5 E’s Lesson Plan

Lesson Title: Transition from Two to Three Digit Multiplication

Draft Final
(circle or highlight appropriate lesson)

Name:_Jennifer Eazell __ Course/ Grade Level:_Math/4th Grade_

Content Learning Standard(s) Addressed:

 CCSS-M.4.NBT.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.

ELD Standard(s) Addressed:

 4.1.A.1: Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.
 4.1.B.5: Listening actively to spoken English in a range of social and
academic contexts.
 4.1.C.12: Selecting and applying varied and precise vocabulary and other
language resources to effectively convey ideas.

(Content Learning) Lesson Objective(s):

 Students will be able to recognize and apply multiplication concepts by
using arrays, place value and regrouping during both partner work and group
discussions.
 Students will be able to integrate newly learned strategies expressed above
by multiplying three-digit numbers by one-digit numbers in an interactive
boardgame activity.

(ELD) Lesson Goal(s):

 Students will be able to discuss the multiplication process of three-digit
numbers by one-digit numbers with peers through group conversations in
English in a think-pair-share activity.
  Students will be able to demonstrate absorption of the information conveyed
in spoken English in the Khan Academy video through conservations in a
think-pair-share and through whole class discussions.

Materials Used:
 Promethean board, 10-15 printed colorful copies of gameboard activity, 30
colorful answer pages for the gameboard activity, pencils, scratch paper, 30
game tokens, 10-15 pairs of dice

Classroom Management Notes:

 Prior to the lesson, the teacher should have set up classroom management
expectations for appropriate classroom behavior (ie. not getting up to
sharpen pencils during a lesson, raising your hand if you have a question or
comment, not blurting out an answer, respecting your classmates turn and
listening when they are talking just like you’d want them to listen to you
when it is your turn, etc.). Prior to, during, and after the lesson, you can
encourage participation and positive behavior by giving out PBIS reward
tickets (school-wide Positive Behavior Interventions and Supports)
randomly to the students who are following/exceeding expectations that can
be used at the school PBIS store. Another form of classroom management
that could be imbedded into the classroom environment year-round by the
teacher is the use of Dojo points for individual student rewards given by the
classroom teacher. Once they reach a specific total, they earn their reward of
picking from the teacher’s treasure box. The teacher doesn’t have to say a
word, but simply projects the ClassDojo website on the promethean board
and give points (individual and whole class) to the students who are
engaging and collaborating well with the lesson or activity.
 During the ENGAGE section, you can facilitate classroom management
techniques by acknowledging mutual respect for each child who “turn” it is
to share. Throughout the lesson, you remind children and redirect them if
anyone speaks out of turn.
 In the EXPLORE section, the prompt for the video serves as a means to
ensure children are following along with the video since there is a task at
hand.
 In the EXPLAIN section, the teacher will encourage participation in the
think-pair-share by walking around the room to monitor groups. Through my
leading presence and probing questions to as many students as possible, I
can help promote equal involvement and participation this way.
  Also, during the gameboard part of the lesson in the EVALUATE section,
you can motivate students by creating incentives for winners, which can
hopefully make the activity more exciting, rewarding, engaging and fun! 
Also, during this part of the lesson, I will utilize “Paper Passers” that are
designated at the beginning of the month and assist in classroom
management and efficiency.
 The exit ticket in the EXTEND section serves as a classroom management
tool to ensure that all students are paying attention and are involved in the
final activity, which requires a response for credit.

