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Lesson Plan 4: Double digit multiplication

Performance Objective

Students will develop the concept of double-digit multiplication through repetition. Student will

complete a moderate difficulty worksheet using the standard algorithm to multiple double-digit

whole numbers. Students will be given problems where the answer is wrong and they will have

to analyze and identify how the answer became incorrect. This will develop their ability to

follow given instruction/steps to solve for a problem. Students are measured by 100% attempted

and at least 80% completed correctly.

Resources/materials

Document camera

whiteboard/smartboard

Colored markers

Pencil

Paper

Math worksheet

Khan academy video double-digit multiplication

Chromebook

Prodigy account

Time: 90 minutes
Step 1: Pre-instructional activities

I will read the learning targets from the board and ask students to do the same. They will then

talk to a shoulder partner and have them explain in their own words what it means. We will

about the previous lesson and what they liked and what they were still confused on. I will prompt

them with an open-ended question, “How do you think last lesson relates to our learning targets

this lesson?”

Step 2: Content presentation

I will give them a sample problem on the board of a double-digit multiplication problem that

they will then have to try to solve. They will be given time to see which process works or makes

sense. After we have a few different answers on the board from students, I will start the Khan

Academy video at 3:27, which is the introduction of double-digit multiplication. I will stop the

video at parts where I believe will need more clarification and emphasis. After the video is

complete, I will take the class through the sample problem step by step. As in lesson one, I will

also prompt students to make sure they are following along and complete the necessary steps.

Step 3: Learner Participation

Students will be given a worksheet that they will be able to complete with partners. Partners will

be paired up beforehand based on opposite abilities. High flyers with struggles and middle of the

pack students with each other. This will give an opportunity to challenge students who may not

normally work together. Both students cannot move onto the next task until both are able to take

me through a sample problem independently with less than 2 hints. Students will then be given 2

sample problems where the answer to the problems are wrong and they have to identify where

the person may have made the mistake/s.


Step 4: Assessment

Pairing the assessment with the previous lessons activity, the assessment will be if students are

able to come up with 2 real world sample word problems solving with the standard

algorithm. Both word problems must make sense, and after showing work, the answers need to

be the correct answer. This will be done independently.

Step 5: Follow through-activity

Students who are finished with the assessment/activity will be able to work on

Chromebooks. These students on Chromebooks have to finish the Khan Academy assignment. If

they are finished they need to make sure their partners, form the initial activity has completed the

Khan Academy assignment for the week. The strugglers will not have finished or even started,

so this will challenge my high students to teach the strugglers how to finish both exercises. If

they are finished, their reward is to play Prodigy. Prodigy works on student’s math outside of

the content that was learned from the given day. Students see this as a reward and a relaxed

activity to end the lesson.

Summary: This lesson challenges students to figure out multiplication backwards. Students are

given a product but expected to understand what step was incorrect. This does not give them a

specific systematic process to figure out the answer to each questions, but the reward of

completing the difficult task is work on the Chromebook. Students need to put together prior

knowledge of how to multiply a multi digit number. This would lead me being Cognitivism.

They are building about their prior understanding of how to multiply.