University of Utah, Department of Special Education: Lesson Plan

Content Area: Multiplication

Grade level:
6th Grade
Instructor Name:
Jessica Twombly
Core Standard: Represent and solve problems involving
Instructional Objective:
multiplication and division.
Students will interpret products of whole numbers as the total
Interpret products of whole numbers, e.g., interpret 5 number of objects in a number of groups of a number of objects.
7 as the total number of objects in 5 groups of 7 objects (eg. 5 X 7 means five groups of seven objects).
each.
Students will represent products of whole numbers as repeated
Interpret whole-number quotients of whole numbers,
addition.
e.g., interpret 56 8 as the number of objects in each
share when 56 objects are partitioned equally into 8
shares, or as a number of shares when 56 objects are
partitioned into equal shares of 8 objects each.
Use multiplication and division within 100 to solve
word problems in situations involving equal groups,
arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown
number to represent the problem.
IEP Goal:
By June 12, 2015, when given math numbers, operations, and
algebra problems representing the scope of 4th grade level for
math computation, students will be able to correctly answer
15/16 correct problems (75th percentile) in 2 out of 3 trials as
measured by curriculum-based measurements.
By June 12, 2015, when given multiplication problems,
students will be able to correctly represent situations using
different models of multiplication with 90% accuracy on 2 out
of 3 trials.
Procedures/Activities:
1. Get students attention (1 min.)
2. State instructional objectives (1 min.)
3. Review behavior expectations (1 min.)
4. Academic review /Gather background knowledge (35mins)
5. Instruction Grouping (17-20 mins total)
a. Model (2 mins.)
b. Guided Practice (2 mins.)
c. Representative (2 mins)
d. Abstract (2 mins)

Date: 12/5/14
Behavioral Objective:
Follow directions within five
seconds.
Be respectful
Be prepared
Be responsible
Earn a golden ticket!

Content (concepts, information, skills, new vocab, etc.):

Vocabulary:
Multiplication
Product
Groups of Objects
Repeated Addition
Models of multiplication are repeated additions and groups of
objects.
Concept of multiplication

Instructional Materials
Needed:
Crayons
Blank piece of paper
Smartboard
Pencil

Teachers Role/What Im doing:

1. Eyes on me!
2. Today we are going to do some multiplication!! We are going
to use these crayons to figure out different ways we can solve
multiplication problems.
3. Eyes on the board! Remember to follow directions, be
prepared, be respectful, be responsible, and someone will earn a
golden ticket!
4. Review: Call on individual students
a. When we do addition, what are we doing?
b. When we do subtraction, what are we doing?
c. When we do multiplication, what are we finding

Students Role/What theyre

doing:
1. Choral response: Eyes on
you! (Students put eyes on the
teacher)
2. Students look at the teacher.
3. Choral Response: Eyes on
the board. Students look at the
board as we review behavior
objectives.
4. Review
e. Putting things together

e. Independent Practice (5-7mins)

f. Error Correction Procedures
6. Instruction Repeated Addition (17-20 mins total)
a. Model (2 mins.)
b. Guided Practice (2 mins.)
c. Representative (2 mins)
d. Abstract (2 mins)
e. Independent Practice (5-7mins)
f. Error Correction Procedures
7. Wrap up
a. Check Out Card
b. Review key concepts/ Check for understanding
c. Review objectives
d. Clean up

out? If students do not know, I say, well we are

going to find out today.
5. Instruction: Grouping Strategy
a. Model: I have crayons on my desk. I am going to
organize my crayon into equal groups. Each of my
groups is going to have 2 crayons.
b. Guided Practice: Lets all organize our crayons into
groups of 2. How many groups of 2 do we have?
How many crayons do we have in total?
c. Representative: Now I am going to draw a picture
of what we just did on my paper. Your turn. Draw a
picture on your piece of paper of your crayons.
d. Abstract: Multiplication is the total number of
groups of the number in each group. We have 6
groups of 2, which equals a total of 12 crayons.
What is our number sentence? Raise your hand
when you know.
e. Independent Practice: Your turn. Make different
equal groups with your crayons. Draw the picture
on your paper and write the number problem that
your crayons represent. Then we will compare
everyones problems.
f. Error Correction Procedures: If students create
unequal groups, I will redirect them saying that in
multiplication we have to have equal groups.
6. Instruction: Repeated addition
a. Model: I am going to take 3 and add 3 to it. I am going
to add 3 again. And again. Now I have 3 + 3 + 3 + 3
equal what, class? (modeled the adding three with
crayons as manipulatives.) How many times did I add
three? So are you saying that 3 plus 3 plus 3 plus 3
equals 12? If I added three four different times, what
does this show? Good. That also means that 3 X 4 = 12.
b. Guided Practice: Now lets try this together. Everyone
get three crayons. Now add three more crayons to your
group. Now add three more crayons to your total. Now
add three more crayons to your total. How many times
did you add three crayons, class?
c. Representative: Draw this picture of adding crayons
together on your paper.
d. Abstract: What does this repeated addition picture
represent? If we added three together 4 times to equal 12
total crayons, what is the number problem?
e. Error Correction Procedures: If children say that the
picture represents 3 + 3 + 3 + 3 = 12 then I will show

f. Taking things away

g. If there are 2 in each
group, what does 4
groups of 2 equal?
5. Instruction
a. 6 groups!
b. 6 groups of 2 crayons.
20 crayons.
c. Students draw a
picture of 6 groups of
2 crayons.
d. 6 X 2 = 12
e. Students work
independently for 5-7
minutes. Each child
holds up their paper
for their friends to
look at. We discuss
what we saw different
people do.
6. Instruction: Repeated
Addition
a. Model: Choral
response of 12! 4! 3
added together 4 times
equals 12.
b. Students add three to
their total four
different times to get a
total of 12 crayons.
Choral response: 4!
c. Students draw the
picture on their blank
piece of paper.
d. Students write the
number sentence 3 X 4
= 12
7. Wrap Up
a. Students complete the
check out.
b. Individual responses:
The total number of
objects if the objects
are in equal groups.

them that this is 4 groups of 3 added together, which is

multiplication.
7. Wrap- up
a. Your check out for today is to do the problem: 5 X
2 either using repeated addition or groups of
objects. Draw me a picture of what you did, write
the number sentence, and circle your answer.
b. What are we finding out when we find the answer
to a multiplication problem?
c. What are two ways that we can solve 4 X 5?
d. Please place all of your crayons in the box.
Adaptations/Modifications/
Accommodations:
I have one ELL student in my class who does not speak English
yet, so instructions will be given in Spanish. A student that
speaks Spanish will sit next to him to help translate as well.
Modeling how to create groups will help students see what is
expected. Manipulatives and drawings will help students to
understand the concept behind the procedure of multiplication.

Reinforcement Procedures:
When students are doing what is
expected, I specifically praise them
for following one of the classroom
rules.
When the whole class does well, we
chant This class is boom dynamite
When individuals do a great job, we
chant Way to go Lizbeth, way to go
clap, clap
When students are not following the
classroom expectations after multiple
reminders, they put their name on the
board and stay in for 5 minutes lunch
detention.

Assessments:
Pre: Discussion of what
multiplication means.
During: Observations of
students use of
manipulatives. Their
written pictures and
number sentences will
show me how well they
are moving from
concrete to
representative to
abstract.
Post: Have the students
compute 5 X 2 as a
check out card to see
how well they learned
the concept.

c. Grouping and repeated

addition.
d. Students clean up the
supplies and pass in
their papers.

Follow-up Activities:
Students will use arrays and
jumps on a timeline to
compute multiplication
problems.