Goals of lesson or Unit | Students will increase fluency of multiplication facts.
Activity or Activities | What patterns do you notice?How can this help me learn my multiplication facts?
Multiplication chart to identify the facts students know and the facts they need to learn.Assess students’ levels using thatquiz.orgPair up students and have them complete multiplication tables at their level using a deck of cards.

5 STEM Essential Elements
Standards | What standard(s) are you teaching?
Students developing their fluency of multiplication facts will build a strong foundation so that they will be able to master the following standard, objectives, and mathematical concepts. 

CCSS.MATH.CONTENT.4.NBT.B.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
The 4 Cs (STEM Indicators) | How are you explicitly incorporating the STEM indicator you are working on?CollaborationStudents will be working in partners on their own levels to build each others fluency of multiplication facts.  Communication Students will communicate with each other while they are working in partners to encourage and strengthen their multiplication fact fluency.  Students will communicate whole group the patterns they see on the multiplication fact chart. 
Real World Connections | What real world examples are you using? Are these examples relatable for students?
After students develop a fluent understanding of their multiplication facts they will be asked to connect this understanding to how knowing them will help them develop further mathematical concepts.  How will knowing your multiplication facts help you develop a stronger understanding of mathematical concepts? Will this help you develop a strong math foundation to help you in school and in the future?
STEM Career Connections | What type of STEM career connections can you make? How are you explicitly calling them out?
Transdisciplinary Inquiry | Are you making intentional instruction decisions around Transdisciplinary Inquiry?
(This is something that we will continue to build towards in year 2)

 

 | Description of Lesson | Southwest Region comprehension questions.
| Standard(s) | Informational writing, informational reading, speaking and listening RI 4.1, RI 4.2, W.4.9, W.4.2, SL.4.1 
 
 
 

 

 | Communication | Collaboration | Creativity | Critical Thinking
| During whole group discussion Small group discussion. Also there was partner talk, and teacher observation and communication with individual students and student groups.   | Students discussing which culture to choose.  Students exchanging facts that they read about.  Students talking in small groups and with partners. | Illustrations that go with the Southwest Region and the facts that they chose.   | Questioning on different types of cactus, and comparing and contrasting.

 

 

 | Description of Lesson | Learning Centers – 1 teacher led, 2 teacher-aid led, and one independent
| Standard(s) | RF.K.1, RF.K.2, RF.K.3, SL.K.1, W.K.3
 
 
 

 

 | Communication | Collaboration | Creativity | Critical Thinking
| Students communicated with their teacher to work on phonics.  They worked on blend phonemes final sound.  The letter F.   | Students collaborated with a teacher-aid playing sight-word bingo.   | Students worked with a student-aid to creatively write a story and draw a picture that related.   | Students used their sight word cards to create sentences of their own on their whiteboards.