Lesson Plan #1

Grade: 3rd Grade

Mrs. Tara Barrett

Mary Branch Elementary School

Bryan ISD

Julie E. Hawkins

Texas A&M University

Supervised Clinical Teaching

Cindy Clark

January 23, 2020

Name of Lesson Plan: Multiplication using an Area Model

Subjects and Grade level: Math, Third Grade

Curriculum Area: Multiplication, Area Model with Base 10

Week #: 3

Date Turned In: January 21, 2020

Date Taught: January 23, 2020

Cooperating Teacher Initials:

Objective(s):

 The student will create an area model and utilize it to multiply a two-digit by a one-

digit number on a piece of paper with 100% accuracy.

TEKS:

§111.5. Mathematics, Grade 3, Adopted 2012.

(b) Knowledge and Skills

(4) Number and operations. The student applies mathematical process

standards to develop and use strategies and methods for whole number

computations in order to solve problems with efficiency and accuracy. The

student is expected to:

(F) recall facts to multiply up to 10 by 10 with automaticity and

recall the corresponding division facts;

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(G) use strategies and algorithms, including the standard algorithm,

to multiply a two-digit number by a one-digit number. Strategies

may include mental math, partial products, and the commutative,

associative, and distributive properties;

(H) determine the number of objects in each group when a set of

objects is partitioned into equal shares or a set of objects is shared

equally;

(I) determine if a number is even or odd using divisibility rules;

(J) determine a quotient using the relationship between

multiplication and division; and

Materials:

 Base 10 Blocks  Toss and Talk Worksheet

 Area Model Mat  AIRR: A Book of Practical Math

 Projector Activities – Activity 215 “Using

 Document Camera the Distributive Property Cards”

 Deck of Cards  Multiplication/Division Flashcards

 “Battle Facts” Handout  Mastery Checks

 Marcy Cook Handouts  Paper

 Marcy Cook Tiles  AIRR: A Book of Practical Math

 Crayons Activities – Activity 242

 Dice  Hand2mind Math Talks Book

 Pencils  Hand2mind Daily Math Fluency

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 Hand2mind Math Posters  Tickets

Preparation:

To prepare for the lesson, gather all of the materials. Make sure you have 30 printed of

each worksheet to have enough for each student.

Have all of the stations with their worksheets and supplies set up in their areas around the

classroom.

Open the Math Fluency book, and put the math talk on the projector. Put the counter on

the board, and posters on the board for students to use.

Review the previous day’s lesson to make connections between that lesson and todays.

Make sure that you understand where the students were at from the previous lesson so

you can move them from the representation to the abstract stage.

Get all the student’s mastery checks out to be completed later.

Teaching Procedure:

1. Motivation/Anticipatory Set:

Math Talk

Go through a Math Talk with the students. This should take about 10 minutes and start

warming up their heads to the idea of multiplication. Follow the book instructions and work

on the board.

The math talk will consist of giving them a multiplication problem and letting them solve it.

Then using the information, they give you, you will discuss different solving strategies.

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Make it fun! Give them tickets to encourage them to participate and make it like a game to

see how quickly they can solve it.

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2. Prior Learning:

Before this lesson students should:

 Know how to multiply one-digit numbers

 Know how to multiply two-digit numbers ending in 0

 Know what an area model looks like

 Know how to use an array, and a strip diagram to multiply

 Know that the inverse of multiplication is division

 Know how to skip count

 Be able to add, subtract, multiply, and divide

 Know how to create a model

3. Statement of Objective:

“I can use an area model to multiply a two-digit by a one-digit number.”

4. Purpose/Rationale:

Scripted: “As we continue through math, you will have to learn how to multiply bigger

numbers. These numbers will be two digit and bigger than 10. We already know our 10’s and

11’s because they’re easy, however bigger numbers may be hard to quickly solve. Today

we’re going to look at a way to help us multiply by two-digit numbers much easier. Using the

area model, we can multiply two-digit numbers quickly and in a way that makes sense!”

General: The students are soon moving to having to multiply two-digit numbers. They need

a method that is more reliable and faster than skip counting. However, we do not want to use

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the standard algorithm because students often do not know why they are doing the algorithm

when it comes to greater than 1-digit numbers. Therefore, teaching the area model will give

students a way to multiply these larger numbers with ease while still maintaining and

understanding of multiplication and place value. The area model will help students show the

processes behind two-digit multiplication.

