Multiple Subject Lesson Plan Template

PRELIMINARY INFORMATION 
NAME: Luana Jourdan, Bri Friddle DATE:11/28/22 GRADE: 5       # STUDENTS: 26       
UNIT/TOPIC: Mathematics/ Area Model LESSON # 1 OF 3   
LESSON NAME: Multiplication using Area Model

STANDARDS, OBJECTIVES, ACADEMIC LANGUAGE 

CONTENT STANDARDS (Math) (ELA) (Social Studies) (Science): List the academic content
standards (include both number and text) (e.g., Common Core State Standards, Core Content
Connectors, NGSS standards). If only a portion of a standard is being addressed, then only list the
part or parts that are relevant.
5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundreths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain the
reasoning used.

CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS (Interacting, How

English Works, Foundational Literacy): List the standard(s) (include both number and text) that are
most relevant to the lesson.

W.5.1–10; L.5.1–3, 6 Write increasingly concise summaries of texts and experiences using
complete sentences and key words (e.g., from notes or graphic organizers).

CONTENT LEARNING OBJECTIVE(S): Based on the content standards, write one or two
content learning objectives that state what students should know and/or be able to do as a result of
this lesson. Objectives MUST be: specific, measurable, and realistic.  

1. Students will be able to use the area model to multiply whole numbers, starting with two by
one and progressing onto three by one numbers.
2. Students will be able to explain to a peer how to calculate the product using the area
model. Students will write an explanation using math vocabulary.

STUDENT-FRIENDLY LEARNING GOAL(S):

I can multiply whole numbers using the area model, I will be able to explain and write about it.

LANGUAGE OBJECTIVES:  Based on the ELD standards, write one or two language objectives
that state how students’ English language development will be supported through this lesson.
Consider how you might include objectives that meet the needs of students at different proficiency
levels (emerging, expanding, bridging, lifelong learning)
-I will be able to use proper vocabulary words when demonstrating my conceptual understanding
of multiplying using the area model.
-I will discuss with my peers about the steps needed to multiply using the area model.

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ACADEMIC LANGUAGE: Identify the language demands of the lesson. Detail the level and
complexity of the texts being used, as well as the key vocabulary students must understand in
order to participate effectively in this lesson.

Students should be able to correctly use the terms: hundreds place, tens place, one’s place, total
product or “final answer”, area model, the sum, array, partial product, horizontal, vertical

  STRATEGIES AND LEARNING TASKS 

LAUNCH/HOOK/ENGAGEMENT: How will you start the lesson to connect with what students
have already learned and know? How will you trigger curiosity or create mystery? How will you
integrate what you know about your students’ academic knowledge, social development, funds of
knowledge, and cultural backgrounds to engage the students from the start?
LAUNCH

I will begin the lesson by introducing the new topic by going over the SWBAT and have them
repeat the learning goal out loud with me.
**UDL 8.1 Heighten salience of goals and objectives; restating the goal and displaying it in multiple
ways. This encourages their short term goal of what they will be learning for this period.

I will engage students at the beginning of the lesson by setting the purpose. I will invite students to
connect to prior knowledge by asking students about arrays. (activate prior knowledge)

-“In the previous lesson, we learned about arrays, who can remind me what an array is?
-”Why might we want to use an array?”
-”Are we in agreement with these definitions?”
**UDL 2.1 Clarify vocabulary and symbols; promoting connection to the learners’ experience and
prior knowledge. Providing graphic symbols in the powerpoint with a photo of representation.

-Powerpoint: Area Model Lesson Plan

-I will have a few slides that have examples of arrays that we can work through together. (The
example will show arrays of 3x3, 2x6, 4x6 and 6x4)
-I will then show an array that has too many “pea seeds” (15x14 as the video shows). I will ask if
this will be simple to solve with an array model. They will respond with “no”. I will then say I have
an easier strategy that we can use to multiply large multiplication problems, area model. This will
then segway us into the youtube video.
**UDL 7.2 Optimize relevance, value, and authenticity; include activities that foster the use of
imagination to solve novel and relevant problems, or make sense of complex ideas in creative
ways.

Video- Area Model Multiplication Song | Multiplying with Partial Products

-For the video portion, I will turn on the closed captions for students that need more of a visual
assistance.
**UDL 1.2 Offer alternatives for auditory information; provide written transcripts for videos or
auditory clips

-With students in their seats, I will show an introduction video on area model to provide a fun and
engaging way to set in motion what they will be working on for the remainder of the period.

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**UDL 2.5 Illustrate through multiple media; Present key concepts in one form of symbolic
representation (video)

-I will go over a vocabulary anchor chart after the video and have students follow along by taking
notes in their math notebooks. We will then begin area model examples.
-”This video introduced important vocabulary, so let's take a look at those”
- “How might some of these terms go together?”
**UDL 2.1 Provide vocabulary and symbols, especially in ways that prompte connection to the
lerners’ experience or prior knowledge

I will remind students the behavior expectations before they start working of what materials they
will need to be working with (ipads and white boards)

LESSON SEQUENCE: Specify the sequence of activities that will scaffold your students’ learning
toward the objectives. What will students be doing? Think specifically about what questions you
will ask, in what activities students will engage, how you will promote discussion, and how you will
facilitate students’ use of key academic language. As you write this section, be sure to design your
instruction to support all learners in your classroom (i.e., utilize universal design principles:
engagement, representation, action & expression; accommodations and modifications).

