ELED 433 Assignment Description

ELED 433 LESSON PLAN FORMAT

JMU Elementary Education Program
The following information should be included in the header of the lesson plan:
Samantha Boyd
Mike Rice, John Wayland Elementary School
12/3/14 8:30-10:00 and 10:00-11:30
11/26/14 (Plan must be initialed and dated by the teacher when it is reviewedat least one
day in advance.)
(Include the title of each of the following sections in your written plan.)
A. TITLE/TYPE OF LESSON
Multiplication in the Real World
B. CONTEXT OF LESSON
A preassessment tool that I will use is a classroom discussion. The reason I chose a classroom
discussion is because this unit is the first time students will be exposed to multiplication, so I know
they wont have but a few weeks of experience with the topic. This will allow students to bounce off
of one another with their ideas. Someone may say how he or she thinks multiplication takes place in
the real world and that specific comment could spark an idea in another students mind. The
classroom I am in currently is very open with discussion and very few are afraid to speak because of
their fear of being wrong. The community is strong enough to handle a classroom discussion where
many of their answers could be wrong due to their lack of prior knowledge. The last question will
help me come up with real world examples that will be of interest to them. I will ask students the
following questions to assess their readiness and interest level of the topic:
What do you know about multiplication?
How are you feeling about learning multiplication?
How is multiplication used in the real world?
Have you ever used multiplication? If so, how?
Have you seen your family or friends use multiplication? If so, how?
What is your favorite activity to do outside of school?
The unit the students will be in is multiplication and division during this period of time. My
Cooperating Teacher asked me to pick a standard and start running with it. He is open to new ideas
as long as they help with the students understanding of multiplication.
Vertical Planning: This lesson fits in the unit after 3.5 has been addressed, which is
knowledge of the multiplication facts of the twelves table. It will follow some instruction
relating to how to solve multiplication word problems using models and representations.
SOL 3.2 addresses the inverse relationship between multiplication and division, which will
help students in figuring out the problems. With regards to previous grades, students are
taught building blocks for understanding multiplication beginning in kindergarten. K.2 lists
that students should be able to form sets of objects. This is vital in understanding
multiplication since they will be multiplying a set of objects by another value. In first grade
students being to skip count, which is the basis of the times tables (1.2). They are also
introduced to mathematical communication through the equal sign (1.18). In each of
these grades, students are taught to look for patterns in mathematics and in their
everyday lives (K.16, 1.17, 2.20, 3.19). Multiplication is essentially a pattern of repeated
addition. So while there is not explicit instruction involving multiplication until third grade,

ELED 433 Assignment Description

there is essential knowledge students must recall from as early as kindergarten. In looking
at where my students are headed in 4th grade, 4.4 shows that students will be expected to
estimate and find the product of single-step and multistep multiplication problems. Third
grade should prepare students to work with multistep problems of greater difficulty.
o Related vertical SOLs: K.2, K.16, 1.2, 1.17, 1.18, 2.20, 3.2, 3.5, 3.19, 3.20, 4.4
Horizontal Planning: This lesson fits within the ongoing unit of multiplication and division
because it is an application of what they have already be taught in the two weeks prior to
this lesson. This lesson will show students that they arent just crunching numbers for no
reason, but that they will be using these in their lives and can start doing so now. It fits
within the third grade curriculum because it draws upon units they have already covered
like the commutative property from their addition and subtraction unit, place value, and
working with multi-step problems. They will know how to read through word problems to
figure out what they need to solve.
This lesson fits in with my knowledge of child development because it is building on the knowledge
they have from prior grades as well as knowledge they have from everyday, real life examples of
multiplication. When students can make connections in their brain to real life, they are more likely
to remember it and thus be able to work the multiplication problems with success. Creating an
assignment in which students are interested in the types of problems, they will be more likely to get
excited about it and work harder. Interest increases motivation. Finally, in explaining that what they
are doing will matter later in their lives will help them understand that there is a purpose to the work
they are doing and they wont feel like they are just doing busy work to do well on the SOLs.
Sue Bredekamps Effective Practices in Early Childhood Education lists the learning
trajectory for mathematics, which shows that from seven to eight years old children
should move from working with equal groups of objects to gain foundations to
multiplication to representing and solving problems involving multiplication and
division (Bredekamp, page 423).
Using the methods of multiplication by a one-digit multiplier in Van de Walle et al.s
Teaching Student-Centered Mathematics are all examples of strategies grounded in
students sense making, as described in research on multiplicative reasoning (Van de
Walle, Karp, Lovin, Bay-Williams, page 181). Capitalizing on these invented strategies that
students use will assist them in further understanding mathematics.
C. STANDARDS - VA SOLs and/or CCSS
Mathematics: 3.6 The student will represent multiplication and division, using area, set, and number line
models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or
less and the second factor 5 or less.
Process Math Standard: Mathematical Problem Solving and Mathematical Representations
English: 3.1 The student will use effective communication skills in group activities.
3.3 The student will apply word-analysis skills when reading.
Once I nail down the word problems I may be able to add some depending on what the word problems
say.
D. LEARNING OBJECTIVES
Understand what are the broad
generalizations/concepts the
students should begin to develop?
(These are typically difficult to

