Ashley Little

Jaime Coulling, Berkeley Glenn Elementary School

November 9th, 2018 8:05-9:05 am
Submitted to teacher on:
Reviewed on: _____________
Teacher signature:_____________
LESSON PLAN OUTLINE
JMU Elementary Education Program

A. TITLE/TYPE OF LESSON
Math multiplication strategies review lesson

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students’ readiness, interests, and/or
learning preferences? Why is this an appropriate activity for these students at this time? How
does this lesson fit in the curriculum sequence? How does this lesson fit with what you know
about child development?

For this lesson I did not conduct a formal preassessment to determine student’s readiness. Since I have been
student teaching at Berkeley Glenn, I have been informally observing student’s learning and understanding
of multiplication. Students have been learning about multiplication and how to solve two-digit numbers
multiplied by two-digit numbers using various techniques. This activity is appropriate currently because
students need reinforcement in these methods on multiplying using the partial parts, column, and lattice
method to determine answers. I have had one-on-one time with students teaching them these strategies
during small group math lessons over the course of two weeks. Students have learned different content and
vocabulary related to multiplication in math. In addition, students need reinforcement in basic math
vocabulary, place value, and concept understanding of what they are doing to arrive at their answer. Working
together in teams to find the answer to various problems will influence better student participation and
strengthen students’ group work skills.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific
generalizations the students should specific data the students will gain thinking behaviors students will be
begin to develop? (These are through this lesson? (These able to do through this lesson?
typically difficult to assess in one “knows” must be assessed in your (These will also be assessed in
lesson.) lesson.) your lesson.)

-Students will understand how to
effectively communicate and work
as a group to solve problems.
-Students will understand the steps math problems using the partial
to solving partial parts, column,
and the lattice method.
-Students will understand how to
conceptually communicate
problems they solved.
-Students will know different
vocabulary words for math skills.
-Students will know how to solve
parts, column, and lattice method.
-Students will cooperate and
collaborate with their group to
solve different questions presented
during the jeopardy game.
-Students will solve math
problems with groups and provide
answers as a team.
Ashley Little
Jaime Coulling, Berkeley Glenn Elementary School
November 9th, 2018 8:05-9:05 am
Submitted to teacher on:
Reviewed on: _____________
Teacher signature:_____________
D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember – every objective must be assessed for every student!

Students will be assessed informally and formally during this lesson. Throughout the lesson, I will be
walking around to observe students and teams as they work to solve problems. I will see how they
collaborate and solve math problems on their white boards and as a team. I will make a mental note of any
student that stands out in a positive or negative light in relation to how their group is working. For example,
if a student is sitting with his or her head down and not participating with the group then I individually will
ask him or her to participate and ask if there is a problem I can help solve. Because this lesson is a group
effort, it will be difficult to assess each student individually. When one student presents his or her teams
answers, I will be sure to ask a different student in that group a general follow up question to their teams’
answer. Student’s verbal explanations will reveal to me how they are understanding the material

To formally assess students, I will give each of them an exit ticket survey to see how they are doing with
math, how they enjoyed the activity and how they think their teammates participated. For example, I will ask
students to rank how they feel using each method of the multiplication with a rating of 1-4, 1 being little
confidence in using the method and 4 being very confident in using the method. The second question on the
sheet will ask how their teammates contributed to the jeopardy game that we played as a class, 1 being not so
helpful and 4 being very helpful. Students will be formally assessed on Tuesday November 13th 2018 on a
multiplication test.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if

required)

Computation and Estimation

4.4 The student will
a) demonstrate fluency with multiplication facts through 12 x 12, and the corresponding division
facts;
b) estimate and determine sums, differences, and products of whole numbers;
c) estimate and determine quotients of whole numbers, with and without remainders; and
d) create and solve single-step and multistep practical problems involving addition, subtraction,
and multiplication, and single-step practical problems involving division with whole numbers.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
Teacher provided:
-Smartboard Jeopardy game
-Exit ticket survey
-Prize for end of game (dependent on student behavior)

Student provided:
-White board and marker
Ashley Little
Jaime Coulling, Berkeley Glenn Elementary School
November 9th, 2018 8:05-9:05 am
Submitted to teacher on:
Reviewed on: _____________
Teacher signature:_____________
G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
 Preparation of the learning environment (if required)
 Engage -Introduction of the lesson
 Implementation of the lesson (specific procedures and directions for teacher and
students)
 Closure
 Clean-up (if required)

Preparation of the environment:

-I will write on the board the date and that students should be filling out their planners when they arrive prior
to them walking in the classroom for the day.
-I will set up the jeopardy game on the smartboard and the screen will be blacked out so no one can see it
when they walk in
-Student exit tickets will be ready to hand out when the time is right near the end of the game.
-Homework will be written neatly on the whiteboard for students to copy into their planners when they arrive
to class that morning.

