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Lesson Prepared by _Ariel Mendez
STANDARDS BASED LESSON PLAN TEMPLATE
Each section of the lesson needs to be addressed. If you do not include a particular element, you
must have a well-reasoned rationale for doing so.
GENERAL PLAN
Grade and Content Area
Academic Content Standard/s
(California Curriculum
Frameworks/Common Core
Standards)
Lesson Objectives (Write in clear,
specific, measurable terms what
students will be able to
do/demonstrate by the end of your
lesson.)
Assessment (This is what students
will do to demonstrate mastery and to
what extent - Describe how you will
assess all students. learning. Include
diagnostic, formative, and/or
summative assessment tools. Tools
may include, rubrics, tests created in
a document or a variety of other
diagnostic tools.)
Lesson Summary (State the purpose
of the lesson. Describe how this
lesson fits into the general context of
what you're teaching. Is this the first
3rd Mathematics
Mathematics Standards K-8 Operations and
AlgebraicThinking CCSS Mathematics Standard Grade
2- 3.OA.A.1
Interpret products of whole numbers, e.g.,
interpret 5x7 as the total number of objects in 5
groups of 7 objects each, or 7 groups of 5
objects each.
ELD Standard:
Part 1: Interacting in Meaningful Ways, (A)
Collaborative, (1) Exchanging information and ideas
via oral communication and conversations
Students will be able to solve for products of whole
numbers using the repeated addition.
Students will be able to interpret the multiplication
symbol to “groups of.”
ELD Objective:
In a table group discussion students will practice
speaking and listening as they use academic
language related to repeated addition and
multiplication.
Students will be given a multiplication worksheet to
complete with 80% accuracy.
In this lesson students will learn how to complete
multiplication problems using the repeated addition
method.
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lesson in a unit, in the middle or at

the end of a unit).)
Time Allotment and Context 50 Minutes
approximate length lesson will take

IMPLEMENTATION Directions: Describe the essential elements or steps of your lesson and
the instructional strategies to teach this concept/skill.
Be sure to describe transitions from one activity to the next.
Anticipatory Introduce the lesson to the class During the video students will
Set/Engagement (How as, “Today we will be learning listen attentively.
will you capture students’ about multiplication. There are
attention and focus Students will raise their hand
different ways we can solve
learning for the lesson?) and share their ideas.
multiplication problems but
today we will focus on getting
our answer by using repeated
addition. We will be using our Students will say the learning
knowledge of addition we objective aloud.
gained in pior lessons, to help us
solve multiplication problems.”

The teacher will tell students

today’s learning objective “I can
use repeated addition to find the
product of a multiplication
problem.”

Students will watch a clip from

“What is multiplication”from
Speedy Mind. ( 00:00 - 03:32)

The teacher will identify,

describe and define new
vocabulary for students.
● Multiplication
● Factors
● Product
● Multiplication symbol
With the use of google slides,
the teacher will identify the new
vocabulary words.
3x2=6
Factors
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Products
The teacher will verbally
explain the concept while
incorporating visuals.

The teacher will ask students to

name items from their home
that come in packages with
more than 1 item in the package.

The teacher will write student

responses on an anchor chart.

Next the teacher will ask how

can we find out how many items
are in multiple packages?

Input (Describe how you Teacher Activities Student Activities

will explain each new
The teacher will identify, Raise their hands to help fill the
concept/skill.) describe and define new anchor chart.
vocabulary for students.
With the use of an anchor chart,
the teacher will identify the new
vocabulary words.
The teacher will verbally
explain the concept while
incorporating visuals.

Modeling- “I Do” (How The teacher will ask students Students will raise their hands to
you will answer questions.
“How can you find the total
model/show/demonstrate
number of objects in equal .
the concept?)
groups”
The teacher will present to the
class 3 bags with 3 spider rings
in each bag.
Ask students how many bags do
I have? Then ask how many
spider rings are in each bag?
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Now ask the students, how

many spider rings do I have all
together.