Know what are the tools,

vocabulary, symbols, etc. the
students will gain through this
lesson? (These knows must be

Do what are the specific thinking

behaviors/procedures students
will be able to do through this
lesson? (These will also be

ELED 433 Assignment Description

assess in one lesson.)
U1 Students will understand that
multiplication is used in the real
world on a daily basis.
U2 Students will understand that
models represent multiplying.

assessed in your lesson.)

K1 Students will know that there is
more than one way to solve a
multiplication problem.
K2 Students will know the
following models: number line,
set, and area.
K3 Students will know that there
are many ways to solve the same
problem.

assessed in your lesson.)

D1 Students will be able to do
multiplication through the use of
models.
D2 Students will solve problems
where on factor is 99 or less and
the second is 5 or less.
D3 Students will solve word
problems involving multiplication.
D4 Students will use a variety of
appropriate strategies to solve
multiplication problems.
D5 Students will improve their
reading and word-analysis skills
through the use of word problems.

Assessment Tool
What documentation will you have for
each student?

Data Collected
What will your students do and say,
specifically, that indicate each student has
achieved your objectives?

Problem-based task (formative

assessment) they will turn in a
word problem with an explicit
explanation of the 2 strategies
they used. They are required to
solve the problems in 2 different
ways.
Word Problem: Jaaziah had 21
friends at his birthday party.
They each ate 3 pieces of pizza.
How many pieces of pizza did
Jaaziah and his friends eat at the
party?
Exit slip (formative assessment)
asking them (1) to rate their
level of understanding of our
lesson on a scale of 1-10, and (2)
to create a multiplication
problem involving something
they are interested in.

-They will complete the

problem with two appropriate
strategies.
-They will read and solve the
problem correctly.
-At least one strategy will
involve a model that was taught
that day (number line, area, or
set).

E. ASSESSING LEARNING
Objective

U2
K1, K2, K3
D1, D2, D3, D4, D5

U1

U1, U2

As I am walking around
monitoring students, I will have
a chart with each students
name on it. I will fill it in with

-They will be able to create a

problem based off the ones we
did in class that involves
something in the real world.
-This will show that they have
understanding of the fact that
multiplication is used often, not
just in school.
I expect students to mention:
-Something about how they see
multiplication being used in the
real world.

ELED 433 Assignment Description

what I hear from students as

they are working. I will ask
them questions about what they
are doing and have them explain
their work to me.

-Show me their use of models to

represent multiplication and say
that they see why models are
important and helpful.
-They will recognize that models
help them solve the problems.

