CIED 312 Mathematics Lesson Plan

Component 1: Learning Context

Teacher Candidate Name: Meghan Section Number: 102

Shinault

Cooperating Teacher Name:

School: Wyvetter Younge School of Room:

Excellence

Date: 10/3/23 Grade level: Time Needed: 30 Minutes

5th

Mathematical Topic/ General Concept: Multiplying One-Digit and Multi-digit Numbers: Problem Based Learning

Teacher Candidate Role: Lesson Duration:

___Taught with cooperating teacher 8:45am -9:15 am on 10/3/23
observing

*Lesson duration must be at least 15 minutes

___Co-taught with cooperating
teacher

_X__Assisted cooperating teacher

instruction

Prior Knowledge Prerequisite(s) for Learning: Various strategies of single-digit multiplication, estimating,
writing equations using the correct signs

Student Misconceptions About the Topic: Using addition in rounding, using incorrect strategies, misusing
standard algorithm

Class Demographics: Some students scored low on initial standardized tests which led to some topics being
reviewed. Students are a part of readiness level correlated groups that seem to work well together following the
lesson, when engaged in independent work.

Materials Needed For the Students Materials Needed For the Teacher

Small whiteboard Large whiteboard

Dry-erase marker Smart board

Workbook Computer
 Pencil Teacher copy of student workbook

Dry-erase marker

*The student I interviewed had interest assets in the following areas that are different from mine:

X interest in school X interest in lesson topic _interest in class colleagues __interest in teacher

*The student I interviewed had knowledge assets in the following areas that are different from mine:

X skills mastered __knowledge of lesson topic __interpersonal skills needed to learn with others X prior life experience

*The student I interviewed had cultural assets in the following areas that are different from mine:

X race X social class __gender __language X culture

*The student I interviewed had community assets in the following areas that are different from mine:

X school cultural diversity X student knowledge diversity X economic class of school neighborhood X teacher/administrator
experience

*At least two characteristics in each category of learning assets must be checked to identify a student participant as different from the
interviewer.

Component 2: Learning Objective with Common Core State Standards for Mathematics Identified

Learning Standard Given By Cooperating Teacher:

5.NBT.B.5 (Focus Standard)

Fluently multiply by multi-digit whole numbers using the standard algorithm.

MP. 1 (Connecting Mathematical Practices)

Make sense of problems and persevere in solving them: Students will make sense of problems, develop a plan to
solve each problem, and share their solution strategies.

Learning Objective Given By Cooperating Teacher:

The student will be able to use the standard algorithm to multiply one-digit and multi-digit numbers.

Cooperating Teacher Interview Question

What do we want students to learn when we teach and learn this lesson with them? How does your response to
this question align with the lesson standard and objective you gave me for this lesson?

Initial and Elaborated Response: When teaching the class this lesson on multiplication, we want students to learn how to correctly use the
standard algorithm method to solve single and multi-digit multiplication problems. The students struggled with recalling this method after
being taught various methods of performing operations of multiplication. I would like students to be comfortable using this method in solving
single-digit multiplication problems before fully moving onto multi-digit multiplication problems. Students should also be able to spot
mistakes in solving these equations by reviewing problems solved by their peers in their small groups. I would say this aligns very well with
the initial standard and objective I gave you to review before our lesson today. It is important that students learn the steps of the standard
algorithm and are comfortable using it as they will need to show their work to identify that they used the correct method in solving the given
equations to find a product.

Diverse Student Interview Question

What do you want to learn from this math lesson? How do you want me to teach mathematics to you?
Initial and Elaborated Response: I want to learn how to do multiplication in the way that my teacher says we will need to when we have tests.
I get confused on the different methods we use because last year we did not do multiplication problems the same way. I want to know how to
do this method that we started learning yesterday. I want to do math with other people because it is easier to compare answers with my group
that sits at my table instead of doing the problems by myself. I like it when my teacher lets us draw on the board because she can check all of
our work and we can show the rest of the class how we solved the problem. I like it when you and the other teachers in our classes walk
around to help us because you show us the steps we are supposed to do if we get the wrong answer on our worksheet.