3 3 3
Explain to students that there are
3 equal groups of 3 and write
the following equation
3 x 3=
To solve this problem we can
use repeated addition to get the
total amount.
3+3+3= 9
Write the following on the
board:
3 groups of 3
3+3+3=9
3x3=9
The teacher will say “we solved
this multiplication problem
using repeated addition”
Remember to use your addition
strategies we learned recently to
help you add efficiently”
The teacher will write a new
problem on the board and say
“Now you will help me solve
the next problem”
Students will have the
opportunity to use math
manipulatives. Each pair of
students will receive pre-cut
circles (groups) and math cubes
(items).
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Students will use their math

Guided Practice- “We
Do” (What will students
do to practice the new skill
or develop the concept
with the guidance of the
teacher?)
manipulatives to help solve the
multiplication problems.
The teacher will discuss the new
problem with students. There
will be a number sentence
structure present for students to
reference.
___+___=
__ x ___=
Students will solve the
following problems.
4x6 and 7x7
Students will complete the
problem using their whiteboards.
Students will work with pairs to
complete the given problem.
Students will work on
Multiplication Matching
Puzzles.
The math puzzle will be
completed as a whole group.

Ask students the following

How many groups do we have?
How many objects are in each
group?

Students will work in pairs to

complete the equations needed
to solve the problem. The
teacher we have students share
their answers with the class.

Students will use the following

sentence frame when sharing
their work.
“ I solved the multiplication
problem by using__________.”

After solving the problem,

students will work on
Multiplication Matching Puzzles
as a whole group.

The multiplication puzzle pieces

will be posted on the white
board. Students will have time

Check for
Understanding (How will
you check to see if
students are grasping the
concept? NOTE: this
needs to be done
throughout the lesson and
you should aim for at least
80% of the students to
“get it”.)
Independent Practice-
“You Do” (What will
students do independently
to demonstrate
understanding of the
standards addressed in this
lesson?)
Closure (What will you
say to
conclude/summarize the
lesson?)
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to observe the pieces. Once they
notice a connection, they will
raise their hand and come up to
the board to complete a puzzle.
Once students have finished the
puzzle, they will be handed a
worksheet for independent
practice.
Students will raise 1 finger if Students will communicate with
they have no understanding, 2 if the teacher about their
they have somewhat of an understanding of the lesson.
understanding, 3 if they have a
Students should be actively
clear understanding.
participating and remain on task.
During independent practice the
teacher will walk around the
class observing students. The
teacher will look to see if
students are filling out the
equation correctly and if their
multiplication puzzle is correct.
After independent practice, the
teacher will review the students’
worksheet and check for
understanding. If students are
not understanding, the teacher
can reteach the next day or pull
students who need more
guidance, for a small group.
Students will be given a Students will work on the
worksheet to complete. Math assigned worksheet.
manipulatives will be available
for students to use.
After observing, I noticed you
all were able to use repeated
addition to answer
multiplication problems. Your
next step is to use your
multiplication knowledge to

Student Grouping
(Describe how students
will be grouped for this
lesson. Include size of
groupings; how and why
groups will be formed;
and instructions for how
students will perform the
grouped task – step by
step.)
Differentiated Instruction
(Describe in your lesson,
specific strategies that you
will include to help
students with special
needs (i.e., Special
Education students,
English learners, students
at–risk of failing, and
gifted learners) meet or
exceed the standard(s)
addressed in your lesson.)
Materials/Resources
(Describe
materials/resources you
will use to teach this
lesson. Also, describe
materials/resources
students will use to
practice the concept/skill
taught.)
Technology/Resources
(Describe the type of
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help you solve division
problems.
Students will be partnered
during the guided practice
section to solve multiplication
problems.
Students will be part of a whole
group discussion during the
anticipatory set, modeling
section, and closing.
Provide students
● Counters or mathlink
cubes.
● Precut circles that
represent the equal
groups
● Hundred Chart
● Handout with vocabulary
definitions.
● Handout with examples
of repeated addition and
multiplication.
Allow students to work with
peers or small groups.
Gifted Learners
● Assign multiplication
problems with larger
factors and have students
write number sentences.
Lesson Resources:
Multiplication Matching Puzzle
Math worksheet
Materials:
Counters
Precut circles
Mathlinks
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technology resources you Technology Resources:

will use to teach this
Speedy Mind Video
lesson. How will students
use technology to assist in What is multiplication? |
their learning? If you Multiplication for kids -
create teacher/student YouTube
materials in the form of a
document or a web page,
upload the file or link)
NOTES:
Next step: use our
multiplication skills and
knowledge when
learnign about division.
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