Blended Learning Lesson Plan

Lesson Title:
A full day of fun mathematics!
Objectives:
Students will be able to:
Complete the IXL assignment and screenshot it.
Learn how to excel using multiplication.
Recognize multiplication and solve equations.
State Standards:
4.NSF.4 Apply and extend an understanding of multiplication by multiplying a whole number and a
fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100). a. Understand a fraction 𝑎 𝑏 as a multiple of
1 𝑏 ; b. Understand a multiple of 𝑎 𝑏 as a multiple of 1 𝑏 , and use this understanding to multiply a
fraction by a whole number; c. Solve real-world problems involving multiplication of a fraction by a
whole number (i.e., use visual fraction models and equations to represent the problem)

4.NSF.5 Express a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100
and use this technique to add two fractions with respective denominators of 10 and 100.

4.NSF.6 Write a fraction with a denominator of 10 or 100 using decimal notation, and read and write a
decimal number as a fraction.

4.NSF.7 Compare and order decimal numbers to hundredths, and justify using concrete and visual
models

Context:
I am teaching this lesson so students can have a better understanding of how to use
multiplication will larger numbers. Multiplication with one numeral comes before this
lesson then we will move onto larger numbers as in double digits. Students will need to use
their prior knowledge of experience with multiplication. In a larger unit the students will
eventually move onto line segments and learn how to solve angles. I am teaching them
simple multiplication equations for the conclusion of multiplication.
Data:
Students will be grouped by random so they can have all types of learners using their brain
to solve equations. There is no hypothetical it will be a random selection in selecting
groups. Data will be collected using screenshots for students to solidify they understand the
concept of multiplication with fractions.
Materials: IXL website, Chromebook, iPad
Detailed paragraphs from here on down.
Procedures:
Introduction (10 minutes): First I will introduce the lesson plan to my students. First they
will enter the class and we will discuss how they are feeling/how their day is. Also during the
introduction I will tell them we are working in groups today to enhance their social skills and
working together to create a positive work environment. We will go over the apps we will use in
class and how they work. Finally I will tell them how this is the last math IXL we will use and
they’ll be excited. Once I assign them groups Ill give them to que to move around and find a spot
to sit and work together.

Teacher Directed (5 minutes): I will direct them to the board for attention, then I will
show them what letter we are completing on IXL which is C. 1-5. First the students will tell me
what they know already about multiplication and how to use it. Then I will ask them more
complex questions such as what our first step is when multiplying fractions. After I direct them
to the section they will begin working. I will need to make sure their groups are even and fair by
female/male ratio at this time.

Collaborative (40 minutes): In this section students will be in their groups taking turns
completing IXL problems. They will first watch the video IXL gives them preparing to multiply
fractions and bigger decimal places. After watching the video, they will discuss what the video
talked about and how they will apply it. Next, they will talk out a problem and continue to do
this by rotating who’s Chromebook they look off of. Once the time is up, they will have their
problems solved on a notebook piece of paper as well as a screenshot of how far they have gotten
on IXL in a group setting. After going back to their seat students they will have time to play
math vs zombie for ten minutes. This game will allow the students to have fun and enjoy math if
they did not enjoy IXL.

Independent Digital (12): For this part of independent work students will go back to their
seat with all their supplies and materials they used to work together and solve these problems.
Students will then take a screenshot of the progress they made while working in a group setting
and after they take a screenshot they will submit to google classroom so I can see the progress
made for participation points. After they do that students will be assigned to answer as many
questions as they can until the end of class time. They will also have to turn in their piece of
scratch paper they worked on as an attendance grade.

Closure (5):
 For the closure portion I will ask the students their feedback on the assignment we did
today in class. I will respond and this will turn into a class discussion. I will mention how they
have to turn in the scratch paper they worked on in their groups. Next, I will make them tell me
something that improved their day. After that I will dismiss them, and class will be over.

Rationale: You must have at least two paragraphs (one for each mandatory piece of
multimedia)
IXL: this is multimedia because it is an online game that allows students to use
technology which they always enjoy. It supports student learning because it goes
over standards and exactly what the students will be learning throughout the
multiplication unit. This is high quality because I have used IXL while getting my
education and it helped a lot from what I can remember it is a tool that will help my
students by being so specific with their different specified questions.
IXL does make the students go back if they get a question wrong so they will
probably get upset. I know students will work through it and preserve which will
apply life skills. This multimedia helps because it shows videos and gives them
specific instruction and ways to help. Using groups is a way to differentiate this
multimedia website. This app uses instruction, level of material, ability to save
material, ease of use, navigation, and leaner control very well.
Rationale 2
The next multimedia app is Math vs Zombies which is an educational game that
allows students to have fun while answering math questions. This piece of multimedia
supports student learning by allowing students to pick a level based off their own age level.
This game is fun for students because as they are answer math questions it kills the zombie
so the faster the questions are answered the quicker the zombies will disappear. I know it is
high quality because I have played the game before.
Using the criteria from Module 406, the screen design, navigation, goal orientation,
interactivity, rigor, and interests all are used in an adequate way with the standards. This
multimedia app will help encourage students to learn math because every fourth grader
loves games as well as technology. This app also works for all learners because you can
overall go at your own pace since you can customize the app. The specific instruction of
choosing the level to go with your pace will need to be clarified so students do not get upset
over the game that is supposed to be fun.