5th Grade Whole Group Lesson Plan

MAED 3224
Subject: ( 5th grade Math) Central Focus: S
tudents will understand how to solve
multiplication and division problems, using
knowledge of the multiples of 21 (multiple towers).

Common Core Objective: Date taught:
Common Core Cluster - Perform operations
with multi-digit whole numbers and with 10.25.17
decimals to hundredths.

5.NBT.6 - Find whole-number

quotients of whole numbers with up
to four-digit dividends and two-digit
divisors, using strategies based on
place value, the properties of
operations, and/or the relationship
between multiplication and division.
Illustrate and explain the calculation
by using equations, rectangular
arrays, and/or area models.

Daily Lesson Objective:

Performance-
Students will understand and know how to implement a multiple tower for multiples of 21 to
use as a division strategy. Students will practice using multiple towers as a strategy and will
show mastery through an exit ticket at the end of the lesson.

Conditions-
Students will participate in whole group discussion. Students will work with partners during
the Engage & Explore sections, otherwise they will work independently. Students will
complete an exit ticket independently.

Criteria-
**Students must earn at least 8/10 on this exit ticket to show mastery of the concept.

Conceptual Understanding: Students must show their understanding of the concept
through a drawing or showing why the math works. (3 points).

Procedural Fluency: Students must provide the right answer (3 points).

 Mathematical Reasoning/ Problem Solving: Students must provide a number
sentence or show approach (4 points).

Total: 10 points

Prerequisite knowledge and skills needed: m
ultiplication, multiples of 10 , knowledge of division/long
division, addition/subtraction

Activity Description of Activities and Setting Time
1. Engage Before class begins, create the anchor chart, that 20 minutes
will be used in the lesson, of the multiple tower for
21. Cover up each number with a sticky note, so that
during the mini lesson, students can have a chance
to figure out the answer. Begin class with saying,
good morning students, today we will be learning
how to create a tower of the multiples of 21. These
towers will be another strategy you can use to help
you solve division problems. Ask students to pull
out their math journals. List out the first 6 multiples
of 21 on the board.
1 x 21 = 21
2 x 21 = 42
3 x 21 = 63
.etc.
Ask students to work with a partner to find the
solutions. Students should write these answers
down, but also be prepared to explain how they
came up with the solutions. Give the students a few
minutes to work together. Walk around while
students are working to see if there are any
misconceptions early on. After discussion has
finished, ask students to volunteer their solutions to
the first 6 multiples of 21 and how they arrived at
their answers. Some examples of student responses
should look like the following:

I thought of 21 as 20 and 1. I found
multiples of 20 and then added on a number
1 larger than the number before it. So, 20 is
the first one, and add 1. Then 40 and add 2,
etc.
OR

I noticed that each digit increased with each
count, but by a different amount. The ones
go up by 1 with each number. The tens place

2. Explore
(including solutions of major tasks)
goes up by 2 each time, except when the
ones digit goes from 9 to 0.
If students do not come up with these answers on
their own, explain to them how the above reasoning
is correct. Give the students a few more minutes to
work with a partner to solve more multiples of 21.
Ask students to think ahead to what the answer to
10 x 21 is. Students will continue to record their
solutions in their math journals. Bring the class back
together. Tell students to keep their towers handy,
because we will fill in more in the next section.
Students will be participating in class discussion as 30 minutes
we complete more of the multiple tower I have
already completed on the anchor chart. Since
students will need to fill in their own multiple towers
of 21 in their math journals, they will need to stay
seated at their desks while I am at the easel. Say to
the students, in this activity, we will further examine
the relationships between multiplication and
division. I have this pre made anchor chart with
sticky notes on it. This is my multiple tower I made
this morning. As a class, we will skip count by 21s.
When you guys say a number, I will remove a sticky
note to reveal if you guys are right or wrong. Once
we have completed our multiple towers for 21, we
will use them to help us solve multiplication and
division problems. Since students already worked
out the first 10 multiples of 21, remove those sticky
notes from the anchor chart to catch up. Talk about
210 with the students. How many 21s are in 210?
Can you tell me how you know without counting?
display the following equations on the board:
? x 21 = 210
&
210 / 21 = ?
Have students come up with the answers. They
should say something like I know that 210 has to
be 10 times bigger than 21, because it looks like 21
but with a 0 added. Once discussion of this has
finished, and you have cleared up any
misconceptions, ask students, after 210, what is the
next multiple of 21 that ends in a zero? (420) How
do you know this? How many 21s are in that
number? How can we write a division problem with
that answer? A multiplication problem?
 Display the students division and multiplication
problem on the board ( be sure to write out the
problems in different ways than used above.
Students will understand there are many ways to
display a multiplication and division problem).
21 / 420 = 20
&
20 x 21 = 420
Go back to the anchor chart. Tell students that you
will now circle numbers that are the product of 21
and a multiple of 10 as we go along. Students will be
expected to do this in their own math journals as
well. Circle 210 in a different color, ask students to
remind you when you get to 420, 630, 840 and so on.
Continue to take away sticky notes as students give
more multiples of 21. Stop again at 315. Ask the
students, how many 21s are in 315? How do you
know? Discuss it with your neighbor and then we'll
talk about your answers. Students should give
answers like the following:
There are 5 more numbers in our tower after
210, so if 210 is the 10th multiple, then 315
has to be the 15th.
OR
We figured out that 210 plus 105 is 315, and
105 is half of 210, so thats 5 more 21s.