F. MATERIALS NEEDED
Pencils and erasers (students)
Paper for students to solve the problems on (teacher)
SmartBoard (Cooperating teacher)
Highlighters (students)
Graph paper (teacher)
Manipulatives base ten blocks, little math bears (teacher)
G1. ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE PROCEDURE
PORTION OF THE LESSON
Students will sit at a table with their groups and will be given problems to solve. They will be asked to
solve the problem using the strategy that is best for them on their paper. After students are done solving
the problems, I will select a few students to use the SmartBoard to show their peers how they solved the
problems. They will then be asked as a group to come up with as many ways they can to solve the same
problem. This will give me the opportunity to show them that there are multiple methods to use when
solving problems.
Here are some of the problems and anticipated strategies I predict students will use:
Equal Grouping, Product Unknown: Noah, Hunter, and 5 other friends went hunting and got three
deer each. How many deer did they get in total?
o Valid strategies:
7x3=21 deer
Drawing 7 circles to represent each person and putting 3 dots in each circle for
each deer, then counting the dots
Using an area model to show 7 rows and 3 columns
Use a number line to jump 3s or 7s
Repeated addition of 3 or 7
o Mistakes:
5x3
Using a number line, but jumping too many or too few times
Using repeated addition, but adding too many or too few times
Drawing 7 circles and adding 7 dots to each circle
Drawing 7 circles to represent each person and putting 3 dots in each circle for
each deer, but not counting the dots in the end or counting them incorrectly
o Differentiation by readiness:
Smaller numbers: 12 friends went hunting, each got 9 deer
Larger numbers: 2 friends went hunting, each got 3 deer
Equal Grouping, Product Unknown: There are 98 butterflies. Each butterfly has 4 black dots and 8
yellow dots. How many black dots are there in all?
o Valid strategies:
98x4=392 black dots
100x4 then 2x4 then taking 8 from 400.

ELED 433 Assignment Description

Using a number line jumping from 0 to 98, 98 to 196, 196 to 294, and 294 to 392
100x5 then taking 100 from 500 and 2x4 (8) from 400
Doing 10x4=40 and adding that up 10 times to get 400 then taking 2x4 from 400
o Mistakes:
98x(4+8)
98x8
98x4x8
100x4 then 2x4 then adding 8 to 400
Trying to draw 98 butterflies and putting 4 dots on each (likelihood of miscounting
is high and it takes too long, so its not an appropriate strategy for this problem)
o Differentiation by readiness:
Smaller numbers: 20 butterflies, each has 3 black dots
Larger numbers: 120 butterflies, each has 5 black dots
Multiplicative Comparison, Larger Unknown: This year on your 9th birthday your mother tells you
that she is exactly 4 times as old as you are. How old is she?
o Valid strategies:
9x4=36 years old
10x4 then taking 4 from 40.
Repeated addition of 9 either on a number line or not
Drawing out a group of 9 squares 4 times and counting the squares
Using an area model to show 9 rows of squares beside each other 4 times (9x4
model) and adding up the squares or seeing to multiply 9x4
o Mistakes:
9+4
10+4-1
10x4 then adding 4 to 40
10x4 then taking 9 from 40 or adding 9 to 40
Using the area model incorrectly and making a 9x9 square out of confusion
o Differentiation by readiness:
Smaller numbers: 6th birthday, 4 times older
Larger numbers: 13th birthday, grandma is 6 times older
Rate & Price, Product Unknown: Anna wanted to 2 cupcakes for each student in the class. There
are 20 students in the class. The cupcakes were $3 each. How much money will Anna spend?
o Valid strategies:
2x20x3=$120
2x2x3 then multiplying the answer by 10
20x3 then multiplying that answer by 2
Using a number line to jump from 20 to 40, then continuing to jump by 40s three
times to get to 120
Drawing 20 students and putting 2 cupcakes in each to find 40 then adding 40
three times to find the total
o Mistakes:
Adding 2+3 then multiplying by 20
20x3 and forgetting to multiply by 2
2+20 then multiplying by 3
3x2 then adding 20
Draw 20 students and 2 cupcakes in each, but forgetting to multiply by 3
o Differentiation by readiness:
Smaller numbers: 1 cupcake each, 20 students, $2 each
Larger numbers: 2 cupcakes each, 2 classrooms of 23 students each, $3 each

ELED 433 Assignment Description

Procedure

G2.

