Paraprofessional Plan

I.
Setting:
When: 12:30pm 1:00pm
grade classrooms

Setting and Materials

Where: In the pod in the middle of the third

Lesson Objective 1:
Given a worksheet and a chart with 10 multiplication facts of multiples
of 6, student will fill in all the empty spaces in the chart to finish the
equations for two consecutive times.
Fluency Lesson Objective 2:
Objective: Given 5 fill in the blank multiplication problems, all with
multiples of 6, student will solve 5/5 problems correctly on three
consecutive attempts.
Things

Youll Need:
Whiteboard
Dry erase marker
Multiplication Table Worksheet #1
Mastery measure for accuracy part of lesson
Timer
Pencil
II.

Lesson Opening (12:30 12:35)

Call students to attention: Lilly, lets get started.

Go over behavior expectations: You are going to do a short lesson about
multiplication. It will not take long, but even if it seems like something you
know, make sure you answer because it will be beneficial.

Teacher
Student
Respect others. Read it with me. (Pause)
What does this mean?

Follow Directions
Students explain

(Repeat with other rules)

Tell students todays plan and goal:
Today we are going to be practicing some single digit multiplication
facts. We are going to focus on 6 because these are the problems that
you seem to need a little more help on.
Single Digit Multiplication Practice with Part A
III.

Lesson Middle (12:35 12:55)

Student
Response
Now we are going to work on facts that you dont
know. Get ready to begin.

Teacher

READ STATEMENTS
1. (Write these boxes on the board)

Were going to learn a fast way to work problems

that talk about the same number time and time
again. (point to each column and ask) How many in
this group?
Are we talking about the same number over and
over again?

6
Yes
6

2. When we talk about the same number over and

over again, we make a times problem. what
number are we talking about over and over again?
So we write 6. (write 6)
How many 6s do we have?
To correct: count the groups of 6 (point to each
group as student counts)
So I write time 3. (write x3)

5x3

3. What does the problem say?

We figure out 6x3 a fast way. We count by 6 three
times. (point to each group of 6 as you count) 6,
12, 18. There are 18 in all.

Yes

4. Lets count by 1s and make sure 18 is right.

(point to each member as student counts) Are there
18?
So we can count the fast way when we talk about
the same number over and over again.

Hand out multiplication tables worksheet.

Give directions: When you look at the problem think of how we
counted the number multiple times. You are going to do the whole
table and you can draw a picture like the one we did in the lesson if
you need to.
Students will say the answer to each problem when you touch it.
If the students make an error, have her draw out the problem with
squares and have her do it again so she gets used to it.

IV.
Evaluation (9:55 10:00)
Give the attached mastery measure for the multiplication facts. Score
results and put data in the data table below

1.
2.
3.
4.
5.

6
9
7
3
8

X
X
X
X
X

6
6
6
6
6

=
=
=
=
=

_________
_________
_________
_________
_________

Data Collection Table: Multiples of 6 Multiplication Facts

Record students score on the practice for 3 consecutive days. (Number of
facts correct out of 5)

Studen

Day 1

Day 2

Day 3

t
Lilly

/5

/5

/5

Multiplication Table (Multiples of 6)

Directions: Fill in the Missing number
Day 1:

6
6
6
6
6
6
6

Day 2:

X
X
X
X
X
X
X
X
X
X

2
3
4
6
7
9

=
=
=
=
=
=
=
=
=
=

Fill In the
to finish the
multiples of 6 facts
Day 3:

1
2
3
4
5
6
7
8
9
10

X
X
X
X
X
X
X
X
X
X

6
6
6
6
6
6
6
6
6
6

=
=
=
=
=
=
=
=
=
=

6
12
30
X
36
X
X
48
X
X
60
X
X
X
X
X

6
6
6
6
6
6
6
6
6
6

=
=
=
=
=
=
=
=
=
=

18
48
54
30
6
60
36
24
42
12

missing Numbers