Lesson Plan Format

Name: Taylor Rudy Grade Level: 2nd Date: 2/15/16

Students

Group Size: Small group- 6

Subject/Lesson Topic: Math/ Multiplication using equal groups

Objectives: (TLW:)
TLW Determine whether a group of objects has an odd or even number of members, by
pairing objects or counting them by 2s; write an equation to express an even number as a
sum of two equal addends. (C.3)
TLW be able to use manipulatives to represent equal groups.
TLW explain the meaning of a multiplication problem.
Standards/GLEs: List number and text.
Standard 2.OA.C- Work with equal groups of objects to gain foundations for
multiplication.
Contextual Factors: (What contextual factors were considered when planning the lesson)
Gifted class
The class contains 19 students total; 8 boys and 11 girls
Classroom contains various needs, including students with various levels of behavior and
development, students from different areas of the U.S. and different countries, and
students that speak different languages.
Teacher Materials/Resources: List everything the teacher and students will need for this
activity including materials, supplies and equipment.
Counters/blocks
Dry erase board
Dry erase marker
Eraser
Pencil
Entrance ticket
Exit ticket
Student Materials/Resources:
Pencil
Dry erase board
Dry erase marker
Eraser
Technology Integration: Include technology in the lesson, if possible.
I will display multiplication problems on the Smart board for the students to solve as their

exit ticket.
Family/Community Connection or Extension:
Students will be encouraged to explain the meaning of a multiplication problem to their
families as well as use objects from home to display the concept of using equal groups to
solve multiplication problems.
Pre-Assessment: What data did you use to plan for instruction that meets childrens interests,
needs, and abilities? This may be formal or informal.
I collaborated with my mentor teacher in planning a suitable small group math lesson for
a group of students. My mentor teacher discussed with me that she previously taught the
concept of multiplication using 4 different methods, but one group of students did not
fully understand the concept. Therefore, my mentor suggested that I create a lesson plan
focusing on using just one method to solve multiplication problems so that the students
would not get confused and could understand multiplication easier by looking at just one
method to solve problems.
Pre-assess students by giving them an entrance ticket and asking them to solve a
multiplication problem of 2x2 and show their work.
Lesson Procedure and Activities: (the format will depend on the type of lesson such as ELA or
science)
Introduction: A brief activity that will introduce the lesson by activating students prior
knowledge and/or experience, interests them in the lesson, and sets a purpose for the lesson.
(About 5 minutes)
I will briefly look over the pre-assessments to see which students understand the concept
and which ones might need extra help.
I will start off the lesson by introducing the objectives for the lesson to the students that
way they know what to expect and know what is expected of them. For this lesson, you
are expected to listen carefully, pay attention to what Im showing you, and participate
when I ask questions or ask you to demonstrate a problem for me.
Although you guys have already learned that there are several different ways to
multiply, today we are going to focus on just one way to multiply instead of all 4. Today
we are going to focus on using equal groups to solve multiplication problems.
Activities: This is a detailed, step-by-step list of the activities. Include questions you may
ask the students, if applicable. Be very specific so anyone can follow the directions to
conduct the lesson.
I will start by using counter blocks to display multiplication using equal groups. I
will use the blocks to make 5 groups of 2 blocks each. I will prompt the students
by asking, How many groups have I displayed? I will then ask, How many
blocks are in each group? I will have the students count all of the blocks that are
present. How many total blocks are displayed? I will give the students a chance
to count the total number of blocks and then respond to my question.

I will then write 5 2 10 on a white board and will show the students that if we
want to write that as a multiplication problem we put an x in between the 5 and
the 2 and an equal sign between the 2 and 10. I will read the equation aloud, five
times two equals ten. I will have the students repeat after me when reading the
problem. Then I will ask one student, How do we read this problem again? Use
the same process as above, but display 2 groups of 5 to represent 2 x 5 = 10.
Provide each student with 12 blocks each and a white board and marker. Have
him or her manipulate the blocks into equal groups. Prompt them with the
equation 2x6 and have them display the equal groups. If the problem is 2 x 6,
how many groups should you have? Discuss with your partner. Now that we
know we will have 2 groups, How many blocks will go in each group? Discuss
with your partner and display it for me so that I know that you understand. So if
we have 2 groups of 6 each, how will we write this multiplication equation, write
it on your board. Remember to place your multiplication and equal sign in the
correct area. You can read the problem out loud if it helps you.
Repeat the same process, but prompt the students with the problem of 4 x 3.
Think to yourself, how many groups will we have after looking at this problem?
Show me on your hand. Now that we know we will have 4 groups, how many
blocks will be in each group, show me on your hand. Now move your blocks
into equal groups to show me this problem of 4 x 3. Now I want you to write
the multiplication problem on your board so I can check for your understanding.
Ask them, Can you think of another multiplication problem that will give us the
same answer of 12? Discuss with your partner.

Closure: Briefly summarizes, reviews, or wraps up the experience. (About 5 minutes.)

Ask the students, Can someone explain to me a process that we can use to
solve a multiplication problem, think of the method that we used today.
Ask, What does it mean to have equal groups?
Assess their understanding of equal groups by giving them an exit ticket.
Display on the board 2 x 8. Tell the students to solve this problem by drawing
equal groups on their exit ticket. After you have drawn out your equal groups,
write a multiplication problem to go along with your equal groups.
Differentiation: How will you organize and manage instruction to meet the needs of each
student? (special needs, behavior needs, different ability levels, cultural differences)
Ability levels: To meet the needs of each student, I will go at a pace that is
appropriate for everyone and provide assistance when needed.
I will allow the students to work together to solve problems, which will help them
to learn from one another as well as gain social skills.
To meet the developmental levels of each student, I will ask questions that are on
their current level. If my questions are too difficult for them to answer, I will
reword my question according to their understanding.

If the concept is difficult for the students to understand, I will model for them by
drawing out the equal groups and physically show them how to count the groups
and the number in each group to figure out the multiplication problem.
Behavior needs: I will make sure to sit the children next to children with whom
they work well with. If a student does not behave appropriately, I will give them a
warning. If the student still decides to act out, then I will move them next to me,
so that they are not tempted to behave inappropriately. I will provide children who
are behaving appropriately with positive feedback in hopes of motivating children
to behave in the same manner.
Cultural differences: This lesson meets the needs of all students in the group. It is
relevant to their lives and is developmentally appropriate.

Formative Assessment/Evaluation: How will you determine if the objectives were met? This
may be formal or informal.
Pre-assessment: entrance ticket with a multiplication problem of 2 x 2. I will use
this information in the form of a checklist for both the pre-assessment and post
assessment to see the students growth in understanding the concept.
I used observation to assess the students understanding of the concept throughout
the lesson to see if I should move slower and provide more practice.
Post assessment: Exit ticket- Display 2 x 8 on the board. Have the students draw
out equal groups and then write a multiplication problem to solve it.
I will use a checklist to determine if objectives were met.