Backward Design Lesson Plan Template Candidate _Audriana Whiteside___ Content Area __Mathematics___ Grade level _4rd_ Lesson

title Multiplication Properties Step 1Desired Results

Content Standards
Principles and Standards for school mathematics: Problem Solving 3. Apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem solving. Music for Music Education: 6. Singing, alone and with others, a varied repertoire of music Understandable Goals: Big Picture: Problem Solving Focus Theme: Multiplication Topic: Properties of Multiplication The lesson is to teach students how to use the properties of multiplication: commutativity, assoiciativity, identity, distributive. This teaches strategies that mdake solving multiplication problems easier.

Essential Questions: What are some multiplication facts you all know? Do you know what PEMDAS (order of operations)? What are the properties of multiplication? Why do you think we use these properties to solve these problems?

Students Outcome: Students will be able to solve multiplication problems using varies strategies. Students will be able to understand the patterns/sequence between problems.

Step 2Assessment Evidence Performance taskWhat will students do to demonstrate what they have learned? Performance criteria(How good is good enough to meet standards? Provide checklists, rubrics, or criteria.) Performance Task: Students will gather in a group for activity time. The activity is called Speedy math Students will be given an associative worksheet Step 3Active Learning Plan Learning activities (step by step from start to finish, detailed enough for another teacher to follow)
Lead activity (Introduce desired results; ask essential question; connect with student experience. In the beginning, I will introduce the focus theme, then the topic. I will ask my essential questions. Then, I will introduce our first property of the week: associative property. I will go over several examples before I allow them to practice by themselves. Student-centered learning steps (Detailed sequencing of lesson; specify formative assessment during practice and summative assessment in conclusion.) Students will be given chance to answer practice problems on the board. After checking for understanding, Students will be placed groups and we will begin our activity of the day. This activity is about speed and associative property. I will place students in a group of 5 or less. Once grouped, I will have the student take out sheets of paper. I will place a problem on the board and the first group to answer within 20 seconds will receive the points. The group with the highest points will receive a prize. Closure (Revisit enduring understanding/essential question.) Students will receive a worksheet with the options of completing it in class or for homework.

Piggyback song is presented.

C. Materials to have ready Associative worksheet Piggyback song Pencil D. Approximate time needed for lesson One week E. Resources (where I got my ideas) Varies experiences within elementary schools around Orangeburg County

Step 4Reflection