5. Instructional steps

Expectations:

First give general expectations. Save the station expectations for after the modeling part

of the lesson so that it is fresh in the student’s minds.

All over school expectation is BEAR.

B - Be kind.

E – Engaged

A – Accountable

R – Ready to Learn!

Give the students the CHAMPS

C – Level 0 when I am talking, or you are working independently, Level 1 when

working with partners

H – Raise your hand

A – Multiplying Two Digit Numbers

M – Sitting in your area, rotating when I signal

P – Solving the problems on your own and watching as I model

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“As we work through the lesson and stations today, I expect you to be trying your best to

follow BEAR and CHAMPS. I want you to be working hard to learn this so that you can

use it as a tool to help you multiply in the future. I need to see you doing your own work

and demonstrating what you know, not what someone else knows, so I can see your

learning. I expect you to be working on your own, unless I tell you otherwise. We will

rotate this way *use your hand and point clockwise to indicate the station rotations*.

When the timer goes off, I expect you to clean up your area and stand up at your seat. If

you do not finish any work from a particular station, put it in your folder and save it for

later. If you finish any station work early, you may work on other papers that are

incomplete. Are there any questions?”

Station Directions

Briefly go over directions for each station as detailed in the stations section. Show

the students the work they should be doing there and remind them and what they

will be expected to complete.

Model:

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Above is a model of using the Area Model as a division strategy. The Area Model is a

multiplication strategy; however, this example uses it to inverse and teach multiplication. We

will be using it today to teach as a multiplication strategy of two-digit by one-digit numbers.

Put the AIRR: A Book of Practical Math Activities – Activity 215 “Using the Distributive

Property Cards” worksheet up on the projector. Put some blank paper there as well.

“Today we are going to multiply 28 times 3. Does anyone know the answer? If we began

skip counting, it would take quite a while and we could easily mess up. We could draw a

strip diagram, however drawing 28 groups would also take a long time. So today we are

going to learn a quicker way to multiply large two-digit numbers like this. We briefly

discussed the area model at the teacher table last week, but today I’m going to teach you how

to use it and give you time to practice using this model to multiply numbers!”

As you go through the first two problems, draw the area model on the board for the students

to see. Have them give input on the multiplication facts.

“To begin we have 28 times three. So, we will first draw a rectangle. Next, we are going to

put our single digit number of the left side. Later, we can use this model with bigger

numbers, and you will still get the same answer if you reverse the order of the numbers. So,

you will place the 3 on the left side. Then in the top left corner, draw a multiplication symbol

to remind yourself to multiply. Then since our other number is two digits, you will divide the

rectangle in half. Then we will write out other number on the top, however we have to break

it apart first. First, put the number in the one’s place on the top of the rightmost section. Then

put the tens place on the other side. So, 28 would turn into 20 + 8. Whenever you take the

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number from the tens place you need to put the full tens place number instead of just the

singular digit. So for 28, you wouldn’t just put a 2, but you would put 20 since it stands for

two tens. Now we have our area model all filled out. The next step is to multiply. We will

multiply our three here by each number along the top. So, first, what is 3 x 8. Yes, it’s 24. So,

we will put the answer, in this case 24, in the rectangle below 8. This section lines up with

both 3 and 8, which shows us what we multiplied to get our answer. Next, we will multiply

our other section. So, what is 3 times 20. Yes, it’s 60. So, we will write 60 in the other

rectangle. Now, does anyone know what our next step is? Yes! We will add these two

together. So now we have 60 + 24. What would our answer be? Yes, 84! So now with this

model we know that 28 times 3 is 84.”

Repeat this process with 97 x 9.

“As we work through the lesson and stations today, I expect you to be trying your best to

follow BEAR and CHAMPS. I want you to be working hard to learn this so that you can use

it as a tool to help you multiply in the future. I need to see you doing your own work and

demonstrating what you know, not what someone else knows, so I can see your learning. I

expect you to be working on your own, unless I tell you otherwise. Green will begin with me

and we will rotate this way *use your hand and point clockwise to indicate the station

rotations*. At my station we will continue to work on area models to help us with

multiplication. When the timer goes off, I expect you to clean up your area and stand up at

your seat. If you do not finish any work from a particular station, put it in your folder and

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save it for later. If you finish any station work early, you may work on other papers that are

incomplete. Are there any questions?”