If students do not come up with both answers
above, explain to the students how this can be a
strategy to use. Then, continue counting by 21s all
the way up to 1029 while you remove the sticky
notes. Make sure students are reminding you when
to circle a product of 21 and multiple of 10. Stop
there.
*Students should have their own multiple towers
completed in their math journals up until this point.

3. Explain * Let students know that the anchor chart I made 15 minutes
will be hung up in the room to use as reference if
needed later.
Talk about 1029. It is a high number, and does not
involve a 0, can it be a multiple of 10? How many
21s are in 1029? How can you tell without counting?
How does knowing how many 21s are in 420, or
630, or 840 help you figure this out? Have students
share their strategies. Some students may not even
use the tower, that is okay too. This lesson is only
one of many strategies students can use to help
 them solve multiplication and division problems.
Discuss your findings. Did other students use the
same strategy? Did anyone use a different strategy?
Students should discuss using 20th, 30th, or 40th
multiples of 21 as a jumping ground to help them
find how many 21s are in 1029. Write the following
equations up on the board:
49 x 21 = 1029
&
1029 / 21 = 49
Discuss the relationships found on the multiple
tower. Explain to the students that these easy
indicators can help us figure out how many groups
of a number can be found in a big number without
having to use multiplication or division. Once
discussion has finished, tell students to keep their
math journals out and have students use their
multiple towers to solve the following problems:

4. Elaborate/Extend To elaborate and extend the lesson, I will ask 10 minutes
students to work independently on the following
problems. I will walk around and randomly assign
certain problems to certain students depending on
their level of comprehension of the lesson. Tell
students they are free to use their multiple towers
they created in their notebooks. I will be observing
students as they solve the problems to look for any
misconceptions and help them as needed.

For students who are struggling, I will have premade
worksheets that will provide the following problems:
105 / 21 = ? (5)
210 / 21 = ? (10)
5 x 21 = ? (105)

For students who are ready for a challenge, I will
have premade worksheets that will provide the
following problems:
? x 21 = 630 (30)
945 / ? = 21 (45)
441 / 21 = ? (21)

Once students have finished their worksheets, bring
the class back together and tell the students to ou
away their multiple towers. Based on the multiple
tower strategies they learned today, have them
complete the following exit ticket to complete the
 lesson. Gather the exit tickets once the students
have finished for a grade.

5. Evaluate Exit Ticket: 10 minutes
(assessment methods)
Solving 315 / 21

1. Write a story problem for 315 / 21.

a. Carlos had 315 slices of pizza
he wanted to share with the
school. There were 21
different classrooms at the
school. How many slices of
pizza did each classroom get?
2. Solve 315 / 21. Show your work.
a. 315 / 21 = ?
i. 315 / 21 = 15
b. 21 x ? = 315
i. 21 x 15 = 315

There are 21 classrooms (boxes) and

15 slices of pizza (triangles) go in
each. 21 x 15 = 315

**Students must earn at least 8/10 on this exit ticket
to show m
astery of the concept.

Conceptual Understanding: Students must

show their understanding of the concept
through a drawing or showing why the math
works. (3 points).

Procedural Fluency: Students must provide

the right answer (3 points).

Mathematical Reasoning/ Problem Solving:

Students must provide a number sentence or
show approach (4 points).
 Total: 10 points

Materials/Technology: A nchor Chart of multiple tower for multiples of 21, Student copy of
Investigations 3 workbook (exit ticket - pg.54), Teacher edition of Investigations 3 (lesson
plan pgs. 125-130), math notebooks, pencils, whiteboard, and pre made worksheets for
elaborate/ extend section.

Book used for Multiple Towers of 21 Lesson (pgs. 125-130)

Anchor Chart Used in Lesson