Arrays of Objects & Area, Factor Unknown: Easton wanted to build a box (without a top) for his
spiders. He has enough room to make it 50 inches along one side. How long does he have to
make the adjacent side in order to have 350 square inches of cage?
o Valid strategies:
350/50=7 inches
35/5 then multiplying the answer by 10
Doing 350 minus 50 multiple times until you get to zero then adding up how many
times you had to take 50 away
Using a number line to count by 50s to get up to 350
5x7=35 (derived facts) then multiplying the answer by 10
o Mistakes:
350x50
35/5 then multiplying the answer by 100
Doing 350 minus 50 multiple times, but stopping at 50 instead of zero
35x5 then multiplying the answer by 10
35/5 and forgetting to multiply the answer by 10
o Differentiation by readiness:
Smaller numbers: 5 inches, 35 square inches
Larger numbers: 55 inches, 440 square inches
Combination Problems, Product Unknown: Harper is choosing a new horse. The barn has 4
different colored horses and has 2 boys and 4 girls of each color. How many different horses can
Harper choose from?
o Valid strategies:
(4x2)+(4x4)=24 choices of horses
Drawing 2 boy horses of each color and 4 girl horses of each color and adding
them up (drawing 8 boy horses and 16 girl horses then doing 8+16)
Grouping the horses together by color (2 boys and 4 girls in each white group) and
adding up the groups (6+6+6+6)
Realizing that the boy and girl groups dont matter, so adding 2+4 to get six and
multiplying 6x4 to get the total
Using a number line to find 4x2 and 4x4 separately then adding them together
o Mistakes:
4x2x4=32
Forgetting to add up the boy and girl totals to find the actual total
Using the number line to find 4x2 and 4x4, but forgetting to add them together or
not realizing you need to
Adding 4+2+4
Using a visual, but relying on derived skills to solve the problem yet getting the
fact, and thus the problem, wrong
o Differentiation by readiness:
Smaller numbers: 2 horse colors, 2 boys, 2 girls
Larger numbers: 4 horse colors, 7 boys, 5 girls

PROCEDURE
BEFORE:
1. To engage my students during the before phase, I will use a think aloud strategy and modeling.
2. To activate prior knowledge, I will ask students what they know about multiplication. This can
be any sort of definition or strategies they know to use.

ELED 433 Assignment Description

3. I will have them tell me times that they know they have to use multiplication in real life. If they
dont have any examples, I will start to give them some ideas to spark their imaginations
(figuring out how many cupcakes to bring for the class, figuring out how big the playground is).
4. I will introduce the task to them to establish clear expectations:
a. They will work in their 3 normal math rotation groups.
b. I will show them the paper I will pass out to them following the first problem we do
together. It will have all 6 problems, 1 per page (see attached).
c. They will be told that students that I choose will come up to the board and explain to
the class how he/she got the answer.
5. We will go through the first problem together so I can model it for them and to show them what
I expect and make sure they understand. (There are 98 butterflies. Each butterfly has 4 black
dots and 8 yellow dots. How many black dots are there in all?)
a. I will pass out the first page of the packet of problems so they can follow along.
b. I will ask them to tell me what the problem is looking for. They will have highlighters to
work through reading the problem and highlighting important parts.
c. They will then be asked to come up with as many strategies as possible to figure out the
problem. We will start a list on the board of ways to use different strategies so they can
go back to that list when solving the problems.
d. We will solve the problem using three different methods array/area model, number
line, and set model to be sure they are able to use these three strategies.
DURING:
1. After passing out the rest of the problems to the students as well as graph paper and
manipulatives to each group, I will begin to walk around to the different groups and listen in on
what they are saying and how they are solving the problems. I will let go.
2. I will have my monitoring sheet to track their thinking (part 3 in my assessments section, see
attached) and will be making notes while they are working.
3. In order to make sure that every group member is working on the problems, I will have a packet
for each of them with the problems listed. They will all be asked to solve the problem on this
packet with the group. I will collect this paper at the end of the class so I can look over their
strategies and thinking. Each individual student will be responsible for his/her work for each
problem.
4. If a student needs extra support I will ask questions like:
a. Can you draw a picture? What if you used an [area model, number line, or set model]?
b. Is this similar to any other problems we have solved?
5. If a student finishes the problems very quickly and is obviously not being challenged, I will
extend the problem by asking them to solve it using a different strategy or with different
numbers in place of the smaller numbers.
AFTER:
1. Once groups have completed the tasks and are ready to explain their thinking to the class, I will
be sure to ask questions to clarify. Some questions I may ask are:
a. Can you tell me why you multiplied/ divided?
b. Can you tell me more about [insert step here]?
c. How did you know where to being?
d. How does your picture connect to your answer?
2. In order to show a variety of ways to solve the problem, I will call on students I recognized with
different strategies to show their work for a number talk. I will call on students to answer
problems in a concrete to abstract order. Those with the most concrete strategies will be called
on first and it will progress toward the most abstract strategies.

ELED 433 Assignment Description

a.
b.
c.
d.
e.
f.

3.
4.

5.
6.

7.
8.

9.