Interviewer Reflection Commentary: These responses that I received from my CT that I observed and the diverse student that I interviewed
showed me that students may not recall all the information learned in previous years, especially in mathematics where they learn many
operations, along with the various methods of using these operations in solving equations. We cannot count on previous knowledge being
concrete, so it is often necessary to include review in lesson planning. Reviewing previously learned topics and methods can instill
knowledge, with the goal of it becoming concrete for it to be used in learning more difficult concepts. Students enjoy working with others to
gain support in their learning. This also applies to the concept of learning from various adults because information can be explained in a
different way that may make it make more sense to them when you work with them in a one-on-one setting. In my future classroom, I plan to
incorporate group formations into my classroom environment. Students highly benefit from positive interactions when learning math, and
these can include helpful communication coming from their peers learning the same objective, student teachers, or one-on-one discussion with
their teacher to help clear up any misconceptions that they may have regarding the topic they are learning.

Component 3: Academic Vocabulary

Given the language function and learning task identified in the standard and objective for this lesson plan listed in
part 2, describe the academic vocabulary inferred from standards and objectives and the academic vocabulary
actually used for this lesson. Differences between inferred and used academic vocabulary suggest concepts
students already know, concepts they may be struggling with, and concepts that may be new to them.

General Academic Vocabulary That Mathematics Vocabulary Specific to Multiplication that Could
Could Be Used to Build the Mathematics Be Used to Build the Mathematics Concept of Multiplying One-
Concept of Multiplying One-digit Digit Numbers
numbers.
Multiply
Digit
Product
Equation
Standard Algorithm
Symbol
Rounding
Strategy
Multiplication
Estimate
Operation
Problem

Total

General Academic Vocabulary That Mathematics Vocabulary Specific to the Concept of

Was Used to Build the Mathematics Multiplying One Digit Numbers That Was Used
Concept of Multiplying One-Digit
Numbers Multiplication-an operation that represents the basic idea of
Problem- a question which prompts a
solution.
Strategy- a plan of solving or steps used to
reach a goal.
Equation- a statement that the values of
two mathematical expressions are equal.
repeated addition of the same number.
Multiply- an operation that represents the basic idea of repeated
addition of the same number.
Regroup- rearrange into a new group or groups.
Digit- any of the numerals ranging from 0-9

Multiple- a number that can be divided by Product- the number that results from two or more numbers being
another number without a remainder multiplied together.

Standards- a level of quality or attainment Standard Algorithm- a set of steps taken to solve a math problem

Estimate- loosely calculate a value using a

set of rules.

Solve- find an answer to

Distribute- to spread out terms in an equal

manner.

Symbol-something that represents a

process, function, or object.

Solution- answer to given problem

Component 4: Assessment Plan

Planned Objective: The student is able One or Two Assessment Methods(s) Embedded in the Cooperating
to multiply multi-digit numbers using Teacher’s Chosen Assessment Instrument(s). Actual assessment
the standard algorithm. Instrument(s) Are Described in the Cell Below:

Actual Objective: The student is able X Worksheet

to multiply single-digit numbers using
the standard algorithm. . X Test

___Observation Checklist (see example attached)

___Other (see descriptions below)

Description of assessment method #1 and student work.

Students were given independent work that they traded at the beginning of the next day’s lesson to peer grade. The students each have their
own individual copy of the math workbook provided by the school. The workbook has guided lessons and questions that follow included for
each topic. My CT used this workbook to guide one or two example questions to model to students how they would work independently on
the assigned problems. The students were instructed to complete the problems at the end of class time or finish them at home if needed before
the next day when they would be peer-grading with a partner.
Results of this method of assessment: What general patterns of learning did you observe as you evaluated
assessment products with your cooperating teacher? What exceptional patterns of learning did you observe?

