Makenna Taylor & Kaitlyn Corbin

T&L 352 - 01
Session 5 Peer Teaching Lesson Plan
1. Instructional Plan Purpose: The purpose of this lesson is to help students better
understand how to complete multiplication problems using different types of strategies including
commutative property, repeated addition, grouping and arrays.
State/National Learning Standards: The grade level for this lesson is 3rd. The content area
that will be focused on is multiplication.
Content Standard: 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.

Practice Standard: CCSS.MATH.PRACTICE.MP4

Model with mathematics.
Content Objectives:
Students will be able to multiply one-digit
Students will be able to multiply one-digit
Students will be able to multiply one-digit
Students will be able to multiply one-digit

whole
whole
whole
whole

numbers using the commutative property.

numbers using repeated addition.
numbers using an array.
numbers using pictures to represent groups.

Previous Learning Experiences: Before completing this current lesson students would need to
have a basic understanding of each learning strategy and what they mean so that they are able
to complete them themselves. Meaning, for repeated addition students would need to know how
to solve addition problems. Students will also need to already be familiar with how to group
numbers and how to set them up in an array.
Grouping of Students for Instruction: Students will be divided into groups after the
demonstration by the teacher is complete and after they have tried one problem on their own.
They will be divided into groups to put their knowledge together and double check their work
and understanding of the problem they solved on their own. They will then solve another
problem together in the group and discuss the differences in the ways that they each would go
about solving the problem. By working in a group, the students are able to reinforce the
concepts that are being learned.
Physical Classroom Layout: There will be about six round tables throughout the room each
containing about 5-6 students.
Task Selection: Our lesson is centered around solving simple multiplication problems, such as
3x5=15, using four different strategies. This is a worthwhile task because there is no correct
way to solve these problems. Students can use different strategies such as commutative
property, repeated addition, grouping and arrays to solve the same problem which allows them
to expand their understanding about multiplication.
Before Phase: Before this lesson, students will have an understanding of grouping, as well as a
basic understanding of multiplication. This knowledge will be connected to the lesson by
teaching how to solve for having multiple groups (multiplication), as well as introducing that
multiplication problems can be looked at in different ways. As students go about solving these
problems, the strategies we want them to focus on may emerge from the students themselves.

Makenna Taylor & Kaitlyn Corbin

T&L 352 - 01
Session 5 Peer Teaching Lesson Plan
Students will work on the problem by demonstrating that they are able to solve various
multiplication problems in various ways.
During Phase: During this lesson, students will be presented with various multiplication
problems to solve. Each student will receive a worksheet that has different sections on it. Each
section represents a different way in which to solve the multiplication problem that has been
presented. To start out the lesson, we will use an example problem and launch the students into
solving the problem by drawing a picture. We will then assign each table group a different
multiplication problem and ask them to solve the problem by drawing a picture and also ask
them to think about using each of the ways provided on the worksheet. While students are
working on solving the problems, we will pay attention to how they are solving the problems and
ask groups that are using the different strategies to come up and explain how they solved the
problem to the whole class. Students will be engaged by coming up and explaining to the class
how they solved their specific problem. In order to find out what different students are thinking
we will ask them to share their thinking while they solved their problem. To help provide support
to students who are struggling, we will walk around the classroom to assist any students who
need help, as well as provide further explanation and even manipulatives if needed. If students
finish quickly, we will ask them to think about how the problem they solved could be seen in the
real world to help them apply what they are learning to real life, rather than viewing it as some
math problem that is irrelevant.
After Phase: After this lesson, students will use what they have learned to express what
multiplication means and how it can be applied to the real world. We will support students work
as a community of learners to further discuss the meaning behind multiplication and what it
really represents to help students further understand why they are solving these problems. We
will listen actively by taking in the thinking of students and allowing them to express their
thoughts and demonstrate to us what it is they are thinking as they solve multiplication
problems. We will bring this discussion to a summary by reinforcing what is represented by
multiplication problems. We will use this time to reinforce the use of manipulatives, as well as
the appropriate multiplication symbols.
Anticipating Student Thinking: The first strategy that we think students will use to solve the
problem is repeated addition. Students will look at the problem, for example 5 X 7, and they will
write out the number 7 five times to help solve the problem. Another strategy that students will
use to solve this problem is by drawing a picture. For example, if we use 5 X 7 again, students
will draw out five groups of seven. Both of these strategies could be successful.
Contingency Planning: One thing that could go wrong would be that students may not
understand one of the specific strategies given even after the teacher explains it. If this is the
case we, as the teacher, would need to go over the concept again using either different terms or
explaining the process slower. Another problem that we could run into is that Students may
finish the work too quickly because it is easy for them. If this is the case then we could give
them multiplication problems that are a little more advanced or see if the students can come up
with an alternative way to solve the problem.
Team Teaching Plan: Each partner will present two different types of learning strategies that
involve multiplication. We will each also take turns asking the class questions during our lesson.
Instructional Materials, Resources, and Technology: Worksheets (2 for each table).

Makenna Taylor & Kaitlyn Corbin

T&L 352 - 01
Session 5 Peer Teaching Lesson Plan
Acknowledgements: http://theteachingthief.blogspot.com/2012/09/representing-multiplicationmultiple.html
http://www.corestandards.org/Math/Practice/
http://www.corestandards.org/Math/Content/3/OA/