EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Elements of the Lesson

Evidence that Documents the Elements

Standard

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

Objectives/Targets and I can

statements

I can
The students will be able to recite an acronym to remember how
to multiply double-digit numbers.
I CAN say what MAMA stands for.
The students will be able to apply the acronym MAMA to
accurately solve double-digit multiplication problems.
I CAN use MAMA to multiply double-digit numbers correctly.

Lesson Management: Focus and

Organization

Formative Assessment
Students will hold up whiteboards after each step of applying
MAMA to double-digit multiplication problems while I am
prompting the class through the steps. I will walk around/scan the
whiteboards to ensure that students work is correct. Students will
also practice solving double-digit multiplication problems by
playing Multiplication Tic Tac Toe. Students will be divided into
pairs to play the game. First, one partner will give a double-digit
multiplication problem to the other student to solve. The individual
who gave the problem will also have a calculator to check if the
answer their partner gets is correct. If the partner gets the answer
right, they get to place an X or O on the board. If they dont get
the problem right, they dont get to place an X or O. Then the
students switch roles. Play continues until someone wins the tic
tac toe game. When students are finished playing two games they
will come up to the teacher, turn in the sheet that they solved the
problems on, and potentially play another round if time permits.
Lesson Management
Grab students attention with a poster of a phone with the acronym
MAMA.
Model how to use steps in MAMA to solve double-digit
multiplication problems under the document camera.
Prompt students through solving problems on individual
whiteboards by applying the steps of MAMA as a class.
Set up students to play Multiplication Tic Tac Toe with a partner to
practice solving multiplication problems using MAMA.
Student Management
Students will be sitting in their assigned seating arrangements for
the duration of the instruction of the lesson. Once they are ready
to play Multiplication Tic Tac Toe, I will intentionally move students
around so that every student can play the game with a desk
partner that is around their same ability level and is someone they
can work with.
Active Student Participation

Students will be given individual whiteboards and markers to

practice solving double-digit multiplication problems as I prompt
the class through the steps of MAMA together. Students will
hold up their whiteboards after each step to show me that they
understand how to correctly apply the step to a double-digit
multiplication problem. Students will also be playing Multiplication
Tic Tac Toe with a partner for additional practice. Multiplication
Tic Tac Toe will prompt students to answer a multiplication
problem in order to place an X or an O on the tic tac toe board.
Classroom Management
Students will be rewarded for participating in solving multiplication
problems on their whiteboards by receiving praise from the
teacher acknowledging their appropriate behavior.
Students will respond to a call and response cheer or hand signal
if the noise level gets too high.
Students will be expected to remain in their seats, listen to the
individuals talking and refrain from insulting others. Students will
also be reminded when working in pairs to be supportive of their
partner, especially if their partner is struggling to solve the
multiplication problems or gets a problem wrong. If these known
expectations are violated, the student will be asked to drop their
clip on the classroom behavior chart.
Introduction: Creating Excitement
and Focus for the Lesson Target

The teacher will initially engage students by holding up a poster of

a phone with the acronym MAMA written on it. The teacher will
ask students who is someone they might call when they need help
and then gesture to the phone, suggesting that students answer
their mama!
The teacher will access students prior knowledge by inquiring
what acronyms are, stating that MAMA is an acronym. Students
will offer examples of other acronyms before the teacher delves
into what MAMA stands for.
The teacher will draw upon students prior knowledge by framing
their thinking when revealing what MAMA stands for. After
revealing the first two steps in MAMA, students will likely be able
to guess what the next two steps are due to their prior knowledge
about how to multiply. The teacher will capitalize on this prior
knowledge and heed predictions about what the last two steps in
MAMA might be before revealing them.
The teacher will practice how to solve double-digit multiplication
problems in light of these new steps and demonstrate how to
apply MAMA to a double-digit multiplication problem.

Input: Setting up the Lesson for

Student Success

Hold up a poster of a phone with the acronym MAMA

on it.

Ask students who is someone they might call when they

need help. Gesture to the phone, suggesting that
students answer mama!

Ask students what acronyms are, stating that MAMA is

an acronym. Ask students if they can think of some
common acronyms.
Begin to reveal what MAMA stands for. While revealing
the first two steps, demonstrate what they look when
applied to a double-digit multiplication problem.

After revealing the first two steps in MAMA, allow

students to use their prior knowledge to guess what the
last two steps might be. Once the last two steps have
been guessed or revealed, demonstrate what they would
look like when applied to a double-digit multiplication
problem as well.
Put the poster down and slide a double-digit
multiplication problem under the document camera.

Model how to solve the problem by explicitly walking

through each step of MAMA.
Give students a chance to practice using MAMA to
solve double-digit multiplication problems. Pass out
individual whiteboards and markers to each student. Put
a new problem under the document camera.
Prompt students to write the problem on their
whiteboards. Once again explicitly walk through each
step of MAMA to solve the problem. Demonstrate each
step on the board while students complete the step on
their whiteboard. After each step have students hold up
their whiteboards and walk around to check them.
Have students erase their board and put a new doubledigit multiplication problem under the document camera.
Have students write the new problem down on their
whiteboard. This time, prompt students through each
step of MAMA, but dont model how to apply the step
under the document camera until students have done it
on their own whiteboards first. Walk around to check
students work. Once students have completed the step
on their whiteboard, then the teacher can model the step
under the document camera.
After seeing that students understand how to apply the
steps of MAMA when solving double-digit multiplication
problems, students will then break up into pairs to
practice solving double-digit multiplication problems on
their own.
Move students around so that every student is next to a
desk partner that is around the same ability level. Also
ensure that each pair will be able to get along with each
other.
Once students are situated in their new seats, explain
that they are going to play Multiplication Tic Tac Toe.
This game entails Player 1 giving Player 2 a
multiplication problem from a sheet of problems. Player
2 then solves the problem and Player 1 checks the
answer with a calculator. If Player 2 gets the problem
right, they can place an X or O on the board. If they get it
wrong, they dont get to play on the board. Then roles
switch. Play continues until one player wins the game.
Students will have two tic tac toe boards, thus players will
play two games. Once students are finished with both
games they will turn in the sheet with the problems they
solved for the teacher to check their work.
After this explanation, briefly review how to use a
calculator by modeling how to multiply a double-digit
problem.
Pass out a tic tac toe game board, a paper to solve the
double-digit multiplication problems, a calculator, and the
sheet with multiplication problems to each pair.

