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Teacher Candidate: Kiera Burnett

Date: September 22nd, 2016


Grade: 4th
Unit/Subject: Math/Multiplication
Instructional Plan Title/Focus: Number Talks: Factors
---------------------------------------------------------------------------------------------------------------------------------Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose
In this lesson, students will develop an understanding of factors as multiples of a whole number through
a number talk activity using repeated addition to show multiplication. This activity will assist in
developing number sense and allow students to build a visual representation of multiples. Prior to this
lesson, students have been introduced to the concept of factors in smaller numbers (under 20). This
lesson will be followed up with one asking students to factor numbers independently.
b. State/National Learning Standards
CCSS.MATH.CONTENT.4.OA.B.4
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a
multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a
multiple of a given one-digit number. Determine whether a given whole number in the range 1-100
is prime or composite.
c. Content Objectives
1. SWBAT calculate all the factor pairs for a whole number. (CCSS.MATH.CONTENT.4.OA.B.4)
2. SWBAT identify a factor as a multiple of a whole number. (CCSS.MATH.CONTENT.4.OA.B.4)
Language Objectives

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3. SWBAT use the terms prime and composite. (CCSS.MATH.CONTENT.4.OA.B.4)


d. Previous Learning Experiences
Students will be familiar with factoring smaller numbers, under 20. This practice has not been guided
and students have not yet developed the ability to find factors in an organized manner. Additionally,
they have been briefly introduced to prime and composite numbers, but struggle with this concept.
e. Planning for Student Learning Needs

- For my ELL students, I will present the problem in both an oral and written form. I will also draw a
number line for students as an introductory visual. Even with linguistic barriers, my students will
be able to engage with the visual representation of the problem.

- Because the two autistic boys in my class struggle with far point copying, I will create a worksheet
containing the prompt for them to work off of. Having a personal copy will allow them to be more
successful than they could be engaging in a group conversation.

- Finally, for my lower special education student, I will pair him with a higher math student who is
willing to tutor. Providing him with peer support will allow him to engage in the conversation.
f.

Assessment Strategies
Content Objectives

SWBAT calculate all the factor pairs for a


whole number.

Assessment Strategies
Informal: Prior to group collaboration, students will
record their initial thinking on a separate piece of paper.
This will serve as a record of individual student thinking.
Informal: Students will be asked to create posters in a
group to represent their thinking. They will be assessed
on the number of ways they can think of (the number of
factor pairs they can think of). Each student will write on
the poster in a different color to show what they
contributed.
Formal: After a class discussion, students will be asked to
complete a similar problem on their own. They will be
assessed on finding all factors and showing their work.

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SWBAT identify a factor as a multiple of a


whole number.

Informal: During the class discussion, I will use the


eavesdropping strategy to record student understanding of
the concept that factors multiply together to reach a
whole number.

Language Objectives

Assessment Strategies

SWBAT use the terms prime and

Informal: After identifying all factor pairs, I will facilitate


a conversation with students regarding prime and
composite numbers, asking them to identify an example
of each.

composite.

g. Student Voice:
K-12 students will:

1. Explain student learning

Student-based evidence

Description of how students will

to be collected

reflect on their learning

Exit Slip

Students will answer the following

targets and what is required

posted questions on an exit slip:

to meet them (including why

1. What are we learning?

they are important to learn).

2. Why is it important to learn this?

2. Monitor their own learning

Self-check

Following the group work period and

progress toward the learning

prior to the class discussion, I will ask

targets using the tools

them to give themselves a 1, 2, or 3 on

provided (checklists, rubrics,

their fingers based on how well they are

etc.).

calculating factors.

3. Explain how to access

Exit Slip

Students will answer the following

resources and additional

posted questions on an exit slip:

support when needed (and

3. What is one question you still

how/why those resources will


help them).

have?
4. What resources could you use to
answer this question?

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h. Grouping of Students for Instruction


1. Students will be in whole group during the introductory lesson on number talks and the presentation
of the problem.
2. Students will then work individually to record initial thoughts prior to a group work period where
they collaborate and share thinking. These groups will be heterogeneous so that students may
provide peer support.
3. To complete this lesson, we will engage in a whole-group discussion of strategies and solutions to
allow students to hear diverse perspectives and build on their own strategies.
4. Students will wrap things up with an assessment do demonstrate independent understanding.
Section 2: Instruction and Engaging Students in Learning
a. Introduction
Today we are going to do math a bit differently. Mrs. LeGrand and I have noticed that you all have a
lot of unique ways of looking at problems. We want you to be able to share this thinking with your
classmates and hear their strategies as well! By looking at the problem on the board, I want you to tell
me which number does not belong. I am going to tell you now that there are many right answers, so
what is more important is your justification. Whichever number you tell me, you have to prove it.
b. Questions
1. What makes a strong explanation? (Evaluation)
2. Is there a more efficient way to solve this problem? (Analysis)
3. What steps did other people in your team take to find a solution? (Synthesis)
4. Do you think there are more ways of doing this? Explain. (Analysis)
5. Do you think your strategy would work with other problems? (Evaluation)

