Teacher___Katia Leon______________ Grade Level____4th Grade_________

Multiply 2-Digit Numbers with Regrouping

I. Content & Standards:

CCSS.MATH.CONTENT:
4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies based on place value
and the properties of operations. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.

II. Prerequisites:

Students must be able to interpret products of whole numbers, multiply multi-digit

whole numbers by tens, and standard algorithms to find the product of multi-digit by
1-digit whole numbers.

III. Instructional Objectives

After the lesson students will be able to use regrouping to multiply 2-digit numbers.

IV. Instructional Procedures:

Essential Questions: 1. How can you use regrouping to multiply 2-digit

numbers?

B/D/A Steps of the Lesson: What will the teacher and the students be Rationale: Expected Teacher's Anticipations:
(Note which doing? (Include specific questions, tasks, or activities.)? What purpose does Reactions: Include specific responses to
phase of the each step, question, This is largely students' reactions and things
activity the task, or activity conjecture-driven and to remember.
step refers accomplish there may be multiple
to) possible reactions for a
given activity.

B Guide the discussion for the following Introduce the Some students
2-3 questions: What are some strategies we have objective and will be able to
minutes learned so far for multiplying 2-digit by 2-digit lesson and mention the
numbers? How would you find the product 46 x review steps for
23? previously multiplying 2-
learned digit numbers
 strategies with regrouping,
other might say
they would solve
using the area
model and
partial products.
D 1. Today we will be learning to multiply 2-digit Introduction to Some students Ask questions to
30-40 by 2-digit numbers with regrouping. standard might have make connections
minutes Start the PowerPoint presentation (Appendix A) algorithm and trouble solving and support their
and walk the students through the step-by-step multiplying 2 the basic facts understanding:
sequence with the saying “Many Zoos…Many numbers with for each Make connections
Animals” to help them remember the steps. regrouping. problem. Have with the addition
Distribute the worksheet (Appendix B) and have students wait with regrouping:
students follow along as you solve the and solve each How do you think
problems. Work on 3 problems together then problem step by regrouping to add is
have the students solve the last 2 problems step. similar to
(Slides 17-20) and verify their answers with their regrouping to
neighbor then call to provide you the steps as multiply?
you go through the slides. Review place
2. Introduce the Many Zoos… Many Animals values and make
Anchor chart and distribute the copy to each of sure their numbers
the students (Appendix C). are aligned.
3. Let’s practice a few problems together. Support students
Distribute the worksheet packet (Appendix D) by having a
and have the students solve problems 1-4 and multiplication chart
discuss and check their results with their available for them
neighbors. Call on students to tell the products to use.
of each problem. While students
4. Now show me what you can do! Have work independently
students solve a few problems of the packet and guide them by
check their work with their partners. “If you get it reminding them of
wrong, go step by step to review and check and each of the steps.
fix your mistake” Walk around the classroom as
students are solving and call back the students
to work on a problem to fix any mistakes you
observed. They will continue working on the
packet tomorrow after we review the steps of
Many Zoos… Many Animals.
A Student Debrief: How do we multiply two-digit Review of Students should As guiding
2-3 numbers with regrouping? Review the 3 steps students’ be able to questions such as:
minutes for Multiplying with Regrouping. understanding multiply two-digit What’s your first
Hand each student their exit ticket. (Appendix E) of multiplying numbers using step? What do you
2-digit Regrouping. do with the tens
numbers with They should be value digit of the
regrouping. able to use their product of step 1?
background What’s your last
 knowledge of step?
place value and
other strategies
learned (Partial
Products) to
solve the
problems.

V. Materials and Equipment: List all materials and equipment to be used by both the
teacher and learner and how they will be used.

 Pencil – to fill out worksheets

 Multiplication charts – for students that require additional support.
 Many Zoos… Many Animals anchor chart and student copy

VI. Assessment/Evaluation: Describe how you will determine the extent to which
students have attained the instructional objective. Be sure this part is directly
connected to the behavior called for in the instructional objective.

The objective will be measured by the completed worksheets as formal assessments.

Additionally, I will use informal assessment by anecdotal notes of student answers and
work during the lesson and student debrief. And finally, the exit ticket will be used on
day 2 of the lesson to review mistakes made by the students and provide additional
support during day 2 of multiplying 2-digit numbers with regrouping.

VII. Differentiation
This section should include examples for students with disabilities and English
Language Learners (ELLs). Be sure to include individualized activities and discuss
how other activities/materials will be used to reinforce and extend this lesson and for
whom. Include homework, assignments, and projects.

I will provide multiplication charts for lower-level students and a differentiated anchor
chart to refer to during activities and help with basic multiplication facts and reference
the place value anchor chart when needed. High-level students will not have
differentiated materials, they will be paired with lower-level students during the lesson to
help assist and support those students.

VIII. Self-Assessment
Determine here how you plan to collect information that will be useful for planning
future lessons. A good idea is to analyze the difference between what you wanted (the
objective) and what was attained (the results of the assessment).

