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Teacher Education Lesson Plan Template

Teacher: Hannah Hopper Date: January 23rd, 2017

Title of Lesson: Multiplying by Regrouping Cooperating Teacher: Mr. Burnsworth

Core Components
Subject, Content Area, or Topic: Math

Student Population: 20 students-Gifted Cluster


10 girls
10 boys
Learning Objectives: Students will use the regrouping model while multiplying a two-digit number
by a one-digit number.

Virginia Essential Knowledge and Skills (SOL)


VBOs: 3.2.4/3.2.5/3.2.6

SOL 3.5: The student will recall multiplication facts through the twelves table, and the
corresponding division facts.

SOL 3.6: The student will represent multiplication and division, using area, set, and number line
models, and create and solve problems that involve multiplication of two whole numbers, one
factor 99 or less and the second factor 5 or less.

VDOE Technology Standards

C/T 3-5.9: Use models and simulations to understand complex systems and processes.

A. Understand the use of simulations in learning.


Enhance understanding of concepts and skills by explaining how a simulation differs
from and is similar to real life.
B. Use simulations to understand complex concepts.
Enhance understanding of concepts and skills by using simulations.

Materials/Resources
Promethean board
Manipulative online resource-
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-
Interface.html
Premade Know, Plan, Solve worksheet (20)
Premade Game Sheet for High-Low Game(20)
Dice for High-Low Game (5)
8 Laptops for Small Group Rotation
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return


McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
5 min Anticipatory Set Small Group:
TTW ask the students to think back when they learned how to use the regrouping strategy
to solve two-digit addition problems. TTW write the example 14+29= on the promethean
board and ask the students to talk her through this problem. The students will respond out
loud and the teacher will solve it with them.

TTW explain that today they are going to use this same strategy for solving multiplication
problems.

Anticipatory Set Whole Group:


TTW remind the students that over the past few weeks they have learned several
2 min strategies for solving multiplication problems. She will ask the students to remind her of a
few (partial product, base ten model, etc.) TTW state that today in their small groups they
are going to learn about two other strategies they can store in their tool box for solving
multiplication problems.
State the Objectives (grade-level terms) The students will learn how to solve two-digit
multiplication problems through the regrouping strategy and learn how to solve using the
traditional strategy using pencil and paper.

17-20 *Instructional Input or Procedure Small Group:


min 1.TTW write 13 x 5 on the promethean board using the online manipulative resource and
already have the base ten model made.
2.TTW model for the students how to find the product of this equation by using the
regrouping strategy. TTW explain how to combine/regroup the models by exchanging the
ones in for tens. TTW then visually show the students how to regroup through the online
manipulative.
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
3.After solving 13 x 5 together, TTW write the problem 24 x 4 on the board and ask the
students to help her create the base ten model and then solve by regrouping. TTW call on
a student to come up and help her complete it step by step (draw out four groups of 24
with the manipulative, combine the ones, exchange for a ten, recount, add the final tens &
ones together)
4. TTW say how it is helpful to draw it out for visual learners; however, it takes quite a bit
of time. She will briefly introduce the traditional pencil and paper method for the students
with the example 13 x 5 using the promethean board. (first you multiply the ones, then you
multiply the tens)

Procedure for Whole Group:


High-Low Multiplication Game: The partners decide if the goal for the game is a HIGH or
3 min LOW product. Player 1 rolls the number cube and records the number in any factor space
on the game sheet. Player 2 does the same until both players have filled in all the factor
spaces on their game sheets. Each player then finds the product of his or her factors. The
winner is the player with the greatest or least product, depending on the goal. Players will
keep track using tally marks.

5-7 Modeling for Small Group:


min TTW model for the students how to find the product of 13 x 5 by using the regrouping
strategy. TTW explain how to combine/regroup the models by exchanging the ones in for
tens. TTW then visually show the students how to regroup through the online
manipulative.

TTW briefly model how to use the traditional method to solve a multiplication problem
quicker.

Modeling for Whole Group:


TTW model High-Low Multiplication Game: The partners decide if the goal for the game
is a HIGH or LOW product. Player 1 rolls the number cube and records the number in any
5 min factor space on the game sheet. Player 2 does the same until both players have filled in
all the factor spaces on their game sheets. Each player then finds the product of his or her
factors. The winner is the player with the greatest or least product, depending on the goal.
Players will keep track using tally marks.
7 min Check for Understanding
TTW check for understanding by asking the students to tell her the steps in drawing,
regrouping, and finally solving for the problem 24 x4.

7 min Guided Practice


After solving 13 x 5 together, TTW write the problem 24 x 4 on the board and ask the
students to help her create the base ten model and then solve by regrouping. TTW call on
a student to come up and help her complete it step by step (draw out four groups of 24
with the manipulative, combine the ones, exchange for a ten, recount, add the final tens &
ones together)

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
20 Independent Practice
min TSW work on independent tasks during the small group rotations.
One group will work on individual laptops and complete ten mark assignments.
Another group will work on Know, Plan, Solve worksheet (2 word problems) and
then have the option to play High-Low multiplication game with a partner.
Assessment
TTW assess by monitoring how the students are progressing in the small group through
guided practice for 13 x 5.

TTW collect their independent task worksheet to access how accurately they completed
their know, plan, solve worksheets.

1 min Closure
TTW state that the students are going to practice the traditional method more tomorrow in
their small group time.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).


Applying to visual learners by using technology piece in manipulative online resource
Enrichment: provide more complex problems
Remediation: review regrouping with addition for a longer period of time
Classroom Management Issues (optional)
Timer
TTW clearly explain the independent tasks to the whole group before starting small group
rotations
TTW have an area for the students to access their independent tasks materials

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

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