Sources:
 Classroom Management-
o PBIS Tickets:
 https://cityccl.org/blog/positive-behavior-intervention-and-support-and-
the-tickets/#:~:text=Most%20schools%20that%20implementing
%20school,see%20them%20demonstrating%20positive%20behavior.
o ClassDojo:
 https://www.classdojo.com/new-index/

 EXPLORE Section-
o Khan Academy Video Link: https://www.khanacademy.org/math/cc-fourth-
grade-math/imp-multiplication-and-division-2/multiply-with-partial-products/v/3-
digit-times-1-digit-example

 EVALUATE Section-
o 2- and 3-digit Multiplication Board Game:
 https://www.teacherspayteachers.com/Product/2-3-and-4-Digit-
Multiplication-By-1-Digit-Math-Task-Cards-and-Board-Game-5586910?
st=bbfa0266b669c88d8863cd68268775cc

o Early Finisher Worksheets:

 https://www.teacherspayteachers.com/Product/Multiplying-by-1-digit-2-
digit-and-3-digit-Numbers-No-Prep-Partner-Games-2526252?
st=939cc462a772bba22dcb428369993e50

 EXTEND Section- Editable Exit Tickets:

o https://www.thecurriculumcorner.com/thecurriculumcorner456/
editable-exit-tickets/
ENGAGE: Connect to Prior Knowledge and Experience, Create Emotionally Safe
Learning Environment, Preview New Vocabulary Estimated time: 5 minutes

Description of Engage: This part of the lesson utilizes hands-on learning through student
involvement in a wander to the whiteboard activity and a basketball fast math game activity to
help engage more students. It also uses visuals and technology use (a promethean board) to
assist in engaging more learners in a diverse way.
Teacher’s Role Teacher Questions Students’ Role &
Answers to Teacher
Questions
Basketball Game (Basic “I’m bouncin’, I’m The student’s role
Math Facts) bouncin’, I’m bouncin’ my during this time is
Teacher uses familiar basketball… Alright, who either an active
opener activity in a sing- is ready? participant or a
song type manner to Okay, Joseph, what is 7 listener, either way
transition into math lesson times 4?” they are hopefully
and introductory activity. activating their
Teacher calls on student [Allow student time to previously acquired
with a raised hand and answer carefully or to knowledge and
starts with basic math “phone a friend” (ask for engaging in math
multiplication facts, and help, if needed. Ask about concepts in a fun,
then builds up to harder 2-3 more quick basic exciting way. The
questions as the intro multiplication math facts expectation of the
activity continues. In the questions, then move to 2- student is to learn
basketball math activity, digit multiplication and play with math
the students take turns questions on the through trail and
catching the imaginary promethean board.] error along with
basketball, answering the his/her peers in a
question, and then passing “Good! Now, pass it back. fun, interactive way.
it back to me. Their Okay, I’m bouncin’, I’m Some answers may
individual turn is initiated bouncing, I’m bouncin’ my be correct, and some
when I pass the ball to them basketball. Let’s see… may not and that’s
(a student with their hand Natalia, what is 12 times okay. They can
raised who wants to 6?” phone a friend for
“play”). help or grapple with
[Write the question on the the question to
Moving up in difficulty to board as you say it to give problem-solve
a Wander to the the student a chance to together as a class.
Whiteboard (Two digit by visualize it so they can The students are
1 digit multiplication) complete it in their head or teaching along with
come up to do the problem the teacher in this
Eventually, the questions on the board. Allow both activity.
transition from fast math options for the diverse
facts to a “wander to white learner (visual, auditory, The student will
board” type activity, where hands-on, expectational, answer questions
the people chosen in the learning difficulties, etc.) to along with their
“basketball game” come to follow the UDL design for peers and their
the promethean board and learning.] teacher to help recall
answer more complicated past material and to
two-digit math problems “Thanks, Natalia. Now, connect with the
(but still review). During pass it [the imaginary ball] math in a conceptual
the moments of problem- back. Let’s see who’s manner by
solving, the teacher will next… I’m bouncin’, I’m verbalizing it and
guide the student toward bouncin’, I’m bouncing my putting it to words as
the correct answer through basketball. How about opposed to simply a
probing questions to help Kaden? What is 45 times procedural way in
recall previous knowledge 6?” order to deepen
as well as provide the one’s understanding
option for students to [Writes on the board and of the material.
“phone a friend” or a invites the student up to
classmate for assistance to complete the problem and
allow for collaboration. talk us through his process
using probing questions like
Throughout this exercise, “great, now how did you do
the teacher will utilize key that? Why did you regroup?
vocabulary words in Where does the 1 go from
context for review while the 12? What does regroup
also restating the meaning: mean again? Can anyone
regrouping, digits, multiply help explain what
by, times, etc. regrouping is and why it’s
important? What happens to
The teacher can check for your final number if you
understanding with the forget to regroup?]
previously mentioned
probing questions for
individual students at board
and of the class to
determine where further
explanation/elaboration is
needed before beginning
the new concept of three-
digit multiplication.