Repeated addition
Using base ten blocks
Drawing a set model
Drawing an area model
Using a number line
Breaking up the numbers in to easier chunks (98x4 being solved by 10x4-40 and adding
that up 10 times to get 400 then taking 2x4 from 400)
g. Using friendly numbers (98x4 being solved by 100x5 then taking 100 from 500 and 2x4
(8) from 400)
h. Using derived facts
Students will have the opportunity to add to our list of strategies at this time.
After each problem is solved, I will make sure no student is being rude or unnecessarily upset
about not getting the problem correct. They will be asked to support each other and cheer each
other on, to strengthen the already prevalent classroom community.
While students are explaining their work, I will listen without evaluation, or without telling them
they are correct or incorrect.
In order to make sure students arent making the same mistakes over and over, I will remind
them of strategies that arent appropriate for certain problems. (Using a drawing for very large
numbers, etc.)
In order to wrap up the lesson, we will review/summarize the list of strategies we have used
throughout the lesson, asking students if they have any questions and highlighting connections.
I will ask them to make a note of strategies they need help understanding on the top of the first
page of their packet so I am able to see what they think we should work on during the following
days. This will show them that they have input in their learning.
Finally, we will end the lesson with their exit slip, described in the assessment section. They will
rate their level of understanding and will create a multiplication word problem using the context
something they are interested in.

H. DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with varied interests and
readiness levels by completing ONE of the six boxes below for each day. You may choose the same box for
each day. Use the learning progressions to support your decisions. Include a specific differentiation plan
for each day.
This connects to your During Phase Actions: providing support and extensions.

Content

Process

Interest

If students are having a very

difficult time with the
problems, I can tweak the

Product

ELED 433 Assignment Description

Readiness

I.

numbers to be larger or
smaller depending on what
they need. If a student is not
being challenged enough I
will encourage them to try
the more difficult problem. If
a student is struggling too
much, I will have them try
the less difficult problem.
(See specific numbers under
the anticipation section.)

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO ABOUT IT?
Think about this specifically for THESE lesson plans. This CANNOT include fire drills, interruptions due to
announcements, weather, or other emergencies.
My biggest fear with really any lesson is that I just wont reach the students. If it is going over their
heads or is too boring, the lesson is pointless. If it doesnt soak in, they wont remember it. In
order to prevent this I have worked really hard to make my lesson fun and interactive.
Another fear is that they will not have the prior knowledge base in order to complete my lesson. If
the class gets off course in their pacing guide, I wont be able to teach my lesson because they
wont get it. I will keep a close eye on what they are doing each week. If it seems like they
wont get to multiplication in time, I will have to redo my lesson plan to fit their needs.
If we run out of time because it took longer than I thought it would, I will have to cut some of the
lesson out and ask them to finish at the end of the day if they have time. If they dont have time, I
can just cut out an extra problem.
Another nagging concern is what if the students dont participate? I dont think this will be a
problem knowing my students, but if it does happen, I will make sure to get them more excited
and engaged. I may use a brain break to get them up and have them move around a bit to get
their brains working.

ELED 433 Assignment Description

Name: _____________________________________________________
Multiplication in the Real World!
Solve each problem using any strategy you would like. Please be sure to record your thinking on this sheet.
There are 98 butterflies. Each butterfly has 4 black dots and 8 yellow dots. How many black dots are there
in all?

ELED 433 Assignment Description

Noah, Hunter, and 5 other friends went hunting and got three deer each. How many deer did they get in
total?

ELED 433 Assignment Description

This year on your 9th birthday your mother tells you that she is exactly 4 times as old as you are. How old is
she?

ELED 433 Assignment Description

Anna wanted to 2 cupcakes for each student in the class. There are 20 students in the class. The cupcakes
were $3 each. How much money will Anna spend?

ELED 433 Assignment Description

Easton wanted to build a box (without a top) for his spiders. He has enough room to make it 50 inches along
one side. How long does he have to make the adjacent side in order to have 350 square inches of cage?

ELED 433 Assignment Description

Harper is choosing a new horse. The barn has 4 different colored horses and has 2 boys and 4 girls of each
color. How many different horses can Harper choose from?

ELED 433 Assignment Description

Monitoring Sheet
(Names are to be written in each block as the teacher monitors the students.)
Group 1
Group 2
Group 3