Engage:
-This lesson will take place in the morning on November 9th, 2018 from 8:05-9:05 am.
-Students will arrive at their seats and be asked to complete fill out their planners with the homework that
will be listed on the board.
-At 8:05 I will begin the lesson by introducing it to the students.
-I will tell students we will be playing a game of multiplication jeopardy to review the multiplication skills
students have been practicing over the course of the last few weeks.
-I will explain to them that jeopardy is a game where you can earn a certain number of points by answering
questions correctly, and whoever has the most points at the end of the game wins.
-I will tell them that students will work on teams with the people at their tables to solve the answers to the
problems presented. They will choose squares that are marked “100” or more points (through 500) to choose
from to answer questions related to multiplication as a team.
-Students will be given 2 minutes to come up with a “team name” that I will write on the board for scoring
points throughout the game.
-Once these team names are decided, I will write them on the board and create a chart to keep track of points.
-I will be sure to explicitly state how important it is that students keep their answers to themselves and their
team, and that they should not blurt out the answer for the other teams to find out.
-I will ask if there are any final questions before we begin.

Implementation of lesson:
-I will begin the lesson by choosing a team to begin playing. That team will choose problem to solve for a
certain number of points.
-I will let the groups know that if the group that is currently solving the problem gets the answer wrong then
the following group will have the chance to steal and get the problem correct, meaning all students in all
teams should be trying their best to solve the problem in case their team gets a chance to answer.
-The table group whose turn it is will solve and present their final answer to the class.
-I will let them know the answer is correct or incorrect
Ashley Little
Jaime Coulling, Berkeley Glenn Elementary School
November 9th, 2018 8:05-9:05 am
Submitted to teacher on:
Reviewed on: _____________
Teacher signature:_____________
-If the answer is correct, I will award that team with points.
-If the answer is incorrect, I will let them know and call on the next team to answer the question.
-If that second team is correct, they will be awarded with points.
-If that second team is incorrect, I will ask if anyone on any team knows the correct answer, and we will
review why that answer is correct and discuss how the problem is solved.
-This will repeat until the game is over and there are no more boxes to choose for points!

Closure:
-To close, we will add up the scores points that each team had from the game and determine who is the
winner.
-If time permits, we will have a small discussion about the game and what topics students learned and felt
confident in, and what they need help learning further so that I will know how students are feeling.
-Finally, students will complete the exit ticket so that I have their feedback on how they liked the lesson and
worked with their teammates.

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with
varied learning styles and abilities, English language proficiency, health, physical ability, etc.
How will you extend and enrich the learning of students who finish early? How will you
support the learning of children struggling with your objectives?

This lesson will be differentiated based on student ability. Students are sitting in table groups with a range of
abilities, and students will be working together to get their answer for each of the problems presented. For
higher students who finish solving a problem quickly before their table mates, I will ask them to also solve
the problem using a different technique to ensure that they got the correct answer. For example, if a student
solves a problem using the column method quickly, I will ask them to solve the problem using the partial
parts method and see that they got the same answer for the problem. For struggling students, I will encourage
them by asking guided questions to lead them in the right direction of answering the problem. I will also ask
students to ask their peers at the table for help with the problem and how to complete and understand the
question.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?
Think about this! It may help you avoid an embarrassing situation.

For this lesson there are different things that could go wrong. The problem I see happening is the Smartboard
having a glitch and being unable to move the squares to see the question asked. To avoid this, I will make
sure to bring a paper copy of my questions so that I can project this using the overhead and students can see
what questions and points are available to receive. I am also concerned that I will solve the answer to my
problem, and students will get a different answer that they all agree is correct. To avoid this issue, I will
create an answer key with my answers to the questions and double check my answers. Another thing that
could go wrong is multiple groups of students not coming to the correct answer after trying the problem. If
this happens, I will work through the problem with the entire class to show everyone the correct answer.
Because I will be stopping the game and explicitly explaining to the entire class.