Touro GSE, TESOL and Bilingual Department Elaine Tavárez

Title of Lesson: Math-Equal Groups Course: EDDN 680

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Touro GSE, TESOL and Bilingual Department Elaine Tavárez

Core Components

Topic of Lesson and Rationale

This lesson is an introduction to the topic of multiplication. Prior to learning
multiplication facts, it is important for students to understand equal groups.
The equal groups strategy is a simple way of solving multiplication and word
problems, because it allows for a visual illustration of the numbers used in the
problem where no remainders are found. It is a simple and concrete way to
introduce the topic, and it will help students understand the process of
multiplying.

Content Objective
Students will be able to use equal groups to solve multiplication problems.

4.OA.2 Multiply or divide to solve word problems involving multiplicative

comparison, distinguishing multiplicative comparison from additive comparison.
Use drawings and equations with a symbol for the unknown number to
represent the problem.

Language Objective:
Students will be able to orally explain how to use equal groups to multiply to a
partner.

4SL1: Participate and engage effectively in a range of collaborative discussions

with diverse peers and adults, expressing ideas clearly, and building on those
of others.

Student Population
The class is a 6:1:1 4th grade class with 6 students. Five students are native
English speakers and one of the students is classified as an English language
learner. The ELL is of advanced proficiency. The students are grouped
heterogeneously, to allow students to learn from each other’s differences and
promote active interaction.
The students’ classifications range from ADHD to ASD, and they all receive
various pull-out and push-in services.

Learning Community
The school district is Nassau BOCES in Long Island, NY and the school is
located in the town of North Bellmore. This elementary school houses grades

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Touro GSE, TESOL and Bilingual Department Elaine Tavárez

kindergarten through 5th. The program provides curriculum-based special

education instruction to students of various needs and cognitive levels. The
school has approximately 200 students; 44% Black, 34% White, 17% Hispanic,
3% Asian and 3% Multiracial, and a small community of English Language
Learners.

Materials/Resources

 Smart board
 Equal groups YouTube video https://youtu.be/LD4zp8ruvaI
 Equal Groups Google Slides Presentation link:
https://docs.google.com/presentation/d/1kCnPhAXwrzgWXaz_kO4NzfrMNA5eGS7RyIcsw98G4lY/edit?usp=sharing
 Independent practice worksheet
 Exit/extension ticket
 Homework worksheet
 Anchor chart
 Vocabulary chart
 Whiteboard
 Dry-erase markers
 Eraser
 Pencils
 Manipulatives (Counters)
 Starbursts candies
 Boom Cards

*Google Slides, anchor chart & vocabulary poster source: Not So Wimpy Teacher TPT

Anchor Chart & Vocabulary Chart

SIOP Components and Explanation

1. Preparation
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Touro GSE, TESOL and Bilingual Department Elaine Tavárez

 The content and language objectives are presented on the Smart

board in the form of student friendly “I can” statements: I can use
equal groups to solve multiplication problems and I can talk to my
friends in the classroom about how to use equal groups to multiply.
 The topic of using equal groups to solve multiplication problems is an
introduction to multiplication, prior to learning and memorizing
multiplication facts. It allows students to build a real-world
connection to the topic, as grouping is often used not only in math
but in play.
 In this lesson, the teacher will utilize supplemental materials to
deepen comprehension, such as, a YouTube video on equal groups, a
Google Slides presentation and manipulatives if necessary.
 Teacher will have the vocabulary terms and their definitions to
reference in front of the classroom, next to the Smart board. The
terms are: Product, Factors and Equal groups.

2. Build Background
 While sitting together at the kidney table, the teacher will show the
students a Starbursts bag. She will then ask the students, “If I
wanted to give each of you 2 Starbursts, how many would I need to
take out of the bag?” The students will be asked to turn and talk to
their neighbor to come up with an answer.
 The teacher will then give students 9 counters each, without telling
them they’re getting 9 counters, and ask them to make 3 groups of
3. After the groups are made, she will ask them to identify how
many counters went into each group, and what was the total of
counters used. The teacher will give students a few minutes to
create the groups and answer the questions.
 The students will be able to eat the Starbursts after the activity.
 The teacher will then go over the I can statement with the students
and introduce the vocabulary words and their definitions.
 Students will then return to their seats and watch the YouTube video
on Equal groups on the Smart board.
 The teacher will ask students if there are any questions before she
continues with the lesson.

3. Comprehensible Input
In order to promote language learning and make the input more

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Touro GSE, TESOL and Bilingual Department Elaine Tavárez

comprehensible for students, the teacher will speak in a simple manner

during the lesson, using a slower rate of speech when necessary, providing
students with ample time for processing the information and using
modelling and gestures to make content concepts clear. The teacher will
help students make real-world connections to the topic at hand, for
example, using the Starbursts and counters activity to elicit background
knowledge. Visuals, videos and manipulatives will also be used during the
lesson in order to deepen understanding. Students will also be given the
opportunity for teacher-student and peer-peer discourse throughout the
lesson and vocabulary terms will be frontloaded during the building
background knowledge segment. Students will have opportunities to
conference with the teacher at any time during the lesson and instruction
will be explicit. Student language skills will be assessed informally during
the lesson, as the teacher walks around to check for understanding.

