Universal Lesson Plan Template – Curry Secondary Program

Name: Jiaqi Xu Lesson Topic: Multiplication and Division

Content Area/Grade Level(s): 4th grade, WIDA level 2-3,
Concept(s): Computation
Math & ESOL

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within
the current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of
this lesson to students.

The lesson is part of a large unit of “Multiplication and Division”. The section of “Division” just starts with the end of
“Multiplication”. In the section of “Multiplication”, students were working on 4 common multiplication
strategies(Repeated addition, Array, Equal groups and Skip counting) and making corresponding multiplication equation
for word problems. Besides, students are required to memorize the words in Multiplication in this section. The lesson will
be carried out as the second lesson for “Division”, where students will work on its 4 common strategies (Repeated
subtraction, Array, Equal groups and Skip counting), as well as deepening their understanding of the concept of “Division”,
which was taught in the previous class. Because of the close relationship between Multiplication and Division, I will teach
Division strategies by making connection to Multiplication strategies. Students are also supposed to build the sense of this
relationship in the lesson, which can lead them apply what they already know in Multiplication into Division. Meanwhile,
with the help of students’ background knowledge in daily life, I will make division problem to be a story relating to our real
world rather than provide a simple equation. Students can find supports from these two relevance to better understand
and grasp the content.

It is a SPEAKING focused lesson. With students gradually to be familiar with division and its strategies, I will use several
ways to build students’ English skill in speaking domain. Multiplication and Division, with their concepts and solving
strategies, is the knowledge not only across the whole math study but also used frequently in other subjects. At the same
time, considered students’ ESOL background, the lesson, when follows the normal pacing of Math, will also focus on
language of Math (words, phrases and sentences) to build up students’ language skills. Throughout this lesson, the Math
vocabulary, phrases and sentences would be showed/framed to students. Thus, to design such a lesson can help ESOL
students feel confident about the following school work.

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson
VSOLs: 4.4 The student will
a) demonstrate fluency with multiplication facts through 12 × 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.

Albemarle County Public Schools ESOL Curriculum Goal Pacing for Grades 3-5 WIDA 3 Level 3.2
Listening - Follow multi-step directions with guidance
Speaking - Answer simple questions related to content with sentence stem support
Reading - use illustrations to determine word meaning
Writing - compare and contrast content based information

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…
EXPLORE the following Essential Questions(s): UNDERSTAND THAT:

EQ1: What language and tools do I need to be able to U1: Listening, speaking, reading and writing on
comprehend and grasp Multiplication and Division? Multiplication and Division require specific academic
language.

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EQ2: What will happen if people don’t use Multiplication U2: Multiplication and Division come from real life and
and Division in real life? grasping such knowledge and skill can frequently help us
solve related problems in real life.

U3: Multiplication and Division are “relatives” and finding

their connections can benefit understanding on both
topics.
KNOW: BE ABLE TO (DO):

K1: Key vocabulary and phrases(including definitions and
use) related to Multiplication and Division, and their
strategies: multiplication, factor, product, equal, times,
division, division, divided, product, dividend, divisor,
quotient.
D1: Orally use the key vocabulary and phrases related to
Multiplication and Division, and their strategies.
D2: Discuss strategies used in Multiplication and Division
problems.

K2: Language structures to describe Multiplication and D3: Show orally and in writing “Multiplication” and
Division equation(... times ... equals …). “Division” equation in math according to given problems.

K3: Sequence words to clarify solving steps according to D4: Build the connection between Multiplication and
strategy used(Firstly, then, next……). Division.

K4: Symbols representing Multiplication(x) and Division(÷).
K5: Different basic strategies(including name and
operations) used in Multiplication (Array, Equal groups,
Repeated Addition and Skip Counting) and Division (Array,
Equal groups, Repeated Addition and Skip Counting).
K6: The connection between Multiplication and Division
that they are the inverse of each other.
D5: Identify Multiplication and Division according to given
word problems.
D6: Apply at least two types of strategies to solve
Multiplication and Division problems.
D7: Compare and contrast orally Multiplication and
Division(including concepts and strategies) based on real-
life problems.

