MAE 4326

Lesson Plan Guidelines

Student Teacher: Kristen Scala
Date: 10/23
Topic: Multiplying by 2s and 4s
Duration Lesson (minutes): 45min
Grade Level: 3
Group Size: 4 in person and 11 seminole connect
Number of ESOL students: 0
Number of ESE students: 0

What is the standard(s) the lesson is focused on? 3 points

MAFS.3.NBT.1.3:

Daily Lesson Objective(s)? 5 points

Students will be able to multiply by 2s and 4s by using multiple strategies to solve multiplication sentences.

Mathematics Practice Standard(s)? 3 points

CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies
based on place value and properties of operations

Pre/Post Standards: List the standards that come before this skill to serve as prerequisites to the standards
you are covering. Then list the standards that come after this concept that you are preparing the students for.
5 points

MAFS.3.OA.2.5: Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is

known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 ×
5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.)
Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 =
56. (Distributive property.)

MAFS.3.OA.1.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed
as 5 × 7.

Pre-planning 10 points **Remember, this is the section being evaluated in LiveText**

You should include a list of the concepts and/or skills needed for this lesson. Indicate how you know the
students have mastered these prerequisite skills and/or concepts (for example, examining handouts, quizzes,
tests, writing samples, homework, interactive journals, learning logs, informal observation, anecdotal records,
and/or conference with ESOL coordinator, ESOL instructor, ESE specialist, reading teacher, and any other
appropriate resource teacher in the school). Be very specific about how you analyzed the data, giving
specific numerical or narrative results.
 1. Concepts/Skills needed for this lesson: (look back to your pre-standards)
Students should already be able to show multiplication sentences using repeated additional, models
like arrays or grouping.
Students should also know communicative property of multiplication, identity property of
multiplication, and zero property of multiplication.
Students are able to multiply by 1s and 0s

2. Areas of concern: (any students you KNOW will struggle based on preconceptual development
needs; any misconceptions you know will come up, etc)
I think that my students are going to be confused about multiplying by 4s in the sense that 4 is double
2 and the way that I have seen multiplication taught now compared to how I learned I will have to
make sure they understand the mechanics of multiplication.
3. If any, how are you planning to address these in your lesson?
I plan on addressing these concerns by using many visuals that they already know how to do like arrays
to show how the multiplication of 2s and 4s are related.

4. Formative Assessment Planned to monitor progress during lesson? (how will you know they’re
keeping up throughout your lesson?)

Because there are students online and, in the classroom, I will go based off of body language, along
with picking one or two questions for students to do independently on whiteboards and then have
them share answers.

What students’ interests and backgrounds will be taken into consideration when planning this lesson? 2
points

I know that my students love music and singing songs, so I will include multiplication songs in the lesson so
that there is music integration.
 Review 0s and 1s: https://www.youtube.com/watch?v=djqQ_7vke2Q
 2s: https://www.youtube.com/watch?v=iiR8hqJeQsw
 4s: https://www.youtube.com/watch?v=LT3t-uLB9qs

What accommodations or considerations were made for ESOL and learning disabilities? 5 points **MELTS
BADGING SECTION – WORTH FIVE POINTS**
1. What academic language (vocabulary) is in your lesson plan?
 Repeated Addition
 Array
 Commutative Property of Multiplication
 Identity Property of Multiplication
 Zero Property of Multiplication
 Multiplication

2. How will you use ESOL accommodations to help beginning, intermediate, and advanced ELs notice
and learn the academic language of your lesson plan?
 I will give ESOL students a vocabulary bank with definitions so that they can see the words. For
beginning and intermediate ESOL students the vocabulary bank will include a picture or visual.
  Students will have manipulatives to use as I draw my models and arrays on the board so they can
physically see the multiplication sentences.
 I will use nonverbal sentences like thumbs up or down so that students don’t have to speak if they do
not feel comfortable, but so that they can still participate in the lesson.
 Sentence frames will be utilized so that students can better understand vocabulary, as well as how
sentences in English look, and so they can express their mathematical thinking.

Instructional Procedures for Lesson Plan:

These procedures should be detailed enough for another person to be able to follow them. You should
include example items or exercises to clarify your ideas and include copies or drawings of assigned
handouts, exercises and /or homework.
1. Launch Phase (Setting the Stage): 5 points At this point, you could do one or more of the
following: Motivate the students, state learning objectives, relate to prior knowledge, read a
children’s book. If utilizing a task – introduce the problem, tools available, and nature of products
students are expected to produce.

Good morning students! Today we are going to learn a new multiplication skill! We are going to learn
about multiplying by 2s and 4s, but first we are going to review multiplying by 1s and 0s. Remember
yesterday we learned about the zero and identity property of multiplication, so let’s do a little warmup
to get our math trains chugging along.
-I will then display warmup problems on the board and we will do the first row together. After we
finish the first row, students will complete the last three rows on their own and I will ask students to
SHOW the answers with their fingers since there are students online and in class.

2. Sequence/Steps/Explore Phase – 5 points Students work on the problem. INCLUDE the examples
you will use and expected responses. Consider if you will group students, how to manage materials,
and incorporation of technology.

Following this warm up I will then show a video on how to multiply with 2s:
https://www.youtube.com/watch?v=iiR8hqJeQsw
After watching this video, we will begin multiplication with 2s. I will use the cards inserted below to
show multiplication of 2s with repeated addition and model by grouping (review from last chapter).

