will work alone to complete the game board.
 Make this a timed assignment if you would like.
 Remind students to use place value when calculating multi-digit numbers
by two-digit numbers.
 If students get stuck, advise them to go to the next calculation.
 Allow time to review the challenging problems (as determined by the
students) and answers after this assignment.
Beginning
 Allow students to do their work with a helpful partner.
 Give students access to the Vocabulary Cards so that they may use
correct terminology when asking a question or discussing a problem with
the teacher or a classmate.
Intermediate
 Let students work in a small teacher-led group, and model how to solve a
couple of the two-digit by three-digit multiplication problems.
 Have students describe their calculations as they are doing them. Correct
any language errors and celebrate accurate description.
Assessment (10 minutes)

 Use the Multiplication Mischief worksheet to assess students'
understanding of the lesson.
 Remind students that they must use place value to answer each question.
Beginning
 Give students a word/phrase bank with pertinent math vocabulary,
definitions, and examples which Will help them complete the assessment.
 Have students work on the assessment worksheet with a partner.
Intermediate
 Assign students fewer multiplication problems, and then have them
verbally describe the steps they take to solve each one.
Review and closing (5 minutes)

 Review place value and the multiplication chart.
 Write an equation on the board and have students work the problem out
with you on the whiteboard.
 Ask students the following question and have them discuss with a partner,
before sharing out with the
 whole group: "Why is it important to understand place value in
multiplication?"
Beginning
 Let students talk to a partner about why it is important to understand place
value when multiplying.
Intermediate
 Provide a sentence stem to support students as they discuss: "I think it is
important to understand place value when multiplying because..."
ATTACHMENTS
Alex's Multiplication Table

Multiplication with Regrouping
Math-Go-Round: Hard
Multiplication / Dificulty: 4-5
Find a friend and practice your multiplication skills. Find two coins or game pieces
and place them on the square labeled START. Choose one of the problems to
solve and move your game piece clockwise around the board to that problem’s
answer. Keep track of the number of corners you go around on each move. For
each one, give yourself a point. The player with the most points at the end is the
winner.
Math-Go-Round: Hard
Multiplication / Dificulty: 4-5
Find a friend and practice your multiplication skills. Find two coins or game pieces
and place them on the square labeled START.
Choose one of the problems to solve and move your game piece clockwise around
the board to that problem’s answer. Keep track of the number of corners you go
around on each move. For each one, give yourself a point. The player with the
most points at the end is the winner.
REFERENCES
Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., &
McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE
2014-4005). Washington, DC: National Center for Education Evaluation and
Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of
Education. Retrieved
from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/early_math_pg_111313.pdf
Judy Willis. (2010). Learning to Love Math: Teaching Strategies That

Change Student Attitudes and Get Results. Retrieved
from https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=nlebk&AN=332063&lang=es&site=eds-
live&scope=site&ebv=EB&ppid=pp_C1
An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of
middle school mathematics teachers in China and the U.S. Journal of Mathematics
Teacher Education, 7, 145–172.
Anderson, L., & Krathwohl, D. (2001). Taxonomy of learning, teaching and

assessing: A revision of Bloom's taxonomy of educational objectives. New York:
Longman.
Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and
the standardization of the 21st century curriculum. Journal of Curriculum Studies,
43(1), 25–45.
Bai, Y. (2000). Practices and characteristics of highly effective

teachers. Educational Research and Experiment, 4, 31–37.

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DIDACTICS OF MATEMATICS

TASK 4 – PLANNING LESSONS FOR TEACHING MATH

WINSTON JÁCOME SÁNCHEZ CODE: 55324290018

Summary for the recomendation that i've chosen: Teach geometry, patterns,

This recommendation aims to understand and understand what skills and

To develop this recommendation, the following steps are taken:

Subject: Multiplying multiples

Materials and preparation

Explicit Instruction/Teacher modeling (15 minutes)

Guided Practice (20 minutes)

Independent working time (20 minutes)

Assessment (10 minutes)

Review and closing (5 minutes)

Alex's Multiplication Table

Judy Willis. (2010). Learning to Love Math: Teaching Strategies That

Anderson, L., & Krathwohl, D. (2001). Taxonomy of learning, teaching and

Bai, Y. (2000). Practices and characteristics of highly effective

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