K7: The aspects and/or events in real life Multiplication and

Division can be used.
Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below.

Formative Formative
Method of assessment: Students’ response during the lesson Method of assessment: Students’ practice on worksheets

Aligned with which Learning Target(s): K1, K2, K3, K5, K6, K7, D1, Aligned with which Learning Target(s): K1, k4, K5, K7, D3, D5, D6
D2, D3, D4, D5, D6, D7
Criteria for assessment: Right answer and evidence of using
Criteria for assessment: Accurate and active response shared strategies found throughout the worksheet.
during lesson.
How data will be used: Check to identify which students may need
How data will be used: Check to identify which students may additional assistance and guidance/individual feedback provided as
need additional assistance and guidance/individual feedback needed/ workshop session as needed.
provided as needed/ workshop session as needed.
Proactive Planning for Learning Differences: – What planned supports have you included to make the content accessible for all learners (i.e.,
groups of students and/or specific students) and to build upon learners’ diversity? Be sure any modifications are explicitly explained in the procedures/steps
outlined below.

Support: For students who need more scaffolding, have them work in pairs or small groups to complete the worksheet.
Words and sentences support will always be given to students.

Enrichment: For an extra challenge, have students reflect on learning with the guiding questions in the final step.

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Procedures/Steps in the Lesson: -- May follow a specific model (i.e., Direct Instruction, Jigsaw) or be more open-ended. Be sure to think about
what students will be doing during each step, in addition to what you are doing. Scripting and/or estimated time frames may or may not be included, but the
plan should be clear and explicit enough that another person would be able to teach from it.

STEP 1: Preparation(3 minutes)

1. Students will enter the classroom and get out their Math journal. In step 2, students will use it as support tool to find
and check the previous knowledge in “Multiplication and Division” which they feel not confident with that
knowledge. In step 3, students will be supposed to take notes on a new page with the teacher’s guidance.
2. Briefly Introduce the overall content we will go through in this lesson(Multiplication reviewing, and Strategies for
Division problem solving) and the forms of activities we will do(Whole-class sharing, work in pairs and independent
work). When mentioning Multiplication, tell students the reason why we review it, “They have a close relationship
and you will see during the lesson”.
3. Show the reformed learning targets to students, which are written on the poster before class, and lead them read
aloud together. The reformed learning targets will be: (The bold words would also be bold on the poster to
emphasized the main idea of these targets)
 I can orally explain the meaning of “Multiplication” and “Division” in math.
 I can find the connection between Multiplication and Division.
 I can apply at least one strategy to solve Division problems and orally explain it.

STEP 2: Activate Prior Knowledge(5 minutes)

1. Remind students to use their Math journal for help if they have difficulty in thinking or expression.

2. Create a story of Multiplication: Student A, Student B and Student C were invited to Student D’s birthday party. (Pick
4 students in the class who are always quiet with low-engagement.) A, B, C and D spent a great time eating a large
pizza. Each of them ate 3 slides of pizza. How many slides does this pizza have?

3. Let students think independently and keep their answer without saying out. About 30 seconds later, ask them to say
it aloud together.

4. Let students share their strategies by raising a quiet hand. Ask students to share with the whole class with the
sentence structure “I use the strategy called…...” and sequence words to clarify their steps. (Firstly, then, next……)
According to students’ response, draw and write down what they express, as well as the equation for this problem
“4x3=12” on the whiteboard shown to the whole class. Let students say the equation together “The multiplication
equation for the problem is ‘Four times three equals twelve.’” after the first student’s sharing.

5. The strategies should at least include “Repeated addition”, “Array”, “Equal Groups”, and “Skip counting”. If there is
still any strategy missing among this four after students’ sharing, I will introduce it. Then, make a conclusion on
Multiplication strategies.

6. Review the words in Multiplication written on the whiteboard before the class. The words are: Multiplication,
Multiply, Times, Equals, Factor, Product, Repeated addition, Array, Equal Groups, and Skip counting.

7. Ask students to think about “What is division?” and chose one student to share with the whole class. I will help
students to complete the meaning because they just knew it from the previous class, which may make them cannot
express it fluently.