I visited various tables of students during the time they were completing the assigned problems independently, but within their groups. The
students were completing problems assigned at the end of the lesson in their math workbooks, any problems not completed were to be done at
home for homework. In just listening to students discuss problems they found difficult with one another, I recognized that certain students
showed exceptional evidence of learning in their ways of teaching their peers what they had been taught in the lesson. For example, one
student showed another student an easy way to ensure they were multiplying correctly according to place value by reviewing their own
written work to the student having difficulties with lining up the multi-digit integers. This student also explained place value in their own
words by reminding their peer of the zeros needing to be added when using this method to multiply digits with a place value in the hundreds
place versus tens. I also observed general patterns of learning in the way of evaluating assessment products by viewing student’s work that
they had completed prior to the end of class. My cooperating teacher aided me in seeing where students may have made mistakes in their use
of the standard algorithm as the method, they all were to use in solving the assigned problems in their workbooks. For example, students often
did not correctly use the standard algorithm and treated the problem as an addition in which they accidentally multiplied downwards only
within the columns, rather than distributing across. It is important to address these misconceptions as students initially may be reminded of
the ways in which they use other operations in mathematics such as addition, and it is highly important to stress to students the importance of
place value when multiplying.

Description of assessment method #2 and student work.

Standardized tests are scheduled at various weeks throughout the school year to assess students’ performance in mathematics at a fifth grade
level. Students initially did not score well on standardized tests given at the start of the quarter, which resulted in review of mathematical
topics from previous years being implemented into lessons teaching the current standards. My CT assigns practice tests that are the same
format as these standardized tests for their students to complete on their chrome books during class time. The teacher can monitor students in
real time using a computer program while they are solving the problems and entering their answers. Most of these assessments count for
points in the gradebook as students are aware of the times in which they will be testing.

Results of this method of assessment: What general patterns of learning did you observe as you evaluated
assessment products with your cooperating teacher? What exceptional patterns of learning did you observe?

I did not assess general patterns of learning that occurred, or exceptional patterns, through observation of the practice tests due to timing with
my current placement. The practice tests that were planned to model how students would test through state standardized testing on their
chrome books did not occur in the remaining weeks that I was placed. Students in fifth grade experienced various schedule changes in my
time there that affected due dates and assignments. I did however observe how students tested in the area of mathematics at the beginning of
the year as my cooperating teacher walked me through the ways in which she assesses individual students’ scores from a teacher’s view
electronically. After further research, I attempted to determine the process in which I would have evaluated assessment products with my
cooperating teacher, following the lesson and practice assessments. I would determine general and exceptional patterns of learning by
assessing the data of how students answered questions and which type of questions were presented to students, in mathematics most of them
being application based to assess students’ problem solving skills. Assessing students grasp on the standard algorithm method taught in this
lesson of multiplication would be largely based on if students answered questions correctly in the virtual format, but this could be made a
more accurate assessment by having students also turn in the work they showed in answering the test questions. Viewing commonly missed
questions across all student’s test scores would aid in determining which topics need to be reviewed as there may be common
misconceptions.

Cooperating Teacher Interview Question

What different ways did you see your students demonstrate their learning of your objective today? How do you
get to value these different ways of learning through the grades your school asks you to assign to each student?
To what extent do you think your students agree with the way your school values learning differences through its
grading system? Why?

Initial and Elaborated Response: I saw students demonstrate their learning of the objective today in many different ways that they each show
in their own work. Some students choose to participate more in class, so I am able to see their work when we do board sharing with the
groups they've formed at their tables. The students that show their work on the board with their answer boxed in then have a peer grader that
looks for any mistakes in the other students' solving method, steps, and estimating. This shows me that they can spot errors in equations which
demonstrates the objective we are currently learning. I also walk around and observe what they are discussing in their table groups, but I try
not to interject which allows me to really see how they are solving the problems in their workbook when they are thinking aloud. When
students are in their readiness level groups for independent work, I can see the ways in which they solve problems on their own, and how well
they are able to use the method of standard algorithm when they are working at my table in the back. I value different ways of learning
through grading by assigning each student a grade based on their active participation in class and completion of their independent work. I
think students agree with the way our school grades because it is often based on the work, they put in. If students are failing it is usually due
to lack of will versus lack of skill.