This activity allows the

teacher to engage the
student from the start as
well as activate previously
acquired knowledge to
better form connections
with the upcoming lesson.

EXPLORE: Hands-On Learning, Contextualize Language, Use of Scaffolding (Graphic

Organizers, Thinking Maps, Cooperative Learning), Use of Multiple Intelligences, Check
for Understanding Estimated time: 10 minutes

Description of Explore: This part of the lesson utilizes technology, visuals, auditory, and
video aids through the use of a Khan Academy teaching video in addition to collaborative
learning with guiding questions to engage students and allow them to be a part of the learning
process, which will hopefully help to reach diverse learners in the classroom.

Teacher’s Role Teacher Questions Students’ Role &

Answers to Teacher
Questions
Video from Khan “Thank you for helping me During the video, the
Academy answer those questions role of the student to
during the basketball watch, actively listen
Next, the teacher will show activity. Some of you may in order to make
video from Khan Academy have noticed we were connections, and to
on three-digit times one multiplying with two digits. write down the two
digit multiplication with a Now, we are going to learn things they knew and
focus on regrouping to help how to go about multiply two new things they
introduce this new concept with three digits! I’m going learned from the
in visual, technological to show you a cool video video.
way. The video from Khan Academy that
demonstrates the different will hopefully help you The student’s role
ways to interpret the explore this concept. again is that of a
mathematics concepts and During the video, I would collaborative learner
the teacher should like you to write down two and co-teacher at this
encourage kids to utilize
the one that they connect
with most. The teacher can
facilitate their learning by
having them answer a few
guiding questions during
the video in order to help
them to follow along and
establish connection.
Additional Post Video Demonstration
Examples/Demonstrations Questions:
After the video, provide a
few examples to answer
along with the class on the
board. Focus on
collaborative learning and
involving the class through
probing questions to have
them guide you in solving
the problem rather than just
telling them what to do.
This can also help you
check for understanding at
the same time.
things you already knew stage of the lesson.
and two things new that you They are actively
learned from the video. involved in the
Here we go!” learning process and
the lesson.
Student’s role:
The student is able
1) 242 times 3: to assist in the
The teacher (through solving of the
assistance of the class problem by
through probing answering the
questions) is able to teacher’s probing
demonstrate that the questions to the class
ones value is 6 along the way as
through basic well as to observe
multiplication. Then and listen during the
the tens is 12, and demonstrations from
through regrouping, the teacher.
they demonstrate that
the 2 goes in the tens
place and the 1 goes
in the hundreds place
column. Then 2 times
3 is 6 plus the
regrouped 1 is 7,
which goes into the
hundreds place. Final
answer: 726.
2) 456 times 8
The teacher (through
assistance of the class
through probing
questions) is able to
 demonstrate that the
ones value is 48, and
through regrouping,
they demonstrate that
the 8 goes in the ones
place and the 4 goes
in the tens place
column. Then 5 times
8 is 40 plus the
regrouped 4 is 44.
One 4 stays in the
tens place and the
other 4 is regrouped
to the hundreds place
column above the 4
in the starting
number of 456.
Lastly, we have the
multiplication of the
hundreds place
column. The 4 times
8 is 32 plus the
regrouped 4 from the
previous column
makes 36, which
goes into the
hundreds place to
complete the
problem. Final
answer: 3,648.

