MTSS MATH UNIT PLAN

Circle the Tier Level:

Tier 1 Tier 2: Pull Out or Push In Tier 3: Pull Out

Time: 30 minutes 4x/week

Core Standard: CCSS.MATH.CONTENT.2.OA.C.3
Work with equal groups of objects to gain foundations for multiplication.
Mathematics Practice(s): (2) Reason abstractly and quantitatively (4) Model with
mathematics
IEP Goal(s):
(a) By June 01, 2015, when given math numbers and operations problems
representing the scope of the 3rd grade level for math computations, George will
be able to correctly answer 15 out of 16 (representing the 90 th percentile)
problems in 3 out of 3 consecutive Easy CBM Probes.
(b) By June 01, 2015, when given math numbers and operations problems
representing the scope of the 3rd grade level for math computations, Larry will be
able to correctly answer 15 out of 16 (representing the 90 th percentile) problems
in 3 out of 3 consecutive Easy CBM Probes.
Lesson 1: Model Equal Groups
Objectives: Students will use blocks/ manipulative to show (model) equal groups.
Students will answer 5 out of 5 equal group questions with 100% accuracy.
Vocab: Equal groups (groups that contain the same number of objects), 3 of groups
(that many # of different sets), of # (that # is how many you need to put in each different
group), In all or total (how many all together, count all the shapes or blocks).

C: Use blocks to model equal groups on the table.

R: Provide students with a worksheet that has 2 large circles on it; have them then use
the blocks to model equal groups in the circles.
A: Using the same worksheet have the students draw smaller groups showing
modeling equal groups for multiplication.

Lesson 2: Using an Array to assist in multiplication

Objectives: Students will use manipulatives (blocks) to form various arrays to model
multiplication facts. Students will be able to show 4 out of 4 arrays on various
multiplication problems.
Vocab: array(how we put things in rows and columns), factor (a # that is multiplied
(times) by another # to find the answer), product (the answer in a multiplication (times)
problem) , commutative property of multiplication (times rule) (the rule that says we can
multiply (times) 2 numbers in any order and get the same answer.)
C: using the blocks, make an array to show the various multiplication problems.
R: Provide the students with a worksheet with an array (5 rows by 8 columns) and have
them make arrays for the various multiplication problems presented.
A: Using the worksheet packet and crayons, color in each multiplication problem using
the arrays provided.

Lesson 3: Using a Number Line to Multiply 2 and 4

Objectives:
Students will use a Number Line to assist them multiplying with the factors 2 and 4.
Vocab: model equal groups (groups that contain the same number of objects), array
(the way we arrange the objects into rows and columns (remember that rows go left to
right and columns go up and down), Number Lines (a line with numbers placed in their
correct position.)
C: Using the white board, draw a number line. Also point out the various number lines
posted in the classroom on large posters.
R: Provide the students with a worksheet that has a blank number line. Have them fill in
the number line with numbers from 0-20.
A: Using the number line worksheet provided, have the students draw and show how
they will use the number line to solve the multiplication problems.