Diverse Student Interview Question

What did I say or do during the lesson that made the most sense to you? Why?

Initial and Elaborated Response:

The thing that made the most sense to me during the lesson was using an addition symbol (plus sign) to show regrouping because I corrected
what I was doing before. Before, I was regrouping in the wrong way because I was confused on how we were adding up the numbers in the
problem. It made sense how you showed us the other methods and how this one is different. I see how we are supposed to look at each
number in its correct place because this helps us get the right answer to the problem. I get confused when I write the problem down and the
numbers do not line up in the way they are supposed to because I’m not sure what to multiply. I liked during the lesson how we could see our
teacher writing on the board and we wrote the problem down at the same time to solve it.

Interviewer Reflection Commentary: These responses enlightened me of the importance of students being actively engaged when learning
mathematical concepts. These topics are building blocks that allow students to progress in their learning, which makes it vital that teachers
ensure that the information being taught is understood by students. Evaluating students in ways that involve assessing their hands-on learning.
collaborative learning, and thinking patterns is something that I learned is a good strategy in teaching from this interview. The students that
were taught this lesson understood what they learned from the information I gathered observing and communicating with students. This was
also demonstrated in their group work and independent work where they displayed use of the concept they had learned. In the future I plan to
evaluate my students in a variety of ways, rather than only using exams/tests in order to effectively determine understanding and application
demonstrated by my students following my lessons. Students can be evaluated in many different formats that aren’t simply grading problems
that are given on a test. These formats include math talks, peer grading and discussion, group workstations, and independent work. Students
seem to highly benefit from being evaluated in more ways than one as teachers can grasp a larger idea of their thinking pathways in order to
correctly track progress in mathematics, as well as other subject areas.

Component #5: Teaching and Learning Sequence

Lesson Events
Why was this event included? What questions were
asked? What explanations and examples were given?

“Do Now” assigned at the beginning of class Students were asked to work in their groups and
solve problems that involved estimating in
determining the solution to one-digit
multiplication equations. This was included to
gauge initial knowledge at the start of the lesson.

An assigned group member solves the This was included to be a type of math talk
problem on the large whiteboard in front where students were asked to explain their
of the class. thinking and reasoning in their steps. The
other students were asked if they agree with
their solution, if not then they were asked to
correct the steps shown.

Entire class discussion of all strategies This was included to assess any existing
used in the prior math talk. misconceptions in the method and students
were asked to identify/name the methods
that had been used in the previous school
year when learning multiplication. This
precluded introducing the current objective.

Teaching standard algorithm with Students were explained the importance of

modeling solving single-digit regrouping when using the standard
 multiplication equations. algorithm and the standard was also
explained to show them why they are to use
this method from this point on. They were
asked to follow along with the teacher in
their workbooks to learn this method in a
step-by-step manner.

Practice more problems as a group with
the teacher leading the students step-by
step in solving single-digit multiplication
equations
This was included to assess remaining
misconceptions. Students were asked
questions such as: “Are we using groups?”
“How many are in each group” “What is the
next step in finding our answer”. when
solving problems as a class. Ex. comparing
expanded format to the standard algorithm.

Move to teaching the same method, but in
regard to showing students examples of
multi-digit multiplication equations.
This was included to progress student
learning in expanding their problem solving
skills they were shown and applying them to
equations that include larger integers. The
teacher modeled the same steps and asked
questions such as: “Are we adding any
additional steps?” and “Does our method
remain the same” to show that the steps are
unchanging when shown more complex
equations of multiplication.

Students work in their workbooks on This is included to allow students to engage

assigned problems that are the same type
as what was modeled during the lesson.
They are to discuss their answers and
steps as a group when they are confused
before asking for further help from the
teacher. The problems they have
remaining in their workbook section
should be completed at home and brought
back for peer-grading.
in collaborative learning within their groups,
while also allowing time for the teacher to
meet with readiness-level groups that may
not be ready to progress into multi-digit
multiplication equations. Students benefit
from sharing their work with others and
thinking aloud within their pods. The
homework that is assigned is brief and
dependent on how much students complete
in the classroom. Peer-grading is included
the following day to further learning by
prompting students to find mistakes and
misuse of the standard algorithm.