Station Directions

Briefly go over directions for each station as detailed in the stations section. Show the

students the work they should be doing there and remind them and what they will be

expected to complete.

Stations:

There will be four stations the students will rotate throughout for the lesson. The station

rotations will take about an hour, with each group getting about 15 minutes per station.

Sometimes this time limit will change depending on the group at station 1. If it is the high

group, the rotation may be more like 10 minutes, and if it is a lower group, then the

rotation may be more like 20 minutes.

As the students rotate through the stations, the teacher will stay at station 1 while

continuing to monitor the rest of the room. I will set and hold my expectations to make

sure everyone is able to stay on track.

Station 1 – Teacher Table

Instruction on the lesson with the teacher. This station is really the bulk of the

lesson. They will work through the TEKS and demonstrate their knowledge.

Station 2 – MATH Fluency

They get four choices for activities that increase math fluency.

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M – Marcy Cook

A – Act Fast!

T – Talk it Out!

H – Have Fun!

Station 3 – Vocabulary Choice Board

Students will have a list of vocabulary words and definitions that they glue into

their journal. Then students have a choice board where they need to complete

enough activities to have three in a row.

Activities:

Word Search

Head Bandz

Read a Math Book

Writing Prompt

Vocabulary

Crossword Puzzle

Frayer Model

Word Puzzle

Writing Prompt

Station 4 – Imagine Math

At this station students will work on Imagine Math, or sometimes a set of task

cards or a worksheet related to the lesson. Imagine Math is done on the computer

and helps them work on their math skills.

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Guided Practice:

Station 1 – Teacher Table

On the AIRR: A Book of Practical Math Activities – Activity 215 “Using the

Distributive Property Cards” worksheet, work with the students through problems

3 – 4. Walk through problem #3 with them in the same way that you modeled, but

with them also drawing the model and them helping tell you where each number

goes.

For question #4, let the students work mostly on their own and just guide them

through the steps.

Use the worksheet AIRR: A Book of Practical Math Activities – Activity 242.

Use the formatting of these problems to create word problems that the students

can use. Use 1A and 2A to help work the students through the model. However,

these are division problems and will need to be slightly changed around so that

the students can multiply a one-digit number by a two-digit number.

Independent Practice

Station 1 – Teacher Table

On the AIRR: A Book of Practical Math Activities – Activity 215 “Using the

Distributive Property Cards” worksheet, have the students use the area model to

complete problems 5 – 10.

Station 2 – MATH Fluency

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They get four choices for activities that increase math fluency. Each day, the

students will choose one activity to do and track in on the back of their choice

board.

M – Marcy Cook

Marcy Cook are worksheets that involve the students using tiles to

essentially fill in the missing variable in math problems. Each

student will have ten tiles with the numbers 0 – 9. They will have

to fill in the blanks on the worksheet using all of the tiles, and each

tile can only be used once.

A – Act Fast!

In act fast, students will complete multiplication and division

flashcards. The cards will be triangle shapes with like 9 X 3 = 27.

Student 1 will cover up one of these numbers before showing it to

Student 2. Then student 2 will have to quickly name the missing

number to complete the math fact. This will continue back and

forth.

T – Talk it Out!

At this station, students will get a partner and play “Toss and

Talk”. Each player will get two dice. They will then roll the dice.

They will add the number of dots together and then answer the

corresponding question. Then they will answer the corresponding

question by coloring in the corresponding block. One player will

win when they get 4 blocks colored in that touch each other.

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H – Have Fun!

At this station students are allowed to play a math game. For this

week the math game is “Battle Facts”. This station will have been

previously explained, and there will be a handout with the rules as

well.

Set Up:

Get into a group of two. Each group needs a deck of cards

with just the numbers 2 – 10 (take the face cards, aces, and

jokers out).

Player #1 and Player #2 sit facing each other, with the deck

of cards between them.

Gameplay:

Player #1 and #2 each pick up two cards, and without

looking at them, place it on their forehead. Each person

should be able to see the other’s cards but not their own.

Player #2 will look at Player #1’s cards and mentally

multiply them together and say the product out loud. For

example, if Player #1 is holding a 6 and a 5, Player #2 will

say, “30”.

