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Dec. 11, 2018 Area Model Strategy for 2-digit by 1-digit multiplication & 4
Date Lesson Title Grade Level
1 class period for Mathematics 3
Time in Lesson introduction and Subject Lesson #
Developed by Rebecca Greig


Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

Students will be able to multiply 2-digit by 1-digit problems with the Area Model strategy.

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

I can “multiply 2-digit by 1-digit numbers using the Area Model I will check understanding as we go through the lesson and see how
strategy” well they grasp the concept with the practice equations. We have
briefly touched on this strategy in previous lessons, but if more time
for understanding is needed then we can spend the whole block
practicing instead of incorporating the activity.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

We will use the overhead projector to share our equation-solving When doing the lesson, I try to make sure that nobody yells out the
strategies. We will also be using a timer when we begin our math answer so the students who need more time to solve the equation,
block with our “Kicking It Math” resource to practice basic facts. can do so on their own time. We will go through varying degrees of
difficulty with the practice questions. If we have time for the activity,
I will give Noah the choice between participating in the multiplication
activity or working on his number line.

Adapted from Wiggins, Grant & J. McTighe (1998)

How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

We will begin the math block by working on our “Kicking It Math” to help us with memorizing our multiplication facts up to 9x9. We have
previously discussed the importance of memorizing our facts instead of always using our 4 main strategies to solve them. This builds off their
prior practice with “Kicking It Math” and they will be learning another strategy to solve 2-digit by 1-digit multiplication equations. During the
later activity, students will also be able to apply the different strategies to their equations to solve them how they would like to.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
The students begin with a partner and a ring of facts and they 10 Minutes
say the facts to each other. Once one partner finishes, the
We will begin the math block by working on our “Kicking It
other partner gets to say the facts. After they both go through
Math” to help us with memorizing our multiplication facts up
the ring, they do a sheet related to the “belt” they are on and
to 9x9. We have previously discussed the importance of
have a few minutes to do these equations. Once the timer
memorizing our facts instead of always using our 4 main
goes off, they switch with a partner, go over each other’s
strategies to solve them.
answers, and colour in their block for that sheet if they got
enough right.
Next, we will have a lesson and practice with using the Area Students will work along with their whiteboard and marker 20-30
Model to solve 2-digit by 1-digit multiplication questions. We to go through the practice questions using the Area Model Minutes
will start by doing one equation step-by-step together, then strategy.
we will practice a few on our own, sharing our solutions and
work as we go through.
If there is time, I will introduce them to a math game. Students will have their own number and go around the 10-20
Everyone will get a different “name tag” with a number on it, room to create multiplication questions with their peers and Minutes
and they will walk around the room meeting in little groups. their numbers. They will make either 2-digit by 1-digit or 3-
When they are in a group, they will have to make a digit by 1-digit equations, and they will have the choice of
multiplication question with everyone’s number (who is in using the different strategies we have used in class up to
that group) and solve it using one of the strategies they’ve now.
learned so far. They should be in at least groups of 3 as they
walk around so they can make 2-digit by 1-digit equations,
but if they want a challenge, they can also try a 3-digit by 1-
digit equation.
Adapted from Wiggins, Grant & J. McTighe (1998)
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Students will have an understanding of how to solve multiplication equations using the Area Model strategy in addition to the Partial Product
strategy they have already learned. We will be learning two more strategies for solving multiplication equations throughout the week, and
students will be able to determine which one works best for them.

Adapted from Wiggins, Grant & J. McTighe (1998)