Universal Lesson Plan Template – Curry Secondary Program

Name: Jiaqi Xu Lesson Topic: Multiplication and Division

Content Area/Grade Level(s): 4th grade, WIDA level 2-3,
Concept(s): Computation
Math & ESOL

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within
the current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of
this lesson to students.

The lesson is part of a large unit of “Multiplication and Division”. It is the second lesson in this unit at the start point of
the section of “Multiplication” where the concept of “Multiplication” just has been introduced in the previous class. In
this class, students will do jigsaw activity, working on 4 common multiplication strategies(Repeated addition, Array,
Equal groups and Skip counting), as well as deepening their understanding of the concept of “Division”. Besides,
students are required to memorize the words in Multiplication in this class in order to successfully discuss the strategies
in the section. With the help of students’ background knowledge in daily life, I will make Multiplication strategies with
real-life problem addressed in the lesson rather than provide a simple equation. Students can find supports from this
relevance to better understand and grasp the content.

It is a SPEAKING and LISTENING focused lesson. With students gradually to be familiar with multiplication and its
strategies, I will use several ways to build students’ English skill in speaking and listening domain. During jigsaw process,
students will have multiple opportunities to practice their speaking and listening skills since they have to teach each
other the contents. For the materials used in students’ self-learning, I choose videos so that students will practice their
listing skills. Multiplication and Division, with their concepts and solving strategies, is the knowledge not only across the
whole math study but also used frequently in other subjects. At the same time, considered students’ ESOL background,
the lesson, when follows the normal pacing of Math, will also focus on language of Math (words, phrases and sentences)
to build up students’ language skills. Throughout this lesson, the Math vocabulary, phrases and sentences would be
showed/framed to students. Thus, to design such a lesson can help ESOL students feel confident about the following
school work.

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson
VSOLs: 4.4 The student will
a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and
singlestep practical problems involving division with whole numbers.

Albemarle County Public Schools ESOL Curriculum Goal Pacing for Grades 3-5 WIDA 3 Level 3.2
Listening - Follow multi-step directions with guidance
Speaking - Answer simple questions related to content with sentence stem support
Reading - use illustrations to determine word meaning
Writing - compare and contrast content based information

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…
EXPLORE the following Essential Questions(s): UNDERSTAND THAT:

EQ1: What language and tools do I need to be able to
comprehend and grasp Multiplication and Division?
EQ2: What will happen if people don’t use Multiplication
and Division in real life?
U1: Listening, speaking, reading and writing on
Multiplication and Division require specific academic
language.
U2: Multiplication and Division come from real life and

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grasping such knowledge and skill can frequently help us

solve related problems in real life.

U3: Multiplication and Division are “relatives” and finding

their connections can benefit understanding on both
topics.
KNOW: BE ABLE TO (DO):

K1: Key vocabulary and phrases(including definitions and
use) related to Multiplication and Division, and their
strategies: multiplication, factor, product, equal, times.
K2: Language structures to describe Multiplication and
Division equation(... times ... equals …).
K3: Sequence words to clarify solving steps according to
strategy used(Firstly, then, next……).
K4: Symbols representing Multiplication(x) and Division(÷).
D1: Orally use the key vocabulary and phrases related to
Multiplication and Division, and their strategies.
D2: Discuss strategies used in Multiplication and Division
problems.
D3: Show orally and in writing “Multiplication” and
“Division” equation in math according to given problems.
D6: Apply at least two types of strategies to solve
Multiplication and Division problems.

K5: Different basic strategies(including name and

operations) used in Multiplication (Array, Equal groups,
Repeated Addition and Skip Counting) and Division (Array,
Equal groups, Repeated Addition and Skip Counting).

K7: The aspects and/or events in real life Multiplication and

Division can be used.

Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below.

Formative Formative Formative

Method of assessment: Students’ Method of assessment: Students’ Method of assessment: Exit Card
performance during expert group performance during base group teaching
discussion Aligned with which Learning Target(s): K4,
Aligned with which Learning Target(s): K1, K5, D6
Aligned with which Learning Target(s): K1, K2, K3, K4, K7, D1, D2, D3
K2, K3, K4, K7, D1, D3 Criteria for assessment: appropriate
Criteria for assessment: Accurate content answer found on the Exit Card.
taught to group members during teaching
Criteria for assessment: Accurate response How data will be used: Check to identify
about the understanding of the story and How data will be used: Check to identify which students may need additional
elements of fiction stories found which students may need additional assistance and guidance/individual
throughout discussion assistance and guidance/individual feedback provided as needed/ workshop
feedback provided as needed/ workshop session as needed.
How data will be used: Check to identify session as needed.
which students may need additional
assistance and guidance/individual
feedback provided as needed/ workshop
session as needed.
Proactive Planning for Learning Differences: – What planned supports have you included to make the content accessible for all learners (i.e.,
groups of students and/or specific students) and to build upon learners’ diversity? Be sure any modifications are explicitly explained in the procedures/steps
outlined below.
Support: Students will always be given word and sentences supports by the teacher as they conduct jigsaw activity. For the grouping,
since students are with almost the same English proficiency based on their WIDA level, teacher will divide students into groups based
on their Math proficiency. For the base group, students will be grouped in mixed-ability in math. For the expert group, students will be
grouped with the same/similar proficiency in Math.

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Procedures/Steps in the Lesson (Cooperative Learning Models): This lesson should follow the Graffiti, Jigsaw, or Structured Academic
Controversy model. Please reference and follow the appropriate steps for your selected model as outlined and described in the Estes & Mintz chapter,
“Cooperative Learning Models.” Be sure to think about what students will be doing during each step, in addition to what you are doing. Scripting and/or
estimated time frames may or may not be included, but the plan should be clear and explicit enough that another person would be able to teach from it.
Step 1: Preparation / Introduce the Jigsaw(5 minutes)
1. Students will enter the classroom and get out their Math journal. During the jigsaw activity, students will use it as
support tool to find and check the previous knowledge in “Multiplication” which they feel not confident with that
knowledge. At the same time, students will be supposed to take notes on a new page during teaching and learning
with peers.

2. Briefly Introduce the overall content we will go through in this lesson(Strategies for Multiplication problem solving)
and the forms of activities we will do(jigsaw).
• Introduce for jigsaw: Ok class, today we will explore and experience something exciting new for our
learning! This is a project called Jigsaw, which is a bit different than we do in our usual class period. We are
going to flip things around and you guys are going to be the teachers for today’s contents. Sounds good?
Okay! Let me make it specific. First, you will be divided into 3 base groups consisting of 2 people and each
member of your base group see a different video on different Multiplication strategy. One person will
watch a video about Array, one person will watch one about Equal Group, another person will watch one
about Repeated Addition, and the last person will watch one about Skip Counting. Each member of your
group is going to become the “expert” on their topic. They will eventually be responsible for teaching the
other members of their base group about their strategy. Is anyone with me so far?
• Check with individual students who may not understand and reexplain as necessary.
• Keep introducing for jigsaw: After you guys finish watching your specific video and are prepared with any
questions or concerns you might have, you are going to spend some time with your “expert” groups which
will consist of the all the people who watched the same video as you. This is your time to clarify any things
you do not understand about your topic and, together as a group, you will come up with a plan to teach
your topic to your base group. During this learning and teaching time, you’re supposed to take notes on
your math journal. After jigsaw, I will give you guys an Exit Card to check your understanding of this
content. You have to finish and turn it to me as a permit for leaving the classroom. However, it will not be
graded. Feel comfortable finishing it! Any questions?
• Check with individual students who may not understand and reexplain as necessary.

3. Show the reformed learning targets to students, which are written on the poster before class, and lead them read
aloud together. The reformed learning targets will be: (The bold words would also be bold on the poster to
emphasized the main idea of these targets)
 I can orally explain one expert strategy of “Multiplication” in math.
 I can use Multiplication words to explain the strategy with completed sentences with sequence words.
 I can apply at least two strategies to solve Multiplication problems and show them in writing.

Step 2: Assign Heterogeneously Grouped Students to Expert & Base Groups and Work on Expert Independently(7
minutes)
1. Students will be assigned into 2 base groups consisting of 4 people. These groups will be mixed-level ability groups
assigned by the instructor in advance of the class period. Each member of the group will also be assigned a specific
task to become the “expert” on. The experts will be at the same/similar level in math.