Once Player #2 has said the product aloud, Player #1 has to

guess what two cards they are holding. So, if the product is

30, Player #1 will begin to use mental division to see what

they could multiply to make 30. Player #1 will guess. If

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they guess incorrectly and say “3 and 10”, their turn is

over, and they will keep the cards for the next round. If

they guess correctly and say “5 and 6”, they get to put their

cards in their winning pile.

Then player #2 will go and complete the same tasks. The

game ends when the deck of cards is gone. Then each

player will count their number of cards in their winning

pile, and whoever has the most cards wins.

Station 3 – Vocabulary Choice Board

Students will have a list of vocabulary words and definitions that they glue into

their journal.

Then students have a choice board where they need to complete enough activities

to have three in a row.

Activities:

Word Search

Use 6 vocabulary words in a word search along with their

definitions.

Head Bandz

Two students play together. They each put a vocabulary word

blindly on their head. They will give each other definitions and

mathematical hints to help them guess their own word.

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Read a Math Book

Students must read a math book and write a brief 3 sentence

summary.

Writing Prompt

Students are able to choose one of several writing prompts about

the math vocabulary. Students will write about the topic.

Vocabulary

Students must cut and paste the vocabulary words and their

definitions in their journal.

Crossword Puzzle

Students will use 4 vocabulary words and their definitions to create

a crossword puzzle.

Frayer Model

Students will write about 4 vocabulary using the Frayer Model.

This will include the word, definition, and different examples.

Word Puzzle

Students will use puzzle pieces to create a puzzle where four

vocabulary words will line up with their definitions.

Writing Prompt

Students are able to choose one of several writing prompts about

the math vocabulary. Students will write about the topic.

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Station 4 – Imagine Math

At this station students will work on Imagine Math, or sometimes a set of task

cards or a worksheet related to the lesson. Imagine Math is done on the computer

and helps them work on their math skills.

6. Questions

Bloom’s Taxonomy Scale

Remembering Applying Evaluating

Understanding Analyzing Creating

Questions for Student Success

Which strategy will I use to solve this word problem?

Why is it important for me to know how to multiply?

Can you break a multiplication problem apart to make it easier?

How many steps are in the problem?

What are the steps?

Higher Order Thinking Questions to Guide Instruction

Create an area model.

How could we solve a division problem with an area model?

Why when writing 28 on an area model must we put 20 and 8 instead of just 2 and

8?

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7. Closure:

Review:

“Today we learned about how to use the area model to solve two-digit by one-digit

numbers. This is important for you to be able to do as we continue multiplication. Go

ahead and talk to someone next to you. I want you to tell them one thing you like about

the area model.”

Turn and talk to a partner. Then ask a few of the students to share out.

“Now I want you to tell your partner one question you have about the area model.”

Turn and talk to a partner. Have them share out their questions and try to answer them for

the class.

“Now that we talked about area models, before we leave, I want you to show me how

well you can use one. Everyone will get a piece of paper. Go ahead and write your name

on it. Then write the problem 55 x 2. You need to draw out and solve the area model for

this problem. When you are finished, I will pick up your paper. You must finish this

before you leave class today.”

Exit Ticket of a simple area model. 55 x 2

Future Learning:

“As we continue through math, you will have to learn how to multiply bigger numbers.

These numbers will be two digit and bigger than 10. Using the area model you can now

easily multiply bigger numbers that may be hard to quickly solve. As you continue

through school, you will multiply larger and larger numbers. This is a model you can use

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with all the numbers you will need to divide, and it will help you keep tract of place

value. As we work towards the STAAR test, this will be a good model to help you

correctly multiply larger numbers!”

8. Differentiation

 General

o The “I do, we do, and you do” format will help to differentiate instruction for the

students. They will first have the process modeled for them, and then be able to

apply it with help, and then work on their own. This format will allow the teacher

to work alongside them and differentiate instruction and question the students to

guide them.

o Make connections to previous models as needed (concrete and representational).

Use these models to help the students make the connections within the area

model.

o Students are grouped by ability level. Therefore, you can spend more time with

groups that need it and give more freedom to the higher groups. Grouping based

on levels allows the teacher to differentiate instruction for the entire group

depending on where they are at.

o Use informal/formative assessments to see their learning and make notes instead

of just going off the mastery check.