EXPLAIN: Listening, Speaking, Reading, and Writing to Communicate Conceptual

Understanding Estimated time: 10 minutes

Description of Explain: This part of the lesson is composed of vocabulary review and
checking for understanding through a Think-Pair-Share activity. It allows for peer interaction
and collaboration to help students more deeply explore and connect concepts as well as hear
different perspectives on the given math concept, which can help the diverse learner and the
English Language learner by allowing for time for put into words the process of three-digit
multiplication.
Teacher’s Role Teacher Questions Students’ Role &
Answers to Teacher
Questions
Vocabulary Review and Vocabulary Check: The role of the
Check for Understanding student during this
Question 1: time is to continue to
Explain that each number “Before we start the next be a collaborative
in math is called a “digit”. activity, I want to ask you learner, active
Check for understanding by again: what is a digit? Does listener and
asking how many digits anyone remember?” participant in the
does this number have? math “play”, and co-
What about this number? [Allow time for careful teacher helping each
Etc. exploration and answering other learn along the
Review concepts with of the question.] way through this
questions to check for peer interactive
understanding before Question 2: exercise.
beginning the Think-Pair- “Good. A digit is another
Share to give every learner name for a number. how Vocabulary Check
in the class a chance to many digits does this Possible Answers:
participate and understand. number have? [writes the
number 24 on the board and Question 1:
gives time for responses] “A number”, “a
Think-Pair-Share What about this number? finger”, “something
[writes the number 496 on to count”, “the thing
Ask each question for the the board and gives more you multiply”, etc.
Think-Pair-Share and give time for responses] (Try to guide them
time for the students to to the right answer
adequately think about the Think-Pair Share while still
question, jot down some appreciating
notes before moving to the Question 1: exploration of the
pair (peer collaboration and “What are some things that question and
discussion part), and then are different about 3-digit exploring all
the group sharing with the multiplication and 2-digit thoughts/ possible
whole class to help solidify multiplication? What are answers.)
concepts and make somethings that are the
connections together. Write same?” Question 2:
the group findings on the “2”, “TWO!”,
board to provide a visual Question 2: “one?”, *student
aid in addition to the “How would you solve the holds up two
verbal/auditory discussion. problem 245 times 6? What fingers*, etc.
are the things that you
Allow students the trial- would do first? Then what? Think-Pair-Share
and-error process and a Write down each step as Possible Answers:
healthy opportunity to you go so you can help
struggle and grapple with it explain it to the class as a Question 1:
a bit while also serving as a group. I want you to try it Through guiding
guide on the side to check on your own first, then with questions from the
for understanding in each your partners, and then we teacher, different
group during this time and can talk about it together. students who are
to provide guidance and ” called upon (after
probing questions along the they’ve had time to
way to help them reach the process in the Think
conclusion on their own and Pair times)
with your support. Share their answers.

Possible answers
include:
Differences between
3- and 2-digit
multiplication: “The
amount of numbers”,
“the answers bigger
with 3 digit”, etc.

Similarities between
3- and 2-digit
multiplication: “You
still multiply/times”,
“You can still do
regrouping”, etc.

Question 2:
Through coaching
and guiding
questions from the
teacher, different
students who are
called upon (after
 they’ve had time to
process in the Think
and Pair times)
Share their
answers/steps.
Possible answers
include:

“You multiply”,
“you times the
numbers”
“First, you times 5
and 6”, “Then, you
put the 0 in the ones
spot and the 3 goes
in tens spot above
the 4”, “Next, you
multiply 4 and 6,
which is 24”, “then
add the 3 to the 24,
which makes 27”,
“the 7 stays there
and the 2 goes up
top”, “Next, you do
2 times 6, which is
12 and you add the 2
to get 14” “The
answer is 1,470.”