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c. Learning Activities

Learning Steps and Activities

Supporting Theories/Principles

Today we are going to do math a bit differently. Mrs. This introduction is a math-related hook that
LeGrand and I have noticed that you all have a lot of

introduces students to the concept and climate of

unique ways of looking at problems. We want you to

number talks. Since this lesson also takes place first

be able to share this thinking with your classmates

thing in the morning, this will help students turn on

and hear their strategies as well! By looking at the

their brains. Additionally, the emphasis on

problem on the board, I want you to tell me which

justifications will force students to practice explaining

number does not belong. I am going to tell you now

their thinking.

that there are many right answers, so what is more


important is your justification. Whichever number you
tell me, you have to prove it.
Students work independently for five minutes to
select a number and create their justification.
Lets talk about some of your solutions.
Ask students to vote for the number they do not
think belongs and then select students to justify
their answer. After all student explanations have
been represented, I will facilitate a discussion on
how math isnt always about right answers, but
the problem solving process.

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You are going to work individually on your own to

I am following a think-pair-share format for this

think about this problem. I want you to record all of

lesson because it allows lower students the time to

your ideas in your math journal.

fully process the math task. This allows them to

Present the problem to students on the board,

contribute during group time. Additionally, I am

asking them to record their initial thoughts and

circulating during this time using personal

possible solutions. Circulate at this time to check

communication with the questions above to assess

understanding.

individual understanding.

Move students to groups and have them work

Moving to the share step, students work

collaboratively to demonstrate their understanding collaboratively in this active learning experience to


in a visual manner.

share their thinking and reach a solution to the

In your groups, share your original thinking and

problem.

then create a poster with your groups solution and


strategy.
I think you guys have some great ideas about this

By allowing students to complete this self-check,

problem. I want you to take a second to do a self-

students are refocusing on learning targets,

check. On your fingers, show me a 1, 2, or 3 based on monitoring their own understanding, and allowing me
how you feel about this problem. One means I really

to see how they are doing. This all applies to the

dont know what we are doing and 3 means I have this principles of student voice.
down. It isnt a grade, its just so I know how you are
doing.
Have students close their eyes and show their
fingers. Note responses and identify students who
need extra help.

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After 15 minutes for group collaboration and

By discussing ideas as a class, students have the

poster creation, I will have students meet me at the ability to continue monitoring their own learning and
back rug for a number talk.

practice new problem solving strategies. Additionally,

Now that you guys have talked to a group, I want

my own observations will serve as another form of

you to share out some of your answers.

formative assessment. This also allows students to

Record answers on the board and then ask for

represent their understanding in an oral manner in

justifications, recording their thinking on an

addition to the visual nature of the poster. This is

anchor chart. Facilitate a conversation on factors

especially important for English language learners

and how they can be multiplied together to reach

who need visual representations.

the whole number.


Weve talked about a lot of different ways to solve

This summative assessment allows me to analyze

this problem. I want you to practice one of these

each students understanding individually. With this

strategies to solve another problem on your own.

information, I can follow up with students who

Make sure you show and explain all of your

struggled with the lesson.

thinking.
d. Closure
Upon completing the assessment worksheet, students will be asked to complete an exit slip as a
reflection of their progress. I will write four questions on the board for students to answer on a loose
sheer of paper. These questions help students focus in on the learning targets and areas of improvement.
The questions are:
1. What are we learning?
2. Why is it important to learn this?
3. What is one question you still have?
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4. What resources could you use to


answer this question?

e. Independent Practice
Students will continue to use factoring strategies in their daily 4 math entry task with progressively
larger numbers. Additionally, we will send a notice to parents to have their students explain the
concepts of prime and composite numbers to them, reinforcing vocabulary.
f.

Instructional Materials, Resources, and Technology

- WODB Problem

- Poster Materials

- 10 Group Prompts

- Projector

- Assessment Worksheet
g. Acknowledgements
Math Standards Operations and Algebraic Thinking Grade 4. (n.d.). Retrieved September 22, 2016.
Wilson, P. (n.d.). Number 1. Retrieved September 22, 2016, from http://wodb.ca/

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