STEP 3: Presentation of Content (I Do)(12 minutes)

1. Reintroduce “Division” by creating the scenario similar to the story in Step 2: Student D’s mom helped D make 12
delicious cookies. D wanted to share them with A, B, and C. However, D was worried about to share them equally.
What can you do to help D to share 12 cookies equally with A, B, and C?

2. Ask students open the Math journal to a new page, date the top, and copy down what I will write down on my Math
journal shown through overhead projector. I will model the 4 strategies (Repeated subtraction, Array, Equal groups
and Skip counting) based on the story before. Firstly introduce “Equal groups”, which is the most frequently used in
dealing with Division. Write the equation right down each strategy “12÷4=3”. When finishing each strategy, let

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 Universal Lesson Plan Template – Curry Secondary Program

students discuss in pairs what they find about the similarity between Multiplication and Division. During this time, I
will walk around the classroom and keep listening to their response. The specific modeling of each strategy will be:
 Equal Group: Write down the strategy name first. Then, draw 4 circles representing 4 students, (with their
name over the circles.) Put one dot representing cookie one time in each circle in turn and count aloud the dots
with students during the process till 12. Count aloud numbers of dots in each circles with students to see the
answer is 3.
 Repeated subtraction: Write down the strategy name first and then write down “12”. Tell students to take
away 4 cookies each time from 12 cookies and to see the remainders till there is nothing left. Count the 4s aloud
together with students to see the answer is 3.
 Array: Write down the strategy name first. Draw 4 dots representing students in a row and tell students you
should keep counting by fixing in 4 columns. Count aloud the dots with students during the process till 12
cookies. Count aloud rows with students to see the answer is 3.
 Skip counting: Write down the strategy name first. Then, write down the numbers from 1-20. Lead students to
count aloud by 4s and draw the lines connecting 1 and 4, 4 and 8, 8 and 12 during the process. To count aloud
the lines with students to see the answer is 3.

STEP 4: Guided Practice (We Do)(10 minutes)

1. Hand out the word problem worksheet and work with students on the question 1.
2. Read aloud the Q1 together and retell the question by simplifying the sentences because ESOL students may could
not understand it.
3. Work with students on 4 strategies again. In the process of each strategy, ask students the steps, especially the first
step because the first step represents students have an idea to solve the problem with the strategies. The students
are required to frame their answer like “The first/next step is ……”In this section, I will firstly allow students to
discuss it in pairs and share their strategies to each other, then pick particular students to answer my questions
instead of allowing students raising a hand waiting for calling. For some specific students, I will check students’
understanding on a particular strategy according to their former performance in Multiplication. For example, if
student A showed a strong ability in using array to solve Multiplication problem, I will ask her to give me the idea of
how to use array in Division problem.
4. During the co-work time, I will ask students following questions to guide them to use and find the strategy they feel
comfortable with:
 What strategies do you feel most confident with in Multiplication?
 What is the reformed strategy you see in Division aligned with your favorite strategy in Multiplication?

STEP 5: Independent Practice (You Do)(1o minutes)

1. Read aloud all the questions together, except Q1, and retell the question by simplifying the sentences for the same
reason in step 5.
2. Let students to work independently on the worksheet. For students having difficulty in Math or English, let them
work in pairs with a partner having strong Math or English ability. If possible, the two students speak the same L1.
3. Remind students to use their Math journal as a tool if needed and clarify the expectation of independent
work.(Focus on your work and voices off.)
4. Ask students to think about the following question to help them better grasp the strategies and understand
Division:
 What should we keep in mind when using these strategies to avoid mistake? Why do you think these are
important?
 When you are able to use one more strategy to solve Division problem, which strategy you think is the most
efficient? Why?
5. Circulate the room as students work and offer support as needed.
6. For students who have finished, collect their worksheets. For students have not finished, let them to finish it after
class as homework and take it back to school to me in the next day.

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Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.
 Students’ Math journal
 Prepared Poster with learning targets written on(see description in the step 1)
 “Multiplication” Word Wall(Here just written on the whiteboard)
 Division word problem Worksheet(see Appendix Xu_FA_Worsheet2)