Paraprofessional Plan

Skill:
2 digit by 2 digit multiplication without regrouping.

Lesson objective:
 When presented with 5 two digit by two digit multiplication problems without regrouping and
the following supports: place value lines, multiplication table, and a checklist of steps, Mavis
will correctly solve 5/5 problems using the standard algorithm, with 100% accuracy.

Connection to IEP goal:

This lesson objective is working towards meeting Mavis’s IEP Goal #1 and its first objective:
● By April 14, 2019, when presented with 5 two digit by two digit with regrouping multiplication
problems, Mavis will correctly solve 5/5 problems, on 3 consecutive occasions.

Materials:
 Support sheets
 2x2 Without Regrouping Checklists
 White board for instruction
 3 dry erase markers
 Tissues for erasing
 Mastery Measures
 Behavior expectations

Setting:
Small group in either the resource room or hallway.
If you are in the hallway, turn one of the tables so you can sit across from the students.

Time/Schedule:
Begin at 12:15pm after recess and end at 12:35pm.
Lesson Outline
Time What You do
12:15 Quickly read behavior expectations and the learning target for the lesson
Learning target:
What Multiplying 2 digit numbers
Why: Multiplication is used in all kinds of math
How: I will use a checklist to solve multiplication problems.

12:16 Hand checklist to students. Read the steps to the students to review the checklist.

12:17 Write an example problem on your whiteboard (22x31 vertically) and show it to the students. Do
the problem for the student to see. As you complete the problem, show how you read each step
of the checklist and check it off before you move on to the next step. When modeling on your
whiteboard, keep students engaged by asking questions like “what is 2x3?”.

Write another example problem on your whiteboard (14x12 vertically). Again, do the problem
12:19 for the students on the whiteboard and check off the checklist as you go. Before each step, ask
the students what the next step is. (e.g. what do I do next?).

Next, give the students the support sheets, markers, and tissue. Write another problem on your
12:21 whiteboard (32x13) and tell the students to write the problem on their support sheets. Again, do
the problem step by step on the whiteboard. Have students follow along on their support sheets.
Monitor the students and correct their mistakes by saying “watch how I do this step” and do the
step on your whiteboard.

Write another problem on the whiteboard (23x31) and ask the students to write in on their
12:23 support sheets. Tell the students to work on the problems on their own. Monitor their work and
correct their mistakes as needed.

Continue giving students problems to practice on their support sheets until 12:30. Maintain the
12:25 same correction procedure: say “watch how I do this step” and do the step on your whiteboard.
Make sure the students are using the checklist. If they try to “speed up” and skip using the
checklist at each step, stop them and tell them to use the checklist.

Collect the support sheets, markers, and erasers. Show students the mastery measure and explain
12:30 the instructions:
 There are 5 problems
 They are to solve all 5 problems and use the checklist at the bottom of the page for every
problem.
 They need to work silently and independently.
 You cannot help them.
Hand the students the worksheet and tell them to begin working. When students are done, collect
their work and send them back to their general education class.
Mastery Measure Instructions
Show mastery measure to students and explain the following instructions:
 There are 5 problems
 They are to solve all 5 problems and use the checklist at the bottom of the page for every
problem.
 They need to work silently and independently.
 You cannot help them.
Give students the mastery measure and let them complete it. Collect the measures when student are
done.
Scoring Mastery Measures
To score the measures, use the data tables below. Write the student’s name and date (one student
per data table). You will start with problem 1 and make a check mark in each box under problem one
next to each step the students complete. For example, if the student only completes steps 1 and 2, then
they will only receive checks for steps 1 and 2 and steps 3 and 4 will remain blank. Complete the data
table for all 5 problem on the mastery measure. DO NOT only look at what the student checked on their
checklist. You will need to use a combination of analyzing their work and their checklist to accurately
collect the data.
*You will not be scoring steps 1 and 6 on the checklist as they are not observable.

Student Name: Date: 1 2 3 4 5

Multiply the bottom ones by the top ones and tens.

Write a place holder "0" in the ones column of a new answer

row.

Multiply the bottom tens by the top ones and tens. Write the
answers in the new answer row.

Add the two answer rows.

Student Name: Date: 1 2 3 4 5

Multiply the bottom ones by the top ones and tens.

Write a place holder "0" in the ones column of a new answer

row.

Multiply the bottom tens by the top ones and tens. Write the
answers in the new answer row.

Add the two answer rows.

Name: __________________________

3 1 1 4 2 0
X 2 3 X 2 2 X 1 3

2 1 4 5
X 4 4 X 1 1

Steps 1 2 3 4 5
1. Read the problem.
2. Multiply the bottom ones by the top ones and tens.
3. Write a “0” as a place holder before you multiply the bottom
tens by the top numbers.
4. Multiply the bottom tens by the top ones and tens.
5. Add the two lines of number below.
6. Read the solved problem.