What formative assessments will you use for each activity?

Teaching Strategies/Learning Tasks/Activities Formative Assessment(s)

-Checking for eye contact and

EXPLORE: nodding/recognition from
students or disengagement
-With students in their seats, after writing down vocabulary
notes, I will demonstrate the area model process for the class -Activating prior knowledge about
on the smart board. Building from the array model (which we arrays and listening to what the
reviewed in the introduction), I will show them that we begin the students remember and already
problem by drawing boxes to be able to break down the know about the standards we are
multiplication problem, and they will follow along with me on working on.
their white boards.
-Periodically ask students
questions to check for their
understanding. I will also have
them show fingers 1-5 on how
they are feeling with the content
material. (1 being not there yet,
and 5 being super confident)

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*This will be the first example, the rest of the examples that I will -Assessing white board answers
proceed with are included in the photo below. during activity to keep track of my
I will ask the students: pacing.
● “Why might we want to break the numbers apart to place
them in our model?” -Monitoring students while they
● “Where should you start?” work by walking around the room
● “How can we break the numbers apart according to their to make sure they are on task
place and place value?” and showing growth and
● “Does this make it easier for us to visualize the understanding of the area model.
problem?”
● “Are we in agreement?” -I will move around the room and
● Tell me your thinking check in on my lower students to
make sure they are on the right
(I will begin with the one by two digit and will integrate the one track
by three digit when I see students are understanding)
Students should be understanding that using the area model -I will collect student work and
includes these steps: check it for understanding. I will
Step 1: Break apart each factor by place value be looking to make sure that they
Step 2: Draw your box with windows, multiply the numbers in are able to properly break apart
each window the numbers based on the place
Step 3: Add all of your partial products value and correctly label them in
the correct box. I will also be
*This approach visually scaffolds using area model to multiply. checking to make sure that they
**UDL 3.3 Visual scaffolds to support information processing are adding all of the partial
strategies products correctly to get to the
final product.

-If students need extra support, I

will provide them with physical
manipulatives of hundred grids,
tenths and ones. They also will
have an option to access digital
ones on their Seesaw where they
are solving the problems on.

-I will note students who need

extra support so that at a later
time I can pull them into a small
group so we can work with this
same concept again.

-I will make sure that students are

taking their time and lining up all
of the numbers correctly for each
step. This will show me that
-I will demonstrate a problem by using the “touch the numbers” students are demonstrating
strategy to show them how we know which numbers go into understanding over how to
which box and which ones we will multiply with each other. In properly use the area model to
order to explain this strategy, I will show them that when we multiply.
touch the number in the ones place on the top and the ones
place on the side, you can drag your fingers to meet and

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connect at the designated box to know which numbers to -If students make mistakes, I will
multiply and what the partial product will be and so on. Moving ensure that it is okay and
into the tens and hundreds place to demonstrate the same important to have a growth
thing. mindset and its wonderful to
Questions to ask the students about placing the numbers challenge ourselves and keep
correctly in the model: trying.
● How do we know where to place the values?
● Why do we place these values outside of the box?
● What do we call these values we are solving for? -Partial
Products
● Tell me your thinking
● Explain to a partner your thinking
● Can you tell me what your partner said?

-I will stress that once all of the boxes are filled, we have to
neatly line all the partial products on the side in the correct
place values to be able to sum up all the numbers and find our
final product.

-The photo above is an example of how I can visually scaffold

the area model and how we break apart the numbers if students
are still not understanding. This is a conceptual example in
which I can also have physical manipulatives on hand if needed
as well.

Questions to ask:
● Where are the values we are adding coming from?
● How do we know where the ones and tens place are
located in the box?
● What are you noticing?

-By using the “I do, we do, you do” approach, I will firstly work
out some problems with the students together (for example
125x6, 132x5, 356x7) and will then have them use their white

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boards to solve a given problem. When I say “chin it” they will
show their answers. This will give me an assessment along the
way to keep track of students comprehension to see how many
problems I need to demonstrate before sending them off onto
the assigned activity sheet on their ipads. Before sending
students off into independent work, I will have the students
show me with their fingers on a scale of 1-5 on how confident
they are using the area model. While students are working
If students still need more help, I will pull a small group in the independently, if I notice students
back to provide that extra support. are frustrated or not
understanding I will pull them into
-When students are completing individual work on their ipads, a small group.
they are allowed to complete their work directly on the ipad or
they may choose to work on their white boards or a piece of
paper. They may upload their work by taking a photo and
adding it to the slide.
**UDL 5.2 Computer-aided design, UDL 4.1 Providing
alternatives for students to complete work on their IPad or on
paper

-Small groups for additional support: I will have them take

deep-breaths and we will discuss 1 thing they are confident
about with the lesson and 1 thing they need assistance with.
Then, we will work through some problems together. I will have
them guide me to pretend they are teaching me so that we can
recognize where they need extra support.
**UDL 9.2 Managing frustration, developing coping skills,
building confidence to work through self-doubt

-The purpose of this is to show the students that we have taken

a larger multiplication problem and have broken it down into a
more manageable way.

