1

Practicum 2: Elementary Lesson Plan #2

UNLV Student
Lesson Plan Title

Heatherann Skelly
Math-it-UP

PSMT Name:
Lesson Plan Topic:

Date
Grade Level:

2/16/2016
4th

Estimated Time:
School Site:

Mrs. Olson
Multiplication
Strategies
45-60 minutes
Treem

1. State Standard:
CCSS.4.NBT.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 properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
2. Teaching Model(s):
Cooperative learning
3. Objective(s):
SWBAT solve 12 multiplication problems using three strategies lattice
method, partial product, and area model.
SWBAT multiply a whole number of two-digits by two-digits.
SWBAT proficiently explain the steps that they took to solve a particular
multiplication problem.
4. Materials and
Resources:
18 different colored paper balloons
Paper Up House
12 equations total: 4 equations using lattice method, 4 partial product,
4 area model
3 worksheets total for all groups(6): one page will have 4 lattice
method drawings, 2nd will have 4 partial product drawings, and 3 rd will
have 4 area model drawings
Drawing of game roles on table
White Board
Lined Paper
Pencils
5. Instructional Procedures:
A. Motivation/Engagement:
o TW place balloons, prior to students entering room, on white board
and explain that we are going to play a game today, using the three
multiplication strategies that we have been exercising every day for
the past few weeks(lattice method, area model, partial product).
B. Activities:
1. TW explain the rules of the game: Math-it-UP.
i. There are 6 groups, with an even amount of students in each
group. (If there are not an even amount, move students
accordingly).

Elementary Lesson Plan 1: 1/18/16

2.
3.
4.

5.
6.

ii. SW work in their teams with specific roles to solve this

multiplication problems with the regrouping strategy
iii. Students are expected to work together to solve these
problems, but each is responsible for doing their role *See
below for the role descriptions*
iv. When groups find the answer, and find the number on the
balloon, that is on the white board, the popper will come up
and pop their balloon.
1. TW model popping the balloon
v. The first person to pop the correct balloon, could
potentially be the winner
vi. Each group will have 6 roles: Before students enter
classroom, TW write on the white board which seat is what
role(Lemov Technique 11: Draw the Map: Drawing the map is
controlling the environment by wisely grouping students
through the seating chart), and each student will cycle in
clockwise motion each round. There are a total of 12 rounds,
so each student will have an opportunity to do 2 roles.
1. Preparer:1 SW write down the equation from the
board and set up the equation, including drawing out
the equation for the strategy
a. Only job is to write, not solve.
b. Prior to students entering, TW write strategy
examples on the board
2. Solver:1 SW verbally solve the problem
a. Only person who is allowed to talk, to the writer
3. Copier:1 SW transcribe what #2 is directing
a. Only job is to write what solver is saying
4. Checker:1 SW will check the answer
a. Only job is to double check the problem once
the solver and writer have completed
5. Popper:1 student will pop the balloon
a. Only job is to stand up and tap their pencil on
the paper balloon
6. Projector: 1 SW will solve the answer on the board
using the strategy given for that round
a. Only job is to copy the groups equation on the
white board.
If not 6 students in the group, students combine 5&6, or 1&3
TW tell students to clear everything off of their desks except for a
pencil and three sheets of paper.
TW write down a strategy and equation on the white board in
between the House and the balloons. *See 12 rounds for specific
equations and strategies*
TW read aloud the word problem
SW solve the problem with their groups, the first team finished
wins.

Elementary Lesson Plan 1: 1/18/16

C.

D.

E.

F.
A.

B.
G.
A.
H.

7. Repeat until all 12 problems have been solved.

8. There will be 12 rounds:
1. Area Model: 32x49 =1568
2. Partial Product: 86x85=7310
3. Lattice Method: 63x87=5481
4. Area Model: 39x37=1443
5. Partial Product: 18x42=756
6. Lattice Method: 72x54=3888
7. Area Model: 37x33=1221
8. Partial Product: 99x86=8514
9. Lattice Method: 59x65=3835
10.Area Model: 32x16=512
11.Partial Product: 38x54=2052
12.Lattice Method: 70x85=5950
Accommodation, modifications, and differentiations for diverse
learners
a. Every student will have an opportunity to work one job twice. The
accommodations will allow for everyone to participate in the game
in all areas.
Closure:
a. TW explain how there are multiple ways to solve equations, which is
why we are learning different strategies, to allow the students
multiple ways to solve an equation.
Extension and Contingency Plans:
a. If time permits, for those that are interested, write a random
number on the board and have the students come up with a
multiplication equation that matches the product.
Assessment and Evaluation of Learning:
Formative: I will assess the students based off their participation in the
assignment. All students will have a chance to exercise using the
strategies by rotating positions. If students are not participating, I cannot
assess whether or not the students understand the 3 multiplication
strategies.
Summative: I will assess the students based off their understanding of
completing the equations.
Homework assignment:
Students will not have a homework assignment regarding this
assignment. The PSMT has already provided homework.
Reflection:
a. Strengths: Overall, the students really enjoyed this activity. Not
only were they working together to solve these problems, they were
physically moving together as a team to solve these problems. The
students were very excited about the game. I could tell the visual
idea of the balloons were exciting to them, and were all really
anxious to begin to play. This class is very competitive, so I knew
they would love the idea of the activity. I made sure to give plenty
of examples for them, so that they can have many guided

Elementary Lesson Plan 1: 1/18/16

opportunities to succeed at the activity, rather than being confused

the whole time. To prevent confusion, I wrote out a diagram on the
board providing each student to see which job each seat has, so
that when the students switch seats, all they had to do was look at
the board to figure out what their job was.
b. Weaknesses: I tried my best to prepare the students so that each
student has an equal opportunity to do each job. However, I did not
account for missing students. I provided six jobs, because there are
six tables at each table, but I did not think what to do when there
were less students. I spontaneously just asked the students to have
double jobs, which they did not have a problem doing. However, at
times it was a pain because it was one more extra obstacle that
they had to overcome. Also, because of this issue, we had to take
extra time during each round to make sure that every group knew
what each person was doing. So there was a lot more managing
that had to be done.
c. Insights: I tried my best make this activity as smooth as possible,
and I feel that all of the modifications worked out perfectly for each
situation. Not one student was confused. I made sure that every
student knew exactly what they were doing for each round. I know
this because, each person had a responsibility during each round,
and because of this, each student had to do their job to the best of
their ability. Without a doubt, I will do this activity again. The
students had fun, they learned, and worked together brilliantly.

Elementary Lesson Plan 1: 1/18/16