University of Utah, Department of Special Education: Lesson Plan

Content Area:
12/4/14
Core Standard:

Math

Grade level:

CCSS.MATH.CONTENT.3.OA.A.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.

Instructor Name:

Chris Clausen

Date:

Instructional Objective:

Behavioral Objective:

Today we will use base ten blocks to

determine solutions for multiplication
problems containing single and double digit
numbers.

Students will follow directions within 5

seconds and will participate in class
discussion.

Students will work in a group to solve 2

multiplication problems without error by the
end of class.

Students will use base ten blocks as we go

through equations together.

Students will work individually to solve 2

multiplication problems without error by the
end of class.
IEP Goal:

Student will solve multiple step math problems

using addition, subtraction, multiplication, and
division with 80-100% accuracy over 3
consecutive weekly trials.

Content (concepts, information, skills,

new vocab, etc.):

multiply single digit numbers with double digit

numbers with no regrouping

Instructional Materials Needed:

Base ten blocks

Paper and pencil
White board and marker

Student will multiply single digit numbers with

double digit numbers in the range 1-99 with
95% accuracy on 3 of 4 assessments using Easy
CBM by December 22nd.
Procedures/Activities:
1. Get students attention
2. Academic review /Gather
background knowledge
3. State instructional
objectives
4. Review behavior
expectations
5. Instruction
a. Model
b. Guided Practice
c. Guided Group
Practice
d. Independent practice
e. Error Correction
Procedures
6. Wrap up

Teachers Role/What Im doing:

Agenda: review, model base ten blocks, group work using a base ten
table, individual work
1. Grab your pencils and have a seat. Go over classroom rules and post them on
the board.
2. Review- Weve been working on multiplication. Who can explain exactly two
times a number is? For example, what does it mean when I say two times five?
Can you show me?

Students Role/What
theyre doing:
1.
2. two groups of five, makes
an array on the board
3.

3. Today we are going to use base ten blocks to help us find solutions (the
product) for each equation containing single and double digit numbers.
4. I will model how to do this. Then, Ill give you each a set of blocks and have
you work as a group, then well do some individual work.

4.
5. six, 3 tens, two sets of 3

a. Review key concepts/

Check for
understanding
b. Review objectives
c. Clean up

5. a. get out base ten blocks

Begin with the ones. What is 3 x 2 ones? Group two sets of three and write a 6
under the 2 on the chart.
How may tens do we have? Show 3 tens. How do I show 3 tens times 2? Show
two sets of 3 tens. How many tens do we have now? Write a six in the tens place
next to the other 6. Lets add up the tens and the ones. Whats our answer?
Repeat with another problem.

tens, 66
6. four groups of 3 or three
groups of 4

b. Your turn (students do the next 2 problems with guidance).

c. Im going to make a place value grid. The first equation is 33 x 2. I write it like
this.
tens

Ones

hundred
s

3
x

3
2

Remove the blocks and have students work problems using graph paper to make
arrays.
d. Do the last 2 on your own using graph paper as needed.

e. Error correction: Go back to blocks or graph paper and model the process.

Adaptations/Modification
s/
Accommodations:
Larger font for vision
impaired student

6. Review: What do I mean when I say 4 times 3?

Put pencils in your cubby and get your card for me to sign. Put a sticker on your
chart.
Reinforcement Procedures:
Assessments:
Pre: Easy CBM assessment
Card signed
During: Checking verbal and written
Stickers on chart
answers
praise
Post: Worksheets and Easy CBM

Follow-up Activities:
Multiplication with one and
two digit numbers requiring
regrouping