UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if

Ashley Leitschuh K-5 applicable):
University of North Texas

Subject area(s): Unit Lesson Title:

Math Topic/Theme: Catch the Monkeys!
Multiplication/Nu
mbers and
Operation
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
See TEKS alignment. (E) share information in I. Numeric Reasoning
cooperative learning D. Representations
interactions; 1. Interpret multiple representations of
equations and relationships.

Lesson Objective(s)/Performance Outcomes:

Students will be able to:
Apply problem solving skills to solve multiplication problems.
Complete 75% of their squares questions correctly.
Explain how they got their correct answers to the group or the teacher.

The purpose of this game is to allow students practice finding the missing
piece of multiplication equations and strengthen their multiplication family
recognition. It is related to the TEKS where students are expected to subtract
and multiply by varying numbers.

This game provides practice of multiplication/subtraction through repetition.

The students are getting practice with their multiplication tables because they
are being forced to look at them from all different variations (ex: 4 x ? = 32
4 x 8 = ?........ ? x8 =32). Through practice, students will recognize the
multiplication families which will help them recall the answers more quickly in
the future. This game is more affective because it is not just boring drills. The
students are playing a semi-competitive game while drilling their
multiplication tables.

Assessment (Description/Criteria):
Grades K-2: Informal assessments based on observations and correction given
during game play.
Grades 3-5: Formal assessment based on participation and correct answers
written on their recording sheets used during the game play.

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Materials and Resources:
Materials needed are: at least 15 small markers, 4 score cards, 2 dice, game
board, 4 game movers (1 per player)

Management of the Instructional Environment:

Students will be placed at the table where they all have an equal view of the
board. The board will be shaped like a rectangle in order to ensure everyone is
equally engaged and can participate.
Technology Integration:
N/A
Diversity and Equity (Accommodations, Modifications, Adaptations)
Students who are struggling may ask a friend for help on one (1) square. The
friend will explain how they came to the correct answer.
Lower grades/low level: Equations will be adapted based on the level of the
students playing. Simpler equations without double digits will be used.
Higher grades/higher level: Equations will be made more difficult to encourage
deeper thinking from higher preforming students. Students who need extra
help may use their ask a buddy pass in order to get peer help in
understanding an answer. These students will be given equations with
multiplication by 10s and 100s, and double digits, based on the TEKS.

Activities/Procedures:
ENGAGE- Students will sit down at the table next to each other or in a circle,
depending on the amount of space we have to work at. Tell students: Today,
you will be practicing multiplication! The point of this game is to practice and
do your best, not to be the winner.
EXPLORE- They will be shown the board and choose their marker from the pile.
They will each be able to choose their own. They will place their markers on
the square labeled START.
EXPLAIN- As students roll the dice and count the squares to find which
question they will be answering, we can discuss which kinds of multiplication
problems are most difficult and why? Students grades 3-6 will be writing down
each equation as it is landed on. Questions about how to get the answers can
be answered as well during play.
ELABORATE- Students will land on spaces with either the first numeral, second
numeral or the answer missing. They will be instructed to find the missing
number. Some of the more difficult problems will be numbers above 6 and
problems with one of the first 2 numerals missing. When questions are
answered, ask the student to explain how they got the correct answer.
EVALUATE- Students grades 3-5 will turn in their papers with all the equations
from the game on them, which will be graded based on completion and correct
answers. The younger grades will be graded based on informal assessment as

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the game progresses.

Game Directions:

Play will move from the START square in the upper left hand corner of the
board, around clockwise back to the START/FINISH square.
The player who is tallest will begin the game by starting their turn first.
Each player will choose a marker and place it on the START square.
Players will take turns rolling the dice and moving forward that many spaces.
When you land on a space, the students will find the missing number in the
equation and place a marker over the monkey with the corresponding
number.
Players in grades 3-6 will write down the equations as people land on them.
The student has 2 tries to answer correctly, before they forfeit their turn to
the next student.
If the number is already covered, the player doesnt cover any number on
this turn.
If the player lands on a zoo space, they can cover a number of their choice.
The winner is the player who covers the last number on the monkeys.

In order to win the game, the player must cover the last number on the monkeys.
The makes winning less about the person who answered the most correctly, and
takes the pressure off other students who may not have completed as many
equations correctly. Winners will write their name on the winner board so everyone
will know they won.

Essential Questions:
1. Which problems were the most difficult to solve and why?
2. What made the equations with numbers other than the product missing
more difficult? Why?
3. What strategies helped you to solve the equations quickly?

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Reflections and Documentation/Evidence of Lesson Effectiveness