Informal assessment will be the primary tool to collect information for planning future
lessons and adjusting this lesson. Observations and anecdotal notes of language and
terminology used and what approach and strategies the students during the whole group
 lesson and independent practice will provide evidence of student learning and
understanding of multiplying 2-digit numbers with regrouping.

Reflection on Video Lesson

I have learned so much thus far in my Student Teaching experience. Every lesson allows

the educator to learn from the lesson plan and instruction. After teaching this lesson, I met with

my mentor teacher and discussed the areas of success and improvement. After watching the

recording of the lesson, I was able to identify other areas of improvement, as well. I believe the

lesson plan, the content of the lesson, resources, and materials are great for teaching the lesson’s

goal: After the lesson students will be able to use regrouping to multiply 2-digit numbers. This

group of students has been working really hard during math instruction and grasping all the pre-

requisite concepts really well. We knew this particular concept is harder for the students, and for

this reason, we designed a 2-day lesson. On the first day, we would introduce the concept and

allow for some whole group and partner work, and on the second day, we would work on some

partner and independent practice after a review and mini-lesson of the concept.

One of the areas of improvement is being able to identify or determine where the students

are struggling and how to switch the strategy or approach to support those students. I discussed

this with my mentor teacher, and while she pointed out that learning different strategies or

approaches will come with time as I continue to practice the instruction of this lesson, I need to

be able to anticipate not only the students’ responses to my questions but also the mistakes they

will make while working on the problems. I can then use those mistakes to teach the students and

support those who are ‘stuck’ or not ‘getting it. I was able to later practice this in the following

days. I took the exit tickets from this lesson and used my ‘favorite mistakes’ to have the students

identify the errors in the problem and provide the correct steps or solutions for the mistakes.
 While watching the video I was also able to identify that my pace was a little slow at the

start of the lesson. We do have a wide range of levels in our classroom, and I find myself

wanting to slow down my pace during lessons until I make sure that all students are following

along and understanding. One of my areas of improvement, as discussed with my site director

after my last observation, is differentiating the materials I use during instruction. I did have a

differentiated anchor chart for the students to use, once I introduced the concept of Many Zoos…

Many Animals, I should have provided a copy of the anchor chart to the students for them to use

during the lesson, this would have minimized the errors or confusion of some of the students. I

additionally realized that I didn’t use the Many Zoos… Many Animals as I should have during

the lesson. This strategy calls for thinking of the numbers as animals and ‘caging’ them and

putting them in a zoo. It’s a fun way to teach the content and I didn’t utilize it as much as I

should have during my lesson. My lesson seemed boring and while my students were pretty

engaged, they did seem a little bored.

During this semester I have been getting better at calling on all students. I try to provide

them with the opportunity to ‘call on a lifeline’ if they are stuck or can’t answer the question.

While I did do this during the lesson, I should have also made the students repeat the steps as we

went through them. I should have also had them repeat instructions when I have them to make

sure they were all following along and provided them with the opportunity to solve the first

problem with a partner rather than having them just check the result and ask for support if

needed. I should have made my instructions for solving the problems clearer and had them repeat

the instructions before working. I believe that if I had had them do the first couple of problems

with the partner, they would have had the opportunity for more discussion before practicing a

problem or two independently.

 After this lesson, most of the students met the objective goal. While they still needed

practice to be able to master the goal, most of the students showed that they understood the steps

needed to multiply 2-digit numbers with regrouping. During day two of the lesson, we reviewed

some of the mistakes the students were doing (used the exit ticket to teach using my favorite

mistake) and practiced some problems as a whole group, in pairs, and independently. After the

second day, only one or two students were still having trouble grasping the concept but were able

to complete the problems by following the steps listed on the anchor chart I provided them. We

used the results of day 2 to identify the student’s understanding and prepared a differentiated

worksheet for morning seatwork for the next day. High-level students were given 3-digit by 2-

digit problems, and mid-level and low-level students were given 2-digit problems. My mentor

teacher and I worked with the low-level students independently to provide them with additional

support.

My goal after this lesson is to utilize the resources more to make my lesson more fun and

engaging. I also need to keep up the pace and find the balance of moving along with the lesson to

then support the students that need it during the independent practice part of the lesson. I also

need to anticipate what mistakes the students might make during the lesson to be able to have

ready-to-use strategies to teach the mistakes. And finally, I need to have a clear use of the time

and have students practice as a whole group, with a partner or small group, and finally

independently. After the independent practice, I bring back the students to review the

instructional goal and what we learned (in this case the steps to solve the problems) before

transitioning to another subject.

 This was a great exercise to review my instruction, not only from the perspective of my

mentor teacher and site director but also from my own point of view as I reviewed the recording.

There is always room for growth and improvement. And I look forward to using what I learned

during this exercise to continue growing as an educator.

Appendix A
Appendix B

Appendix C:
Appendix D

Appendix E: