Lesson plan 5: Multiplication Board Game

Performance Objective

Students will develop number sense by completing multiplication problems using other methods

and relating different methods with the standard algorithm strategy. Students will complete

practice problems on the board using the standard algorithm to build fluency. Students will be

shown how to solve double-digit multiplication problems using the box method. They will

compare the two methods. Students will complete a multiplication board game to show

competency. Using the Students scratch paper to measure, students should be showing proficient

use of double-digit multiplication by attempting 100% of problems while correctly solving at

least 80% on their board game.

Resources/materials

Document camera

Whiteboard/smartboard

Colored markers

Pencil

Paper

Math board Game Printouts

Dice

Calculator
Time: 90 minutes

Step 1: Pre-instructional activities

We will discuss the previous lesson and take a poll on how comfortable they are with double-

digit multiplication up to this point. Heads will be down and students will put up fingers

corresponding to their comfort levels. 1 is good, 2 is okay, 3 is not good.

After the initial assessment, I will have students log onto Mathgames.com to warm up with

fluency work. The fluency work will be assigned through mathgames.com, which include 10-

multi digit, by double-digit multiplication questions. I will be a time limit on the warm up. I

will walk around during the warm up and visit with students who showed a 3 and discuss the

concerns. After the 5 minutes of warm up, we will use the mathgames assessment to group

students based on their ability level. They are grouped by how many questions they we able to

complete that were correct. 8-10 correct is in one group, 5-7 in another, 3-5 in another, and 2 or

below in the last group.

I will read the learning targets from the board and ask students to do the same. They will then

talk to a shoulder partner and have them explain in their own words what it means. Once time

has been given for that, we will bring it back to the whole class for a discussion on multiplication

and what they know about it.

Step 2: Content presentation

I will open a discussion about if there are different ways to solving the same problem or

situation. After letting them speak, I will show them a video on how to multiply using the box

method. Once the video is over, I will model how to set up their boxes and where which place
values go where. After going through each step as a class, I will ask them to complete a sample

problem as individuals. After checking over each other’s work, I will explain that either way can

be used in our next activity. I will model and demonstrate how to play the multiplication board

game. Each group will need no more than 3 people, 1 dice, 1 calculator, and pencils and paper

for all.

Step 3: Learner Participation

Students will play the game with other group’s members. Group members will be chosen at

random from our sticks. Students are expected to play fair with each other. If they cannot

follow the rules, they will be handed worksheets and will work quietly independently.

Step 4: Assessment

Students will be assessed using their scratch sheets of paper during the game. Students will be

told numerous times that they will be graded on their scratch sheets of paper after their

game. Students roll a dice and move forward that many spaces; depending on where they land,

they will be given a double-digit multiplication problem to solve. Students who want a challenge

can put a time limit on how long they can take. The calculators are used to check answers.

Step 5: Follow through-activity

The winners of each first game will play each other the next games. Losers of the other game

have a choice to play another round with different plays for candy rewards or they can watch the

winning group play.

Summary: This lesson is a built on cognitivism. They are used to using the standard algorithm,

but for students that struggle with it still, the box method helps build place value. Students who

have a concept of place value will be able to successfully space out the place values of standard

numbers into expanded form. This is a skill learn from priors units in 5th grade and in third and
fourth. Using this prior knowledge is a build upon knowledge they need to know in order to

prepare for middle school math. A behaviorist approach is that if they students cannot write

down their problems on a scratch sheet of paper or handle playing in a group, they will work on

independent work. The reward is playing the game is you can demonstrate the desired behavior.