Indiana Wesleyan University

5th Grade Math Lesson Plan

Chloe Carter

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—
a. Students will be able to multiply two-digit numbers by two-digit numbers.

B. Objective(s)
a. The students will multiply 2-digit numbers by two-digit numbers using the ones
and tens place strategy.
b. The students will be able to solve 2-digit multiplication problems using the
expanded algorithm to find partial products, then add to find the product.
c. Working in groups students will be able to create a visual representation when
multiplying 2-digit by 2-digit numbers.

C. Standard(s):
 MA.5. c.1- Multiple multi-digit whole numbers fluently using a standard algorithmic
approach.
 MA.5. c.1.a.1- Multiply two-digit numbers by two-digit numbers.
II. Management Plan-
a. Time per lesson element:

Anticipatory Set 10 minutes

Whole group discussion 10 Minutes

Partner Activity 15-20 Minutes

Independent Practice Worksheet 15-20 Minutes

Closure 5-7 Minutes

b. Use of space
 o Classroom: Students will be using multiple areas of the classroom through the
entirety of the lesson.

Anticipatory Set Students will be seated at their desk.

Whole Group discussion Students will sit on the carpet in the front of the
classroom.

Partner Activity Students can choose where they want to sit

around the classroom with their partner.

Independent Practice Worksheet Students will be seated at their desk.

Closure Students will be seated at their desk.

c. List of materials

Anticipatory Set Index Cars, Pencil, Smart board.

Whole group discussion White boards, dry erase marker, eraser

Partner activity Worksheet, pencil, eraser, book if they finish

early.

Independent practice worksheet Dice, Pencil, worksheet, iPad if they finish early.

Closure Exit Slip

d. Describe expectations and procedures

Each student will receive an index card and
Anticipatory Set discuss it with their peers and I. They are
expected to write their answers on the card and
participate in discussion even if their answer is
incorrect.
Students will sit on the carpet in front of the
Whole group discussion white board. They are expected to participate in
the class discussion. They will also be working on
 2-digit by 2-digit math problems on their white
boards working along with what I am writing on
the board.
Students will work in pairs to complete a
Partner activity worksheet. They will work nicely together find
the correct answers to the math problems.
I will provide each student with a multiplication
Independent Practice Worksheet dice worksheet as well as two dice per students.
Students will roll the die and solve their 2-digit
multiplication problems.
Students will receive an exit slip to fill out before
Closure finish the lesson. Students will fill the exit slip out
independently. At the end of the quarter there
will be an exam of the material.

Prior knowledge:

o Students have been working to memorize basic multiplication facts throughout the school year.
o Students have learned to multiply 2-digit numbers by one-digit numbers.

III. Anticipatory Set

 I am going to give each student an index card and ask them to individually answer the following
math problem (4x12)
 “Class, we have been working on multiplication this week. I have given you each an index card
with a math problem on it. I am going to give you all one minute to answer the question to the
best of your ability. Don’t panic, I am not taking this for a grade. When you have answered the
question raise your hand so I can come around and collect your card. Please wait quietly once
you have finished. When everyone is done, we will move on to the next part of the activity.”
 Give students one minute to respond to the question.
 I will collect the cards and sort them into two piles. A yes (correct) pile and a no (incorrect) pile. I
will not let the students see how others did but I will announce each yes and no.
 I will then select an incorrect response that I know will promote a strong discussion about the
problem. I will then copy the problem on the board.
 “Class, thank you all for working really hard on answering this math problem. We had some
correct and incorrect answers to solving the problem. I have written an incorrect answer up on
the board. Can anyone raise their hand and tell me what is right about what this person did to
solve the problem? Let’s discuss together as a class.”
 Allow time for discussion
 “Now, can someone raise their hand and tell me what did this person do incorrectly?”
 Allow time for discussion. The discussions will form a review of the meaning of multiplication
and allow me as the teacher to see who may struggle with these types of math problems.

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners
 Students who have trouble with gross motor skills will be able to work with a partner
or be assisted by the teacher to comfortably complete both activities.
  Students whose first language is not English I will make sure to have plenty of visuals
throughout the lesson.
 For students with sensory disorders, Anxiety, ADD and ADHD are allowed to choose
their seating in the classroom during the guided practice/independent practice to help
them focus at their highest capacity.
 I will accommodate students with different multiple learning intelligences with having
them write and create pictures. This will be specifically focused towards the spatial and
linguistic intelligences.


Purpose Statement:
“Today we will be learning how to solve 2-digit by 2-digit multiplication problems. It is
important that you all learn multiplication with bigger numbers because you will be using
multiplication all the way through high school. Multiplication can be used in everyday life and
some jobs even require knowing multiplication.”

Guided Practice:

Whole Group Discussion

 Students will come and sit on the carpet in front of the smart board. Have a PowerPoint ready to
show the students. PowerPoint will focus on multiplying 2-digit numbers by two-digit numbers.
 First multiplication problem the students will work on is 23x14and identifying the correct ones
and tens place.
 “Can everyone please come and sit at the carpet in the front of the class. I need all of your eyes
to be focused up on the smart board. We will use the expanded algorithm to multiply a 2-digit
number by a 2- digit number. The first problem we are going to work on is 23x12. As a class we
are going to work on identifying the ones place and the tens place to help with writing the 4
simpler problems to multiply. To make this simpler I am going to draw a box on the board. Can
someone please tell me which numbers go in the tens place box and which numbers go in the
ones place box?”

Problem 23x14

Tens Place One’s Place

2 3

1 4

 “Thank you, guys, so much for participating and working so hard to create the ones and tens
box. The next step is to write the 4 simpler problems based up the place value. Watch me as I
show you up on the board.”

3 x 4=12
20 x 4=80
10 x 3=30
20 x 10=200
“When you add 200 plus 30 plus 80 plus 12 you get a product of 322. Let’s try one together now. I am
going to write the next equation on the board and on your white boards I want you guys to write which
numbers would go in the tens and one’s column. When you are done please flip your board over and
place them in your laps. When everyone is complete, we will discuss the correct answer as a class. The
next equation is 59 x 37. It’s okay if you need to look back at the example problem up on the board. “

 Allow time for students to write their answers.

 “Alright, I am seeing everyone’s board down so it is time to move on to the next step. I am going
to need your help filling out my box on the board. Any volunteers?”

Ones Tens

5 9

3 7

“Thanks, so much for participating everyone. Now that we have finished the first step in the
problem can anyone tell me what the next step is?”

Allow the students to respond

“Yes, great job. The next step is to write the 4 simpler problems. The four simpler problems are
9 x 7=63, 50 x 7= 350, 30 x 9=270, 50 x 30=1,500. You then add all the numbers together to get a
product of 2,183. Awesome job everyone. Does everyone understand how this process works? Do you
need anything repeated or steps reshown?”

Partner Activity:

 This next activity is a group activity. I am going to pair the students and have them work
together to find the product of the 2-digit by 2-digit multiplication problems. Is this part of the
lesson this will allow the students to apply skills previously learned earlier in the week?
Throughout this activity I will be monitoring and assessing the student’s progression and
understanding.

“For the next activity I am going to put you all into pairs. You will be receiving a worksheet to
further work on multiplying a 2-digit by 2-digit. You all must work together to find the product of the 2-
digit by 2-digit multiplication problem. I am going to have 3 guiding questions located on the board. You
may use these if you and your partner forget what step comes next. I am only going to remind you guys
once to talk to one another with respect. I am going to be walking around so please feel free to ask for
help if you need it. When you are finished please raise your hand and I will come around to collect your
papers. IF you finish early then you can all go get a book to read while you wait for everyone else to
finish. Remember you only have 15-20 minutes to complete this activity so I ask all of you to please stay
on task.”

 Questions located on the board.

o What is the value of each number?
o After you find the 4 partial products, what must you do next?
o How can using area model help you understand this problem?

Independent Practice:
  After the students complete their partner worksheets and share their ideas. We will then
move into the independent part of the lesson. Each child will receive a 2 digit by 2-digit
multiplication worksheet and work independently to fill it out. This activity will include
multiplication problems just like the ones we worked on in partner groups. They will each
receive a set of dice and roll the dice to get the numbers for their multiplication problem.
When they complete the activity, they can turn it in to me. If they finish early, I am going to
allow them some free time on their iPad.
 “Great job everyone on working so hard on this activity…. IF you have not completed the
activity you can either finish up quickly or work on it later today. Can you all please put up
your books and come sit back down at your desks. We will now be moving on to our next
activity which involves a 2 digit by 2-digit multiplication worksheet. I will have an example of
mine up on the board that you may all use as a reference. I am also going to be passing
around dice because the worksheet is set up into a game. When you are finished with this
activity you may turn it in to me. If you finish early you may play on your iPad until the rest of
your peers have completed the activity. Do not rush and take your time. I want you to get the
answers correct on your first try. You will be working independently on this activity but may
talk to your table quietly. IF it becomes too loud, I will take this privilege away. I am going to
call you up individually to grab the worksheet from me. You may begin as soon as you receive
the worksheet.”
 Students will begin to work on this activity, and I will go around to see how each child is
doing on this activity. The students will have 15-20 minutes to complete the activity.

Review Learning outcomes/ Closure:

 To help me better understand what each student knows and learned today I will be giving
each student an exit ticket. I will assess each student to make sure they are all
comprehending the new skill they learned. The problem will be located up on the board and
the students will fill out the answer on a note card.
 “Great, job everyone working so hard on todays math lesson. To wrap up todays lesson I will
give each one of you an index card. As you can see on the board there is a 2-digit by 2-digit
multiplication problem. I want you all solve this problem and show your work. Remember, this
is not a test. This is just for me to see if there is any material I need to go over again. Please
write your name in the top left corner. When you are done come bring your index card up to
my desk. Please work quietly and you may begin!”
 Math Problem: 46 x 53=
 Allow students up to 10 minutes to work on the exit slip.

 Check for understanding.

o The teacher will check for understanding for each individual student by checking
the exit tickets the students turned in at the end of the lesson. The teacher will be
able to know if the students have understood the materials by seeing who got the
answer correct and who didn’t. This will also show me where the students began to
mess up when solving the problem and show we were I need to go back and reteach.
By the number of students who got the answer correct on the exit slop will show me
how many of the students understand the concept of today’s math lesson.

PLAN FOR ASSESSMENT

 o Informal assessment will include teacher observation of student responses and
participation during guided practice.

o Formative assessment will include grading independent practice assignment.

Students are expected to complete independent practice activities with a minimum
of 75% of problems answered correctly.

o Summative assessment will include a test at the end of the quarter.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?

7. How many of the students worked well together when working on the partner activity? Should I
let them choose their own p
8. What percentage of students got the answers correctly on the independent worksheet activity?
9. If I taught this lesson gain, how would I alter the lesson to fit my students’ needs better?
Group Activity Sheet

Multiplying a 2-digit by 2-digit number

Use the expanded algorithm to multiply.

1. 53 x 32=

2. 74 x 21=

3. 83 x 32=

4. 27 x 16=

5. How does using the expanded algorithm help you understand multiplication?