4. Strategies
 The teacher will utilize a YouTube video explaining equal groups and
how to use them to solve multiplication problems. The teacher will
stop the video at times in order to check for understanding by asking
relevant questions to students and using comparable examples.
 The teacher will instruct students through a Google Slides
presentation, in which they will review lesson vocabulary and identify
unknown words if necessary. The teacher will explain to students
that they will learn an additional strategy to solve multiplication
problems and will use the equation and anchor chart 3x5=15 to
model how to use equal groups to solve multiplication equations.
 The teacher will go through slides to teach the concept using various
equal groups scenarios.
 Class discussion will take place during the Google Slides
presentation.
 The use of manipulatives like counters will allow students to make
better sense of the concept, providing opportunities for hands-on
practice. These will be available for struggling students.
 Scaffolding will be utilized to break down the concepts presented,
making it clear and concise for struggling students.
 Open-ended and higher order of thinking questions will be presented
throughout the learning segment, in order to increase students’
critical thinking skills.
5. Interactions
Students will have extensive opportunities for peer interaction during the
lesson and the initial turn and talk activity. Students will be encouraged to
work together and help their peers when needed. Students will be able to

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Touro GSE, TESOL and Bilingual Department Elaine Tavárez

work together in the beginning of the lesson, at the kidney table and in the
group activity to follow, after review of the PowerPoint presentation.

6. Practice/Application
 The teacher will display a dice on the Smart board that rolls with a
tap to the board.
 The teacher will explain to students that the dice will be rolled twice;
the number on the first roll will reflect the number of groups and the
number from the second roll will reflect the number of elements in
each group.
 The teacher will provide students with a white board, dry-erase
markers and an eraser.
 The students will choose a partner to work with and complete the
activity in small groups.
 After both numbers have been rolled on the dice, the students will be
asked to the draw the corresponding groups and come up with the
matching multiplication equation. Students will be asked to solve it
as a last step.
 Each group will be asked to come to the class whiteboard to draw
and solve their equation. The dice will be rolled six times, giving
each group a chance to come show and check their work twice.
 At the end of the activity, students will be asked to orally explain to
their partners how to use equal groups to solve multiplication
problems.
7. Lesson Delivery
The content objectives will be carried out throughout the lesson and
supported through ongoing feedback and higher order of thinking
questions. The lesson materials will help students navigate and understand
the concepts and activities assigned. Language objectives will be
supported through frontloading of key lesson vocabulary, turn and talk
activities, as well as feedback and conferencing with the teacher. Students
will be given ample time solve multiplication problems and process
questions and answers. Visuals, modeling and anchor charts will also be
available for students at all times throughout the lesson. Students will be
given ample opportunities to demonstrate understanding and all activities
have been created with differentiation components.
8. Review/Assessment
 In order to assess students on solving multiplication problems using
equal groups, students will complete the assigned worksheet with
nine questions, in which they will have to solve multiplication
equations using equal groups.
 The teacher will model the first question on the Smart board.

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Touro GSE, TESOL and Bilingual Department Elaine Tavárez

 Key vocabulary will be reviewed once more to ensure understanding.

 Before, during and after completion of the assessment, the teacher
will ask the students if they have any questions.

9. Extension/Homework
 Early finishers will be assigned an exit ticket as extension on Boom
Cards
 A homework worksheet will be assigned as review of using equal
groups to solve multiplication problems.

Source: Short, D., Hudec, J., & Echevarria, J. (2002). Using the SIOP Model: Professional
Development Manual for Sheltered Instruction. Washington DC: Center for Applied
Linguistics.

Section II: Lesson Plan Commentary

Reflection

Overall, this lesson was highly effective in teaching students how to solve
multiplication problems using equal groups. This lesson incorporated ample
opportunities for learning, through various hands-on tasks, real-world
connections and differentiation. Although, there were several opportunities
for class discussion, it is always challenging to engage in higher order of
thinking during a math lesson. The students were engaged at all times, as
I have taught this lesson in a previous opportunity. Writing SIOP lessons
have allowed me to dig deeper into my role as a teacher, and really
understand the many layers there are to teach an effective lesson “The
model provides guidance for the best practices for English learners,
grounded in more than two decades of classroom-based research, the
experiences of competent teachers, and findings from the professional
literature. It has been used successfully in both language and content
classrooms, and with this approach, teachers can help English learners
attain the skills and knowledge associated with college and career
readiness” (Echevarría et al., 2017, p. 20).
I believe this lesson encompassed what the SIOP model is, as it offered
students plenty of supports and methods for learning. In the beginning of
the lesson, students had an opportunity to make real-life connections
during the Starbursts activity, and this was key to understanding the
concept, as it is a skill that they use every day, most times unknowingly.
Technology implementation is something that is always enjoyed by the
students, and they can relate to, since these days everything involved a
platform like YouTube.
Consequently, the group activity in which the diced was rolled on the

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Touro GSE, TESOL and Bilingual Department Elaine Tavárez

Smart board and the students had to work in groups to solve the
multiplication equations they came up with was engaging and allowed
students to learn in a non-stressful environment, with the help of their
peers. Lastly, the closing independent activity assessed their knowledge of
the concept informally and the students proved to have mastered the
objectives set for this lesson with ease.
During the introduction of the lesson, the Starburst activity, one of my
students revealed that he was not able to eat the Starbursts post lesson
because of his religion. This was a teachable for myself, as it prompted me
to be more culturally aware of my students’ backgrounds. The student was
given a gelatin-free treat post lesson instead.

References:

Echevarría Jana, Vogt, M. E., & Short, D. (2017). Making content

comprehensible for English learners: The Siop model. Pearson.