 Learning Styles

o Visual

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 The model is a visual representation of the math they are doing.

 This will be modeled on the board for them.

o Kinesthetic

 This lesson will not learn towards many kinesthetic learners since we

started this week with hands-on manipulatives to create concrete

representations of the math problems.

 If students are really struggling, allow them to use some manipulatives to

make connections to the model.

o Auditory

 The teacher will guide instruction and orally explain the model and

instructions to the students.

 The teacher will teach in English, with some basic words in Spanish where

needed.

 The teacher will guide students through their own model by giving them

auditory instructions.

o Creative

 Students will be able to draw their own model. If it helps them, allow them

to draw a bit more than the basic diagram to help represent the numbers

they are multiplying.

 Students will get to be creative in the Choice Board/Vocabulary station

and will use math words to create their own new assignment.

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9. Lesson Extension and Modifications:

 Reteach – Below Grade Level

o This is a concept that is being retaught right now. The students received initial

instruction on this subject area in the Fall, and we are now reteaching it to the

entire group.

o For students who are struggling, pull them aside later in another station rotation.

Students are grouped by level, so it should be easy to pull the group that needs it.

o When students are struggled work back to the representational model (Strip

Diagrams) and concrete model (base 10 blocks). Work the same problem through

all three of these models to help them make connections between the models and

multiplication.

 ELLS

o This entire class is made up of bilingual students. They are all native Spanish

speakers who also have been taught English. In the classroom, we are supposed to

have solely English instruction. However, to help them out, make sure you have

some basic Spanish knowledge.

o When students are confused, throw in some basic Spanish vocabulary to help

them out.

 Numbers

 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

 Uno, Dos, Tres, Cuatro, Cinco, Seis, Siete, Ocho, Nueve, Dies

 Operations

 Add – Anadir

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 Subtract – Sustraer

 Multiply – Multiplicar

 Divide - Dividir

 Extension – Above Grade Level

o Have them work solely on making an area model from a word problem so that

they get practice in both pulling out the multiplication problem from the question

and using the are model.

o Have them practice the area model with larger numbers. Instead of using numbers

such as 1, 2, 3, 4, 5, and 10, use some numbers that are a bit harder to multiply.

EX: 97 x 6, 87 x 8, 66 x 7, etc.

o Have them use the area model to solve division problems and work backwards

through the model.

 Modifications for Specific Students

o Seating

 If any students need to be separate from the group, they may sit at one of

the four desks around the classroom.

 Students are allowed to choose their own seating in stations.

o Behavioral

 Barrett

 Many students like to cheat off of each other, so keep an eye out.

 Carbo

 Edward has a chart to track his behavior and involvement in class.

He tends to not participate. He is smart and just tends to not

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volunteer his knowledge. Make sure you give him the

opportunities to answer on his own and actively stay involved.

 Juan and Javier often talk and distract each other.

 Jessica struggles to sit still and stay quiet. She distracts others

when doing her own work. Move her to new seating if she needs

space to not distract others.

o Social Emotional

 Barrett

 Melanie has been being discouraged and having a negative

attitude. She has been writing “F-“ on all of her papers. Be sure to

really encourage her and give her enough support to help her feel

confident.

 Carbo

 Julianna is not confident in her abilities and answers. Give her a lot

of support.

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o Support

 Barret

 Perfecto is dyslexic.

 Bre ‘Nyah is very behind and cannot even complete most single-

digit subtraction. She is pulled out by an aid. Try to get her to

understand the process but focus on addition and simple

multiplication.

 Carbo

 Edward has an aid come assist him for some time.

 A tutor works with Gabriel, Barbara, Axel, Armando, and Javier.

10. Seating Chart

Seating Chart for Mrs. Barrett’s Homeroom Class – Morning Class

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Seating Chart for Ms. Carbo’s Homeroom Class – Afternoon Class

Station Groups for Mrs. Barrett’s Homeroom Class – Morning Class

Green Group:

Perfecto, Emir, Elizabeth, Mileydi

Pink Group:

Ximena, Jeshua, Gabriel

Purple Group:

Cristian, Nicolas, Melanie, Valeria

Blue Group:

Luis, Julian, Bre ‘Nyah

Station Groups for Ms. Carbo’s Homeroom Class – Afternoon Class

Green Group:

Josselyn, Perla, Gabriel

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Pink Group:

Barbara, Axel, Edward

Purple Group:

Mileidy, Armando, Kevin

Blue Group:

Javier, Jessica, Juan, Juliana

11. Assessment of Learning:

Throughout this lesson, there will be many ways to assess student learning. While the

lesson will actually build up to a mastery check for a formal assessment, informal

assessment will be consistent.