Cooperating Teacher Interview Question

Do you feel that students learn best working in groups when introducing new topics or independently at home?

Initial and Elaborated Response: I feel that students learn best when working within their pod seating arrangement. I’ve tried to arrange their
group seating in a way that allows them to work with individuals that they generally work well with. Students typically bounce off each
other's ideas when solving problems and I think that they really benefit from this. I move around throughout the room but give them the space
to work with one another through their assigned problems. I do not typically assign lengthy homework assignments, but students do often
have some assigned problems to work on at home. This does not always work out as planned as the rate of homework completion has not been
the greatest thus far. Students do also benefit from working independently after being shown examples in the classroom. Working through
mistakes is usually done best when working in their groups because they have the opportunity of discussing where they may have gone wrong
in their solving.
Diverse Student Interview Question

Do you like reviewing previous topics even when you feel you have a good understanding of what you’re
currently learning in math?

Initial and Elaborated Response: When we are in math I like when we go over things that we learned before because it helps me to not be
confused before we start learning the new topics. Sometimes I get confused on regrouping because we didn’t learn the same ways when we
did multiplication last year. It helps to do problems that are like the ones we did before because it reminds me of how to not make mistakes
when I am solving problems. It makes it seem easier to do problems with bigger numbers because the steps are the same as using smaller
numbers. I think that any reviewing is always really good because we get to practice more when we’re in class and can ask questions. Our
teacher lets us raise our hands to ask questions before we start working and I really like that in case we were confused about what we learned
before today.

Interviewer Reflection Commentary: The responses given to the questions I asked my cooperating teacher and the diverse student that I chose
to interview were very insightful in showing the benefits of collaborative learning and helpful communication when learning mathematical
concepts, and especially when furthering or introducing topics to a group of students. It is very helpful for students to hear the same thing that
is taught in class being explained by one of their peers, or just in a different way that may make the topic make more sense to them. In my
future classroom I will strive to give students ample opportunities to participate in learning that involves working with their peers rather than
just taking work home. In current times, homework is not as often assigned and is also sometimes ineffective at showing student work if it is
incomplete or done without support that students have access to in the classroom. I will also implement review before moving to more
difficult topics because in my experience and based off of the interview conducted with this student, it is highly beneficial to remind students
of what they have previously learned in order to bring to light any common mistakes after evaluation of student work is completed.

References: Chapters and page numbers in course texts needed for this field assignment. APA format required.

Simonds, C., & Cooper, P. J. (2011). Chapter 6 Leading Classroom Discussions. In Communication
for the classroom teacher (pp. 108–109). Allyn & Bacon.

A., V. de W. J., Karp, K. S., & Bay-Williams, J. M. (2019). Chapter 10 Developing Whole-Number
Place Value Concepts. In Elementary and Middle School Mathematics Teaching Developmentally (pp.
224–225). Pearson.

Lesson Participation and Observation Field Assignment Grading Rubric

Assignment meets preconditional writing convention requirements (10 points) * 10 8 6 4 2

