General Lesson Plan

Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
5th / Math Raquel Ryan 10/18/17
Common Core State Standards and/or State of Michigan GLCEs and/or HSCEs (Danielson 1a. and 1c.)
CCSS.MATH.CONTENT.4.NBT.B.5
Multiply 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.

CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.

SMP 4
Model with Mathematics.

Important Concepts (Danielson 1a.)

 Breaking down word problems to identify and formulate an equation
 Solving the equation using a diagram and the standard algorithm
Learning Outcomes (Danielson 1a. and 1c.)
1) Students will read a word problem and pick out the type of operation being performed and the numbers that are
being manipulated.
2) Students will explain their thinking by drawing a model of the problem and verbally explaining their reasoning.
3) Students will collaborate in groups and individually to design their own multiplication word problem.
Assessment Summary (Danielson 1f.)
FORMATIVE ASSESSMENTS:
1) Probing questions will be asked throughout the lesson (pre-lesson, during lesson, and at the end) to gauge
student comprehension.
2) Students will also be assessed on each step of their problem-solving through teacher observation and verbal
student explanation

SUMMATIVE ASSESSMENT:
1) At the end of the lesson, students will be asked to design their own multiplication word problem. They will
need to develop a fictitious situation and incorporate a multi-digit multiplication problem embedded
within the story. They will then trade word problems with a partner and attempt to solve their partner’s
problem while utilizing the skills learned during the lesson (drawing a model and providing verbal
explanation). Once these have been handed in, I will be looking at the original problem to determine if the
student wrote out a word problem, included two two-digit numbers, and asked for it to be solved. Next, I
will look at what the partner wrote and see if they were able to accurately solve the problem, incorporate
some type of model, and include the standard algorithm.

Prerequisite Relationships to New Learning (Danielson 1a.)

1) Students should have experience utilizing different models in multiplication. If they do not, refer to
Accommodation #1.
2) Students should know how to perform multiplication using the standard algorithm. If they do not, refer to
Accommodation #2.
Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e.)
Accommodation #1: If students lack experience using a variety of models in multiplication, I will model a few. These may
include drawing a picture or utilizing the area model.
Accommodation #2: If students are struggling with using the standard algorithm, I will model this for them during the
introduction and later on in the lesson, if necessary.
Accommodation #3: If students begin to struggle mid-lesson, I will pause the activity and ask questions to determine
what seems to be the biggest struggle. Once it has been identified, I will model how I would approach the problem and
determine whether or not students understand by asking further questions.
Accommodation #4: If students are grasping the topic more quickly than expected, I will move right into them creating
their own story problems and give them more time for this activity since it requires students to create something as
opposed to simply answering a problem.

Instructional Procedures (Danielson 1e.)

Assessing Prior Knowledge
1) I will begin by saying, “Over the past few weeks, you all have been working on multiplying all kinds of numbers
and today, we will need those skills for the activity you will be doing. Quickly, let’s go over how we could multiply
these numbers.”
2) I will then pull up an example problem and state, “There are a few ways of displaying this problem. We could use
the standard way,” I would initiate setting up the problem using the standard algorithm – asking students for the
steps of solving it along the way.
3) “The next way we could do this is with the area model. I showed you this last time” I would then display how to
solve the problem using the area model.
4) “The last way we could show this is by drawing a picture, but this method takes quite a while” I would show them
how to draw the problem using a picture.
5) After showing them the different methods to solve a problem I will announce that we could use all three of these
ways when we look at different word problems. If students appear confused or ask more questions, I will refer to
Accommodations #1 and/or #2 depending on the questions being asked.
6) This type of learning will help best impact Type 2 Learners because it is direct instruction and students
are provided the facts and given opportunities to respond. Barrels

Introduction
1) Next, I will introduce the first story problem example by reading it aloud to the class.
2) I will demonstrate why I know it is multiplication by saying that the problem is referring to groups and the product
should be growing as opposed to shrinking.
3) Then I will highlight specific parts of the problem that I think are important.
4) Finally, I will pull out the numbers from the problem and utilize the area model to display the problem.
5) As I am constructing the area model, I will be asking for student input as to how I should set up the model.
a. This is good for both Type 2 and Type 1 learners because this is still a direct style of teaching with the added
benefit of student input and discussion.
6) I will then ask, “Could I have drawn a picture as my model?” hopefully students will say yes and I will explain that I
am choosing to do the area model instead because it is quicker.
7) After the area model has been completed and we have an answer, I will then perform the standard algorithm and
say, “Now that we have an answer using our model, we are going to do a double check with our standard method
to make sure we did it right”.
8) Then, I will ask students to help walk me through how I would set up the standard algorithm.
9) Finally, I will ensure that my answers match and write the answer out in word form. For example, I would write,
“Max ended up with 314 carrots”.