-When students are done with the activity, I will allow them to do
any unfinished work or do iready math until we begin our
closure of the lesson together as a class.

-Early finishers may also have an option to help be “mini

teachers” and help tutor their peers that need additional
support.

-Those who have not finished the activity will be allotted extra
time the next day.

CLOSURE: How will you bring closure to the lesson? What questions and/or prompts might you
use to support students in articulating/sharing their learning? How will you preview what will
come next for the students in regard to the subject matter?

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When it is time, I will gather the class back together for the exit ticket of the day. I will put a
sentence frame on the board to help guide students to have a discussion with their shoulder
partner of what they have learned. Students will then be asked to create an extra slide on their
seesaw and answer the sentence frame using appropriate vocabulary that they learned from
today's lesson.
**UDL 6.4 Use templates that guide self-reflection
This is a good time to assess to see if the students have any more questions and if they feel

confident about it.

Please discuss with your shoulder partner what you have learned today about area model.
You may use the sentence frame below to help guide you. We have learned some wonderful new
vocabulary words, please use them in your answer!
** UDL 8.3 a community of learners engaged in common activities

The sentence frame is An area model is…… An example is…. I like using area model because….
“I noticed that…”

“Thank you for working so hard today. The class did a wonderful job in learning how to use the
area model which helped us break down a problem to find the sum”

RESOURCES AND MATERIALS: What materials will you need for this lesson? What materials
will students need?
ipads, smart board, white boards, expo markers, math notebooks, chart paper

If appropriate, the lesson may include a rubric for the formative assessment. If so, the
chart below may be used. The objective(s) is listed at the left, followed by brief
descriptions of the criteria for each rubric score.

Rubric for Formal Formative Assessment

3 = Exemplary/Accomplished 2 = Proficient/Achieving 1 = Unsatisfactory/Attempted
Objective(s) 3 2 1
Students will demonstrate Post Lesson- 100% on Post-Lesson- 70-90% Post-Lesson- 69% or
that they can use area activity under
model to multiply whole
numbers as well as being

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able to write and talk about
it. Formative assessment
will be based on the
activity sheet provided
after the lesson.
Students will Students are prepared and The box model is accurately Is still more comfortable
demonstrate showing skills necessary to drawn displaying enough using arrays and working on
knowledge of place create a box method for space for each place value. breaking apart numbers by
and place value in 1-digit by 2-digit The factors are clearly the appropriate value.
order to accurately multiplication problems. labeled, written in the
set up their area correct place, and showing
model. the correct place value.

Reflection:

When writing this lesson, we really took into consideration all of our individual students

learning needs in order to be able to accommodate a successful plan. Our students are at varying

levels for math, so we made sure to incorporate many different types of UDL that will help

scaffold the material in an effective manner. Luana has a student with an IEP who is on a

behavior chart with a full time aid. She will make sure that he is staying on track during the

lesson per the behavior contract and will mark his chart 3 times during the period. No additional

specific differentiation has to be made for him in the lesson. The process in our lesson plan

begins with reintroducing array models in order to activate prior knowledge that they have

learned in the 4th grade. We have noticed that children are still really struggling with their

multiplication facts, so we made sure to provide a multiplication chart printed and on their

Seesaw so that they could have multiple access points to help assist them. We have also

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incorporated physical manipulatives if they need more of a visual scaffold as well. In addition,

they are able to use their IPad to complete the “You Do” portion, this gives them the option to

solve the problem directly on the IPad, or they may use a whiteboard or paper and can upload the

material to the designated problem on the activity sheet. This gives students a way to access

technology in ways that best suit their personal needs for learning. We also took into account

how using different models and points of instruction can be beneficial to different learning styles.

For example, we will be showing a video and Powerpoint on the material to engage students in

the lesson even further. Taking into account the low-floor and high-ceiling, we have given those

who finished the work quickly and who are demonstrating confidence and knowledge on the area

model the opportunity to become a “mini teacher.” This creates that high-ceiling because those

students are being held to a standard allowing them to help instruct their peers on the concept.

Through this lesson planning experience, we learned how to implement multiple modes

of scaffolding to be able to meet the needs of all of our students. We also learned how to

implement every category of UDL into a lesson design to appeal to every type of learner, as

highlighted throughout the lesson. Another thing we were able to gain from this opportunity was

the ability to make specific assessments throughout the entirety of the lesson. This was a major

key for us throughout planning the lesson because it helped to guide us back to our objective for

the lesson and what we hope students will be able to do at different points throughout the lesson.

We also acquired more information on how to conduct conceptual lessons. Having students think

deeper about the material and gain understanding over the ‘why’ and ‘how’ of each part of the

lesson helps learners to expand on their knowledge in a specific content area. Overall, this lesson

planning experience helped us to acquire a greater understanding of how using UDL and

inclusive learning methods in a lesson can benefit all students.

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