(Depending on students ability they will receive different

multiplication problems to solve.)
Allow students to play the game. After students have
finished their two games, have them turn in their tic tac
toe game boards and sheets with their work.
If a pair finishes early, they can take another game board
and work sheet and play again.
Closure: Review the steps of MAMA by referring to the
poster. Explain that the poster will be up in the room for
students to refer to throughout the year.

Questions to Engage Different Thinking Levels from Webbs

Depth of Knowledge
Recall/Reproduction
Can you recall the steps of MAMA?
How would you describe each step in MAMA?
Strategic Thinking
Can you predict the next two steps in MAMA after
hearing the first two?
How do the steps in MAMA relate to how Mr.
Fernandez taught you to multiply? Similar process?
Accommodations
Remediation
Before conducting this lesson, I discussed my students
level of understanding in regards to multiplication with my
CT. I already know the students who are not ready for
double-digit multiplication, thus I will be allowing them to
solve single digit multiplication problems. Some students
will solve single digit multiplication problems both on their
whiteboards when we are going through the steps of
MAMA as a class, as well as when they play
Multiplication Tic Tac Toe.
Extension
Highly motivated students who are confident in how to
apply MAMA when solving double-digit multiplication
problems will be able to play more games of
Multiplication Tic Tac Toe. These games will give them
more practice and exposure to problems so they can
master multiplication quicker. I will also be sure that
these students are getting harder multiplication problems.
They will still stick to double-digit problems, but their
problems wont have as many multiplication friendly
numbers. Less multiplication friendly numbers include
7s, 8s, and 9s.
Methods, Materials and Integrated Technology
Instructional Techniques
Gradual Release Model

 Group participation
Partner Work
Materials
MAMA Poster
Individual white boards (27)
Expo markers (27)
Whiteboard erasers (12)
Tic Tac Toe game boards (27)
Sheet to solve multiplication problems (27)
Sheet of potential multiplication problems (15)
Calculators (15)
Pencils
Integrated Technology
Projector
Document Camera
Modeling: I Do

Checking for Understanding

While revealing what MAMA stands for, demonstrate

how each step is applied to a double-digit multiplication
problem.
- After explaining each step, slide a double-digit
multiplication problem under the document camera.
- Model how to solve the problem by explicitly walking
through each step of MAMA. First multiply by the
number in the ones place. Then add a zero. Next
multiply by the number in the tens place. Finally add
both products together to get the final answer.
Sample Questions:
- Can you think of acronyms used commonly today?
- Can you predict what the next step in MAMA is after
hearing the first two?
- What does MAMA stand for again?
- What step comes next?
- How do I apply this step to the problem?
Forms of Engagement/Formative Assessment:
- Individuals will hold up their whiteboards while solving
double-digit multiplication problems presented to the
class. The teacher can then scan the boards quickly and
assess where students understanding is at.
- The teacher will also use thumbs up, thumbs down
sporadically during instruction and modeling to see how
comfortable students are with the steps of MAMA.
- Students will be able to practice double-digit
multiplication problems in the form of a tic tac toe game.
At the end of the game, each group will turn in their sheet
of solved problems to serve as a formative assessment.

Guided Practice: We Do

Allow students to practice using MAMA to solve doubledigit multiplication problems. Pass out individual
whiteboards and markers to each student. Put a new

problem under the document camera.

Prompt students to write the problem on their
whiteboards. Explicitly walk through each step of
MAMA to solve the problem. Demonstrate the step
under the document camera while students complete the
step on their whiteboard. After each step, have students
hold up their whiteboards and the teacher walk around to
check them.
- Have students erase their board and put a new doubledigit multiplication problem under the document camera.
Have students write the new problem down on their
whiteboard. This time, prompt students through each
step of MAMA, but dont model how to apply the step
under the document camera until students have done it
on their own whiteboards and held up their work first.
Walk around to check students work and then write how
to apply the step under the document camera.
Collaborative
- Students will be put into pairs to practice solving doubledigit multiplication problems on their own.
- Once students are situated in their new seats, the rules
of Multiplication Tic Tac Toe will be explained. Players
have to solve a double-digit multiplication problem before
they can place an X or O on the game board. After
students have played two games they will turn in the
sheet with all their work on it and the game board. If time
permits, they can play additional tic tac toe games as
well.
- Teacher will restate the I Can statements.
- Students will explain the steps of MAMA to demonstrate
their understanding to how to solve double-digit
multiplication problems.
- Teacher will explain that the poster will be up in the room
for students to refer to throughout the year.
- If students problems during Multiplication Tic Tac Toe
clearly demonstrate each step in MAMA and led them
to the correct answer, the lesson objectives have been
met.
- Based on students ability to solve the problems during
Multiplication Tic Tac Toe, future instruction may either
reemphasize how to apply the steps of MAMA to
double-digit multiplication problems, or, if students
demonstrate a proficient understanding, future instruction
will move forward onto additional math concepts.
-

Collaborative (You Do Together)

and/or Independent Practice (You
Do)

Closure

Assessment