Informal Assessment

As the students complete their tasks, ask them questions and observe their

thinking and take notes.

Formal Assessment

Look over the students guided/independent practice. You should be able to see

how well they can construct the models and get to the correct answer.

Use the student’s mastery check to check their understanding. They will complete

the section “Thursday” to demonstrate their understanding.

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12. Resources

Bryan ISD Materials and Curriculum Scopes

AIRR: A Book of Practical Math Activities – Activity 215 “Using the Distributive

Property Cards”

Tara Barrett

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13. T-TESS Questions

1. What is the objective of your lesson? List the TEKS by number and definition and

explain your rationale for teaching the lesson.

Objective(s):

The student will create an area model and utilize it to multiply a two-digit by a

one-digit number on a piece of paper with 100% accuracy.

TEKS:

§111.5. Mathematics, Grade 3, Adopted 2012.

(b) Knowledge and Skills

(4) Number and operations. The student applies mathematical

process standards to develop and use strategies and methods for

whole number computations in order to solve problems with

efficiency and accuracy. The student is expected to:

(F) recall facts to multiply up to 10 by 10 with automaticity

and recall the corresponding division facts;

(G) use strategies and algorithms, including the standard

algorithm, to multiply a two-digit number by a one-digit

number. Strategies may include mental math, partial

products, and the commutative, associative, and distributive

properties;

(H) determine the number of objects in each group when a

set of objects is partitioned into equal shares or a set of

objects is shared equally;

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(I) determine if a number is even or odd using divisibility

rules;

(J) determine a quotient using the relationship between

multiplication and division; and

Rationale:

Scripted: “As we continue through math, you will have to learn how to multiply

bigger numbers. These numbers will be two digit and bigger than 10. We already

know our 10’s and 11’s because they’re easy, however bigger numbers may be hard

to quickly solve. Today we’re going to look at a way to help us multiply by two-digit

numbers much easier. Using the area model, we can multiply two-digit numbers

quickly and in a way that makes sense!”

General: The students are soon moving to having to multiply two-digit numbers.

They need a method that is more reliable and faster than skip counting. However, we

do not want to use the standard algorithm because students often do not know why

they are doing the algorithm when it comes to greater than 1-digit numbers.

Therefore, teaching the area model will give students a way to multiply these larger

numbers with ease while still maintaining and understanding of multiplication and

place value. The area model will help students show the processes behind two-digit

multiplication.

2. Wh at are the prerequisite skills that the students have to know in order to be

successful in this lesson?

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Before this lesson students should:

 Know how to multiply one-digit numbers

 Know how to multiply two-digit numbers ending in 0

 Know what an area model looks like

 Know how to use an array, and a strip diagram to multiply

 Know that the inverse of multiplication is division

 Know how to skip count

 Be able to add, subtract, multiply, and divide

 Know how to create a model

3. How will you differentiate your instruction in order to address a variety of learning

styles?

Differentiation

 General

o The “I do, we do, and you do” format will help to differentiate

instruction for the students. They will first have the process modeled

for them, and then be able to apply it with help, and then work on their

own. This format will allow the teacher to work alongside them and

differentiate instruction and question the students to guide them.

o Make connections to previous models as needed (concrete and

representational). Use these models to help the students make the

connections within the area model.

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o Students are grouped by ability level. Therefore, you can spend more

time with groups that need it and give more freedom to the higher

groups. Grouping based on levels allows the teacher to differentiate

instruction for the entire group depending on where they are at.

o Use informal/formative assessments to see their learning and make

notes instead of just going off the mastery check.

 Learning Styles

o Visual

 The model is a visual representation of the math they are doing.

 This will be modeled on the board for them.

o Kinesthetic

 This lesson will not learn towards many kinesthetic learners

since we started this week with hands-on manipulatives to

create concrete representations of the math problems.

 If students are really struggling, allow them to use some

manipulatives to make connections to the model.

o Auditory

 The teacher will guide instruction and orally explain the model

and instructions to the students.

 The teacher will teach in English, with some basic words in

Spanish where needed.

 The teacher will guide students through their own model by

giving them auditory instructions.

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o Creative

 Students will be able to draw their own model. If it helps them,

allow them to draw a bit more than the basic diagram to help

represent the numbers they are multiplying.

 Students will get to be creative in the Choice

Board/Vocabulary station and will use math words to create

their own new assignment.

Lesson Extension and Modifications:

 Reteach – Below Grade Level

o This is a concept that is being retaught right now. The students

received initial instruction on this subject area in the Fall, and we are

now reteaching it to the entire group.

o For students who are struggling, pull them aside later in another station

rotation. Students are grouped by level, so it should be easy to pull the

group that needs it.

o When students are struggled work back to the representational model

(Strip Diagrams) and concrete model (base 10 blocks). Work the same

problem through all three of these models to help them make

connections between the models and multiplication.

 ELLS

o This entire class is made up of bilingual students. They are all native

Spanish speakers who also have been taught English. In the classroom,

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we are supposed to have solely English instruction. However, to help

them out, make sure you have some basic Spanish knowledge.

o When students are confused, throw in some basic Spanish vocabulary

to help them out.

 Numbers

 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

 Uno, Dos, Tres, Cuatro, Cinco, Seis, Siete, Ocho,

Nueve, Dies

 Operations

 Add – Anadir

 Subtract – Sustraer

 Multiply – Multiplicar

 Divide - Dividir

 Extension – Above Grade Level

o Have them work solely on making an area model from a word

problem so that they get practice in both pulling out the multiplication

problem from the question and using the are model.

o Have them practice the area model with larger numbers. Instead of

using numbers such as 1, 2, 3, 4, 5, and 10, use some numbers that are

a bit harder to multiply. EX: 97 x 6, 87 x 8, 66 x 7, etc.

o Have them use the area model to solve division problems and work

backwards through the model.

 Modifications for Specific Students

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o Seating

 If any students need to be separate from the group, they may sit

at one of the four desks around the classroom.

 Students are allowed to choose their own seating in stations.

o Behavioral

 Barrett

 Many students like to cheat off of each other, so keep

an eye out.

 Carbo

 Edward has a chart to track his behavior and

involvement in class. He tends to not participate. He is

smart and just tends to not volunteer his knowledge.

Make sure you give him the opportunities to answer on

his own and actively stay involved.

 Juan and Javier often talk and distract each other.

 Jessica struggles to sit still and stay quiet. She distracts

others when doing her own work. Move her to new

seating if she needs space to not distract others.

o Social Emotional

 Barrett

 Melanie has been being discouraged and having a

negative attitude. She has been writing “F-“ on all of

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her papers. Be sure to really encourage her and give her

enough support to help her feel confident.

 Carbo

 Julianna is not confident in her abilities and answers.

Give her a lot of support.

o Support

 Barret

 Perfecto is dyslexic.

 Bre ‘Nyah is very behind and cannot even complete

most single-digit subtraction. She is pulled out by an

aid. Try to get her to understand the process but focus

on addition and simple multiplication.

 Carbo

 Edward has an aid come assist him for some time.

 A tutor works with Gabriel, Barbara, Axel, Armando,

and Javier.

4. What behavior expectations are in place? How will you hold students accountable?

Expectations:

First give general expectations. Save the station expectations for after the

modeling part of the lesson so that it is fresh in the student’s minds.

All over school expectation is BEAR.

B - Be kind.

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E – Engaged

A – Accountable

R – Ready to Learn!

Give the students the CHAMPS

C – Level 0 when I am talking, or you are working independently, Level 1

when working with partners

H – Raise your hand

A – Multiplying Two Digit Numbers

M – Sitting in your area, rotating when I signal

P – Solving the problems on your own and watching as I model

“As we work through the lesson and stations today, I expect you to be trying your

best to follow BEAR and CHAMPS. I want you to be working hard to learn this

so that you can use it as a tool to help you multiply in the future. I need to see you

doing your own work and demonstrating what you know, not what someone else

knows, so I can see your learning. I expect you to be working on your own, unless

I tell you otherwise. We will rotate this way *use your hand and point clockwise

to indicate the station rotations*. When the timer goes off, I expect you to clean

up your area and stand up at your seat. If you do not finish any work from a

particular station, put it in your folder and save it for later. If you finish any

station work early, you may work on other papers that are incomplete. Are there

any questions?”

