ED 345 Calvin College Teacher Intern Lesson Plan

Teacher Intern: Silvia Suchec Date: March 29th, 2017

Grade Level: 4th Subject/ Topic: Math/Multiples (pre-5.4)

CONTENT MANAGEMENT: OBJECTIVES & PREPARATION

Main Focus:
What is a multiple?
How do we find the multiples of a number?

Brief Context:
This is a pre-5.4 lesson. Instead of jumping right into both factors and multiples, I
want to make sure the students understand the concept of multiples at a
standalone.

Prerequisite Knowledge/Skills:
Skip counting
Multiplication

Objectives: [Indicate connections to applicable national or state standards.]

4.OA.B.4 Find all factor pairs for a whole number in the range 1100. Recognize that a
whole number is a multiple of each of its factors. Determine whether a given whole
number in the range 1100 is a multiple of a given one-digit number. Determine whether
a given whole number in the range 1100 is prime or composite.

Assessment: [Formative and Summative]

Formative: Smile, Straight or Frown face on independent work
Summative: 5.4 GoMath Problems the next day

Technology:
Use computers for GoMath review problems
Doc Cam

Materials:
Foldable template
Supplies tubs
Dry erase marker
Workbook

CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro: [Think creatively about how to engage your students into

the content.]
Explain how the session will be working for the day. It will look a bit different than
usually, but it will work out hopefully:
Whole Group (30 min) to introduce multiples
 Laundry List
o Rotate for XtraMath time or Mid Chapter review
o Finish Mid Chapter Review sheet
o Work on Multiples worksheet
o Really stuck? Come see me

Development: [It may help to number your steps with corresponding times.]

Whole Group:
Moving on form our factors and divisibility, were now going on to a new concept.
Dont quite say what it is yet
Make a list going horizontal on the whiteboard (3, 6, 9, 12, 15, 18, 21.)
Ask the students if they notice anything about the list. What is happening? Do you
have any idea what would come next? How would you know that?
If the students mention skip counting, praise that and tell them to remember that
key detail. But how did you know that we are skip counting here?
What if we skip counted with 5? What would that look like?
After establishing a list of multiples of 5, bring up the word multiplication. Do you
think we are multiplying in a way here? Why or why not? Talk to your parent. How
are we multiplying? Walk about the room and listen in on what the students are
discussing. If you hear that most students are saying it is like multiplication, now
ask how can we prove that multiplication fits here?
Get some ideas from the class on this topic. After some thoughts, take the same
list and rewrite it as factors (i.e. 1x5, 2x5, 3x5, 4x5)
Circle the 5s in one color (they each have a factor of 5) underline the other factors
in the pair with a different color (and here we can see we are just multiplying in
order from one to however many is on our list)
These numbers are called multiples. What does it sound like to you? Multiplication.
Does it make sense as to why it sounds like multiplication? Or is it some kind of
crazy coincidence?
Multiples are essentially numbers that have been multiplied by the same number.
So for instance, we just found the multiples of 5. All of these numbers have been
multiplied by 5 to get our list. And we know thats true if we look at our factor
pairs.
On your own, Id like for you to choose a number between 2 and 12 and find the
multiples of it. You will always start with the number you chose (because ___x1).
You only need to make a list of 5 multiples. Dont pick 3 or 5 because we just did
them .
Walk around the room and check how the students are doing. Are they finding the
multiples? Or are they getting confused with factors? Are they listing them in
order?
If students at the same table are listing the same multiples, have them check with
one another to see if theirs match up.
They shouldnt erase their work quite yet, they can put it on the foldable they are
about to make.
Have one student from each group grab a supplies tub for their group
After passing out the template for the foldable, put one on the doc cam to do with
the students. Explain that it will be pretty much like the one we made for factors,
just this time for multiples.
 Instruct the students to cut along the solid lines at fold at the dotted line.
Once their foldables are cut and folded, tell them to turn it over and write their
name on the back. One the front, in the large area, write the definition for multiple
o Multiple: A multiple is a number that is the product of a given
number and some other number
On each flap write (Multiples of _____) the first one can be the one they just wrote
out on their desks.
Next one will be done together: Multiples of 11 (11, 22, 33, 44, 55) only five in the
list is needed. Students can put more if they wish
Third flap they can do on their own.
Fourth flap find the multiples of 9 do together.

Closure:

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage

self regulation, etc. Consider whole group and individual strategies.)

COVENANT MANAGEMENT: Relationship & community building (Note any

specific ways in which you plan to build community or strengthen relationships
student-student & teacher - student.]