Assignment is formatted as a complete American Psychological Association (APA) document [see APA format at Purdue 10
OWL website] with a title page, electronic templates provided by CIED 312 instructors, a reference section, and an
appendix (as needed) that includes: 1) required demographic information, including four types of student learning assets,
specified by templates; 2) required content specified by templates; 3) meaningful font and spacing; 4) meaningful references
and appendices; 5) concise and precise writing with complex sentences. AND...Two patterns of convention errors or less.
Templated Academic Vocabulary Chart and Lesson Plan includes the following elements: 1) academic 10 8 6 4 2
vocabulary; 2) cooperating teacher lesson objective and observations (written in bold print) of candidate
instruction; 3) teaching learning sequence description with contextual observations; 4) assessment
product descriptions with reflections on student work and appended artifacts. (30 points)
Academic vocabulary defines the lesson’s conceptual content: 1) CCSS and/or other content area standards that generated 10
the academic vocabulary for the lesson are copied in a meaningful way; 2) a comprehensive list of general academic
vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards; 3) a comprehensive
list of subject specific vocabulary that could be used in the lesson is aligned with CCSS and/or other content area standards;
4) general academic vocabulary that was actually used in the lesson is listed and defined, including one example of how this
vocabulary helped students learn the lesson objective; 5) subject specific vocabulary that was actually used in the lesson is
listed and defined, including one example of how this vocabulary helped students learn the lesson objective.
Teaching and learning sequence: 1) orders events according to assignment template; 2) includes verbatim reporting of key 10
teacher statements during the lesson that are valued by the Simonds and Cooper (2011, p. 137, Table 7.1) CIED 312
textbook; 3) includes verbatim reporting of key student responses during the lesson valued by the Simonds and Cooper
(2011, pp. 80-157) textbook; 4) includes other mathematics lesson components described by the Van de Walle, Karp, & Bay-
 Williams (2010, pp. 142-581) CIED 441 textbook; 5) includes list sof materials used by teachers and students.
Description of assessment products used by the cooperating teacher and reflections on student work: 1) are accurate and 10
aligned with the lesson objective; 2) reveal patterns of learning behavior; 3) reveal exceptions to patterns of learning
behavior; 4) describe student work that is acceptable; 5) describe student work that is unacceptable.
Post-lesson interview question responses and commentaries include teacher, student, and participant 10 8 6 4 2
observer reflections (50 points)
Each of three interviewer written reflective commentaries about lesson events and interviewee responses is at least 200 10
words and includes all required criteria: 1) one relevant concept from a CIED 312 text that is explained, related to the
interview, and cited in APA format; 2) one relevant concept from another text that is explained, related to the interview, and
cited in APA format; 3) other observations of instruction that are explained and related to the interview; 4) vivid, precise
sentences; 5) a main idea, or claim, that synthesizes points of view presented.
Each of three interviewer written reflective commentaries make claims about instructional improvement that are backed by 10
one additional piece of evidence from experience or textbooks for a total of at least two pieces of textbook evidence, and no
more than two pieces of evidence from experience, per commentary.
Interviewer written reflective commentaries describe thoughtful, actionable ways to improve instruction. 10

Teacher interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple 10
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to the interviewee; 3) includes follow-up
questions appropriate to the interviewee; 4) engages a reader of the interview transcript to feel emotions, see pictures, hear
voices and/or experience other sensations that were part of the interview; 5) communicates the interviewee’s initial and
elaborated response to each question in ways that are accurate, distinct, and comprehensible in at least 150 words.
Student interview documentation is complete: 1) demonstrates that a conversation about the lesson, rather than a simple 10
accounting, has occurred; 2) demonstrates that the interviewer has actively listened to a student interviewee with different
learning assets; 3) includes follow-up questions appropriate to the developmental abilities of the student interviewee; 4)
engages the reader of the interview transcript to feel emotions, see pictures, hear voices and/or experience other sensations
that were part of the interview; 5) communicates the interviewee’s initial and elaborated response to each question in ways
that are accurate, distinct, and comprehensible in at least 150 words
Matrix assignment includes a self and peer evaluation that uses this rubric (10 points) 10 8 6 4 2
Attached self-evaluation is completed with ratings on the same form by teacher candidate and a peer evaluator OR candidate 10
and peer evaluator fill out form together at a supervised class session. A self-evaluation must be electronically attached.
*Drafts that do not meet these preconditions at an average acceptable score of “3” are returned ungraded and marked late. Late drafts are
reduced by 20% of total points for each missed submission opportunity. A zero grade will be assigned at the third missed opportunity.
Rubric Points Possible: 100
Comments: Peer Reviewed by (name) and Self Evaluation Completed Simultaneously
Rubric Points Received: 100