2. The four tasks which students will become “experts” on are: 1) Array, 2) Equal Groups, 3) Repeated Addition, and 4)
Skip Counting.
The tasks for each topic will involve watching a video, which will be sent to students’ school laptops. Students will
be expected to finish watching the video and come to expert group prepared to discuss.
VIDEOS:
• Array: https://www.youtube.com/watch?time_continue=142&v=lRgKavUxvKY&feature=emb_logo
• Equal Groups: https://www.youtube.com/watch?v=VxeAvBNOXww
• Repeated Addition: https://www.youtube.com/watch?v=dpFOvoiYDaQ
• Skip Counting: https://www.youtube.com/watch?v=BsQo5SF-uLo

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3. Student will work on their own topics independently. If they finish watching videos quickly, they will be encouraged
to search their topics online by themselves, during which time the teacher will help them on this process.
Step 3: Allow Expert Groups to Process Information(8 minutes)
1. Students will work with their expert groups for 8 minutes, depending on how quickly they are progressing.

2. “So now that you are with your expert group, you all will be responsible for determining the problem and the
solution in your assigned strategy and creating a mini lesson plan for how you will teach that content to your base
group when you come back together. You are responsible for making sure everyone in your base group know your
assigned strategy so if you have any questions or misconceptions about your strategy, this is the time to sort those
out and work with your expert group to hash out the details. You will become the teacher after this so make sure
you have a good grasp on the material. I would recommend you guys to write down notes on both strategy
information, and ideas and/or sequence of your lesson plan during discussion. If you have any questions or concerns,
I will be circulating the room to provide assistance. You will also use the words and sentence frame written on the
whiteboard for help. The words are important in Multiplication, which will also be addressed in the video, so if you
have difficulty understanding, it is a good time asking your expert members! The sentence frame will help you
organize your lesson. Let’s get started.”
The words are: multiplication, factor, product, equal, times.
The sentence Frame / sequence words are: The strategy I will teach is… . To deal with the equation problem…
firstly, then, next… . Thank you for listening to my strategy.

3. I will be rotating throughout the room, listening in on group conversations, asking targeted questions to make sure
students truly understand their topic, and providing feedback to the groups. I will also provide mini-lectures as
needed to make sure students will be presenting the right content to their peers. This will work as formative
assessment.
Step 5: Experts Teach in their Base Group(17 minutes)
1. Once the groups have finished their discussion, students will reconvene with their base groups and students will
spend 3-4 minutes each presenting their lesson.

2. “Let’s take about 1 minute to review your lesson plan individually and then we are going to get started with the
presentations. You groups could decide your own turns that who and which story goes first. You will have 3-4
minutes to present your lesson.”

3. During presentation time, teachers will walk around the classroom to check students’ process and performance as a
formative assessment.
Step 6: Hold Individuals Accountable(3 minutes)
1. Hand out the Exit Card to students.

2. I will use this Exit Card as formative assessment to determine whether the jigsaw method was successful or not and
to see how well the students understand the new material. I will follow up with individual students who seem to be
struggling with the content and use this data to determine if I will use this strategy again in future classes or not. If
there are Exit Card that contain incorrect information, I will follow up with the students who were in that base
group to ensure that they are provided with correct instruction.

3. Using this formal assessment, I will decide if re-teaching of the whole class is necessary or not. If so, I will postpone
the schedule of unit lesson by one day and use the next day of class to re-teach the material that the class is
struggling with.

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.
 Prepared Poster with learning targets written on(see description in the step 1)
 “Multiplication” Word Wall and Sentence Frame(Here just written on the whiteboard)
 Videos:
Array: https://www.youtube.com/watch?time_continue=142&v=lRgKavUxvKY&feature=emb_logo
Equal Groups: https://www.youtube.com/watch?v=VxeAvBNOXww
Repeated Addition: https://www.youtube.com/watch?v=dpFOvoiYDaQ

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Skip Counting: https://www.youtube.com/watch?v=BsQo5SF-uLo

 Exit Card(see Appendix Xu_FA_ExitCard)