“Okay students let’s look at this first sentence, 2 groups of 1, we know that this is the identity property of
multiplication so the 1 tells 2 to stay the same, so 2 groups of 1 is 2. Now, 2 groups of 2 we can see there are 2
groups of cherries with 2 cherries in each group, and if we use repeated addition, we would have 2+2 so 2
groups of 2 is 4. Let’s see if you all can try the next one on your own.” Students will then do 2x3 on their own,
have students share answers and the strategy they used to find the answer. Then have them complete the
rest.
Once students have finished the next 5 problems, I will ask if they see any patterns with multiplying by 2s.
I will then tell students that when they see a 2 in a multiplication sentence that the 2 tells the other number to
double itself. For example: “let’s look at 2x7 or 2 groups of 7. The 2 looks at 7 and says, ‘hey 7 I’m 2, you can
double yourself!’” then have the whole class try it. “okay look at 2x10, the 2 says hey 10 I’m 2, you can double
yourself! And the class will say so 2x10 or 2 groups of 10 is 20!” practice this for multiple sentences.

Students will then complete the worksheet below to solidify their understanding of multiplying with 2s and we
will go through the answers after 5 minutes.

We will then continue on to introduce multiplication of 4s, I will explain to the class that when we multiply by
4, we are using the multiple of 2 because 2 is double 4.
Then, we will skip count as a class to fill in our 4s facts.

Following skip counting, explain to students that we can solve 4s by drawing arrays and equal groups.
“we are going to solve 4x7 by doubling 2x7, because we know that 4 is a multiple of 2” then draw 2 groups
with 7 in each group. “So, 2x7 is 14 so now if we double the product, we would have 14+14 which is 28,
therefor, 4x7 is 28”. **Be sure to show both sentences with equal groups
Then have students try doubling by using 2x5 and 4x5.
After they try on their own… “2x5 we know, we see our 2 and it tells 5 to double itself and we get 10, then we
double the product and have 10+10=20, so 4x5 is 20”
If students need another practice have them try 2x6 and 4x6.
 3. Check for Understanding: 5 points At this point, you could guide the students to demonstrate a
skill or concept, extend a concept (or apply it), work samples, and repeat operations. You could
also check for students’ understanding by asking questions, observing operations, adjusting
problems. Students can share solution strategies selected by you that emphasize the objective.

I will check for student understanding by first having them scale how they feel on a 1-5 by showing
their fingers.
We will then go on to work on multiplying by 4s independently, I will monitor students and encourage
that they ask questions if they need help.
I will give students two multiplication sentences with 4 and ask them to complete each section of the
paper below so that they can visually see all the strategies to multiply by 4. After they have finished, I
will have students a home show their work to the camera and students in class will hold their papers
up.

4. Discussion and Summarize Phase: 5 points What will you or your students do to conclude (give
closure to the lesson)? Example: The students will summarize in their own words the mathematics
they have learned during this lesson, complete an exit ticket, etc.
To conclude this lesson, I will have students share verbally what they did to solve the problems above
and discuss each as a class to cover any confusion.

Evaluation/ Assessment Procedures/Student Evidence: 5 points

How will you know if the students have mastered the objectives of this lesson? Some of the procedures
presented above or other procedures could be used here for the assessment of student knowledge. Indicate
the ones you will be using for this purpose. Remember to think of how you will know if students understand
(consider student evidence!!).

In order to assess students for this lesson, they will have a google classroom assignment to complete on their
own. I will insert text boxes into the blanks so that each student can put their answers into the sheet below.
Materials Needed for the Lesson Plan: 1 point
List all the essential materials needed for each of the following:
1. For the teacher: PowerPoint presentation that includes each of the worksheet problems so that I
can easily flip through the lesson. White board to present the material on to.
2. For the students: copies of the worksheets so that they can follow along

Resources Used for Developing Lesson Plan: 1 point

Indicate any resources used for developing this lesson: articles from professional journals (include a copy),
professional books or textbooks, children’s books, computer software, and/or calculator activities.

I first looked at the lesson framework provided by the county to get an understanding of the material.
Then, I looked at the “Go Math” book in order to see how they were displaying the information and based my
activities off of that.
I got all of the worksheets off of teachers pay teachers and snipped the content to fit my needs.
My supervising teacher and I have spent lots of time finding out which way is best to present lessons, so we do
everything on the board so that the students in class can see everything and then we have a camera pointed
at the board for online students.

L. Attachments for Lesson Plan: Evaluation tool and student work samples
Self-evaluation of the Lesson: 30 points
After you teach the lesson(s), you should answer the following in detail (be specific, give examples, and be
reflective).

A. Lesson or unit objectives were achieved: (circle one of the following)

5 4 3 2 1

Excellent Average Poor

B. Lesson(s) or unit strengths:

C. Lesson(s) or unit weaknesses:

D. Improvements or revisions for re-teaching the lesson(s) or unit:

E. External factors affecting the lesson(s) or unit:

F. How did incorporating the Mathematics Practice Standards enhance the lesson?

G. ESOL strategies and accommodations for ESOL and learning disabilities: Were you successful
incorporating these into your lesson? Explain. What would you do differently the next time?