Station Directions

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Briefly go over directions for each station as detailed in the stations

section. Show the students the work they should be doing there and

remind them and what they will be expected to complete.

Student Accountability:

As students rotate through the stations, I will hold them accountable by constantly

scanning and monitoring their actions. If they break an expectation, I will address

it and redirect them to get back on task.

5. How will you assess whether or not students met the objectives for the lesson?

Throughout this lesson, there will be many ways to assess student learning. While the

lesson will actually build up to a mastery check for a formal assessment, informal

assessment will be consistent.

Informal Assessment

As the students complete their tasks, ask them questions and observe their

thinking and take notes.

Formal Assessment

Look over the students guided/independent practice. You should be able to see

how well they can construct the models and get to the correct answer.

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Use the student’s mastery check to check their understanding. They will complete

the section “Thursday” to demonstrate their understanding.

6. What are your plans for lesson closure and reflection?

Closure:

Review:

“Today we learned about how to use the area model to solve two-digit by one-digit

numbers. This is important for you to be able to do as we continue multiplication. Go

ahead and talk to someone next to you. I want you to tell them one thing you like

about the area model.”

Turn and talk to a partner. Then ask a few of the students to share out.

“Now I want you to tell your partner one question you have about the area model.”

Turn and talk to a partner. Have them share out their questions and try to answer them

for the class.

“Now that we talked about area models, before we leave, I want you to show me how

well you can use one. Everyone will get a piece of paper. Go ahead and write your

name on it. Then write the problem 55 x 2. You need to draw out and solve the area

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model for this problem. When you are finished, I will pick up your paper. You must

finish this before you leave class today.”

Exit Ticket of a simple area model. 55 x 2

Future Learning:

“As we continue through math, you will have to learn how to multiply bigger

numbers. These numbers will be two digit and bigger than 10. Using the area model

you can now easily multiply bigger numbers that may be hard to quickly solve. As

you continue through school, you will multiply larger and larger numbers. This is a

model you can use with all the numbers you will need to divide, and it will help you

keep tract of place value. As we work towards the STAAR test, this will be a good

model to help you correctly multiply larger numbers!”

7. Are there any other special circumstances that I should be aware of before the

observation?

The main circumstance that revolved around me writing this lesson plan is the lack of

curricular freedom that I had. While my teacher was great about really letting me

teach it however, I wanted and really plan my own lesson, Bryan ISD is not as much.

Even she hardly creates most of her own lesson plans because she is following Bryan

ISD’s lesson scopes. So, while everything in this lesson plan is my own work, I was

confined to very specific activities and forms of assessment. If this were fully my

own lesson, I would so some things differently. First, I would try to create a more

engaging motivation for my lesson instead of the “Math Talk”. Bryan is requiring

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them to do either a “Math Talk” or “Fluency Folder” every day right before they

begin their lesson as a sort of beginner to the lesson. While I think the Math Talks can

be incredibly useful, I’m not sure if doing a mini-lesson every single day is really

helpful to the students, especially when we switch gears with the actual lesson. I think

they are good refreshers, but could be incorporated better than essentially the

“engage” section of the lesson. Next, I think the worksheet chosen for the main lesson

could have been better. I think it was good to have a range of numbers to practice on,

however they could work on more word problems since that is what they are going to

be tested on. I tried to help this by using the worksheet and word problems from the

previous day, and instead of doing them with strip diagrams, I plan to use the area

model to help bridge this gap. However, I think it would be more useful if it were

built in from the start instead of expecting them to make the jump from simple

equations to word problems on their own. Lastly, we do not typically close the lesson

in class. So I have plans to bring it together for a close, however this is not how it is

typically planned and I’m not sure how much response I’ll get out of them after doing

stations for a while.

8. What concerns do you have about your lesson presentation?

I am not too concerned for my lesson presentation. Overall, I am very excited! I feel a

little nervous about having two different educators observe me while doing it. I am

also worried that I may forget to bring up some parts of my lesson plan such as the

purpose and higher order questions.

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14. Self-Evaluations

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