Interaction (Guided Practice)

1) Now, students will be given the opportunity to solve story problems with a partner. I will be picking the partners for
them.
2) I will say that, I will project story problems on the Document Camera and, working together with a partner, they
will solve them.
a. This will be good for Type 2 and Type 3 students since it requires collaboration and discussion.
3) They will need to work quietly and quickly, writing out their problem and solution on their paper.
4) After they solve their problem, they need to hide it from other groups and wait.
5) They will be required to: (1) write the equation (2) draw a model and circle the answer (3) write the standard
algorithm and circle the answer (4) write a final answer sentence.
6) There will be a timer set for 3 minutes. Students will need to complete it at the end of the time.
7) Once the timer has ended, I will say, “Hold up your paper” and students will display their answers.
8) I will then go through the problem with them by calling on random students and having them come to the final
answer as a whole group.
9) If there is time, we will do another round of this.

Closure
1) At the end, I will have students return to their seats and tell them why it is important for us to know this.
2) I will say, “I know we have access to calculators and our phones nowadays that can help us pull up a solution
instantly. But, on a test when calculators and phones are not allowed, you can use this method to help you better
understand the problem. I even do this type of work on my college-level math tests”.
a. This will be good for Type 3 Learners because it is a practical and useful application for what was
learned.

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Independent Practice
1) After the quick discussion has ended, I will instruct students on the final portion of the activity.
2) They will be asked to pull out a piece of paper and write their name on it.
3) Next, they will need to write their own word problem using multiplication. They can use any names or objects they
would like. However, they are not allowed to solve it!
a. This is good for Type 4 Learners since they will be offered opportunity to use creative expression
and feel challenged by the task.
4) Students will be given two minutes to do this.
5) Once time is up, students will pass their word problem to the person on their right (if there is no one on their right,
they will pass it up to the partner seated across from them). This student will write their name on the paper as
well.
6) Another 3 minutes will be given for the other student to solve the problem.
7) Once the timer has ended, students will turn in their papers to me and I will look over them and refer back to the
summative assessment portion of the lesson plan. This way, I can determine what students grasped the
concept and which ones struggled.

Lesson Timeline (Summary of Instruction) (Danielson 1e.)

Start of the Lesson Mid-Lesson Activities End of Lesson Activities
 Begin by assessing prior  After students have observed how  At the end, students will walk
knowledge through they are to complete the word back to their seats and we will
demonstration of how to solve a problems, I will explain what they have a discussion about the
multi-digit multiplication will be required to do with their relevance of this type of math
problem partner.  I will ask questions such as,
 Demonstrate how to use the  I will say that a problem will be up “Why do you think this is
standard algorithm, the area on the screen for them to complete important?”
model, and a picture model with a partner.  After a few students have
 Introduce activity by stating,  They will need to work together answered I will finish the
“We will need to utilize these quickly and they must include: the discussion with, “It is important
skills for our next activity” equation, their choice of model, because we may not always
 Show them the story problem the standard algorithm, and the have access to our phones or
and read it aloud final sentence with the correct calculators. Therefore, if
 State how I know it is answer. you’re able to do this type of
multiplication  They will be told they have three multiplication without those
 Highlight the important parts of minutes to complete the problem things, it will help you to be
the problem after it has been revealed. But more successful. Even I have
 Indicate that in order to provide they must work quietly so that to use this type of math on my
a correct answer I will need to others do not overhear their college math tests because
write the problem out according answer. we are not always allowed to
to the problem, draw some type  After the explanation, I will see if have a calculator”.
of model (either area model or there are any questions.  For the final activity, students
picture model), and write the  Then, I will assign partner groups will be asked to take out a
standard algorithm. and ask students to go sit by their sheet of paper and write their
 I will write the equation based partner. names at the top.
on what the word problem tells  I will display the problem and  They will then need to create
me begin the timer. their own story problem using
 Then, I will demonstrate this  During this time, I will be walking any situation or people they
multiplication through the use around the room verifying students would like. It needs to be
of the area model (explain why I are comprehending the problem. multiplication related.
did not choose the picture  Once the timer ends, I will return  I will display the problem we
model). to the front of the room and say, used earlier and tell students
 Next, I will perform “On the count of three, hold up they can use similar words
multiplication using the your papers…1…2…3” when such “groups of…”.

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 standard algorithm and ensure students hold up their papers I will  Students will be given two
that my two answers match. mentally observe how many got minutes to do this.
 Finally, I will write the answer to the right answer and how many  Once the time is up, they will
the problem using what I know were incorrect. trade with the person seated
from what the word problem  Then I will say, “OK, papers to the right of them.
was asking. down”.  They will then be asked to
 Then, I will select random students solve their partner’s problem
to walk me through the problem on the paper.
and we will complete it as a class.  They are given three minutes
 If there is time, we will do another to do this.
round.  Once the timer is up, they will
write their name on the paper
and turn it in to me.
 This will be used as the
summative assessment.

Texts, Materials, and Supplies (Danielson 3c.)

Document Camera
Additional Information Required by Individual Course Instructor: Specialized Pedagogy (Danielson 1e.)

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