ED 357/358 - FIELD EXPERIENCE - LD & EI LESSON DESIGN & DELIVERY LESSON PLAN P 1 2 3 Your Name: Meagan Wylie School:

Holland West K-7 Length: 15 minutes

Lesson Title: Two Digit Multiplication without Regrouping Cooperating Teacher:_Lisa Hendricks___________________ College Supervisor: Kim Arsenault

Date: ____3/23/14____________________

CCSS/GLCE: Represent and solve problems involving multiplication and division. CCSS.MATH.CONTENT.3.OA.A.1 OBJECTIVE: TLWBAT: "The learning will be able to 2 digit by 1 digit multiplication using an algorithm with 80% accuracy. BEHAVIORAL EXPECTATIONS: (What you will state to students prior to teaching.) 1. Be respectful. 2. Work hard. 3. Ask questions. OUTLINE OF LESSON: (As appropriate, use the Direct Instruction format & label the parts.) Introduction Anticipatory Set Complete these three visual 2 digit by 1 digit problems. Objective Today we are going to learn how to complete these types of problems without using pictures. Rationale This new skill will help us incase you ever get a multiplication problem that doesnt have visuals, we can still solve it. It will also help you to solve these problems faster. Body Input The most important thing to remember is where to start with multiplication. So when we have multiplication problems, we are going to put a star on this side to remind us which number to start with.
Worksheet

Model For example, if I had the problem 14x2, I am going to put a star next to the number four because that is the side that we start on. Check for Understanding Can you show me where you would put the star on your problem? Input Now I am going to cover up this digit (number one) so I can only focus on this number. Now I am going to multiply just like I have in the past. Modeling For example, in my problem of 14x2, I am only going to focus on the 4x2. I know that is 8. I am going to put the 8 right there. Check for Understanding Can you show me this part using your problem? Input Now we are going to cover up this number (number four). And focus on the other part of the problem. Then we do the same thing with this number. Modeling For example, for my problem of 14x2, I know that 1x2 is 2 and I put the number 2 right here. Check for Understanding Can you show me this on your problem? Perfect. Now we have our answer of 24. Guided Practice Now that you have learned how to do multiplication, we are going to practice two problems together as a group using white boards. Independent Practice Here is a worksheet. Work independently and solve these multiplication problems using the new way that we learned. EVALUATION OF OBJECTIVE: (What you will do to see if the students mastered the objective.) Students will be able to solve at least four out of five two digit by one digit multiplication problems independently. If the students are able to effectively complete the worksheet, I will know that they have completed the objective.