EVALUATE: Thinking Maps, Summarize Lesson and Review Vocabulary, Variety of

Assessment Tools, Games to Show Understanding Estimated time: 25 minutes

Description of Evaluate: This part of the lesson is an interactive multiplication boardgame

that requires the completion of 2- and 3- digit math problems to advance to the next square in
the boardgame. It involves peer collaboration and an opportunity for practice of the
mathematical concepts just learning in a diverse, engaging way. During this time, I can walk
amongst groups checking for understanding, guiding individual students, and encouraging peer
support. The final game results will also provide a barometer to evaluate overall and individual
understanding of the concept. This activity promotes a UDL model by catering to the diverse
learning and providing an engaging way to practice math concepts as well as to the
exceptional learner by providing an opportunity and incentive for further challenge upon
completion of the initial game.
Teacher’s Role
Interactive Board Game:
Multiply Whole Numbers
During this time, the
teacher will explain the
rules and expectations for
the board game activity,
facilitate who will be in
what groups (strategically
placing quiet students with
more engaging students,
diverse learners with
exceptional students, and
the helper types with the
students who struggle
more, etc.)
For added incentive, the
first player to reach the end
of the game board
accurately wins a LEAD
ticket (or other reward type
coupon either from PBIS at
the school or my own
reward store) and top five
winners from the entire
class who finish all the
remaining problems after
the first game run-through
will receive 5 tickets each!
This will hopefully help
with engagement,
participation, and
motivation for both the
Teacher Questions Students’ Role &
Answers to Teacher
Questions
Instructions: The students’ role
“Alright, so now we are during this board
going to split into pairs to game activity is to
complete a fun, be an active game
multiplication boardgame. participant, to
You will complete 2-digit collaborate, and to
and 3-digit multiplication guide each other
problems at each space. The towards the answers
number on the board that through problem
you land on goes with a solving and trial and
numbered task card. That error.
task card will have the
question on it for that Possible Answers
space. If you get the answer include:
wrong, then you will have
to stay on the space. If you “Good”, “Okay…”
get the answer correct, then
you will get the chance to “It’s my turn. I’m
roll and take one additional working on 543
turn. First player to the end, times 5.”
wins and receive 1 LEAD
ticket! Top 5 winners to go “I think the first
back and complete all the thing will be
task cards correctly after multiplying 3 times
you finish the boardgame 5, and I get 15, but I
win 5 LEAD tickets each. can’t remember what
 Does anyone have any to do with the 15. I
questions? [pause for think you have to
response] If not, then let’s split it up or
begin. Paper passers, please something…”
pass out the board games
and task cards.” “Regrouping that’s
right! Okay, so the 5
While the students are stays and the 1 goes
diverse learner and the
exceptional learner (early
finishers will likely seek
the highest prize and it will
hopefully keep the whole
class engaged in the
activity longer) by making
it fun and potential for
increased challenge.
Additional/Optional
activity for Early
Finishers (if needed):
3-digit multiplication
practice worksheets.
engaging with the board above the 4! I think I
game, the teacher will go got it from here now.
around to different groups ”
and ask probing questions
to individuals within the
group to provide assistance,
assess understanding, and
guide them to the solution.
Some possible guiding
questions may include: Students who finish
the entire boardgame
“How’s it going over here? early can go to the
What problem are you on? Early Finishers bin
Who is in the lead right and pick out a 3-
now? Okay, let’s see… how digit multiplication
can I help? What do you practice worksheet
think would be the next on their own.
step, [other partner in
group]? Have you tried
regrouping? What numbers
do you have? So what do
you think you would need
to do first? Do you know
what 3 times 5 is? Can you
put the 15 here? What can
you do with the 1 in the
number 15 from the first
column?” and other types
of questions that guide the
student to the answer.
[Teacher roams around the
room while helping
different students and
checking for understanding
along the way.]
 “If you finish the entire
boardgame early, you can
complete one of the 3-digit
multiplication practice
worksheets found in the
Early Finishers bin”.

EXTEND: Group Projects, Plays, Murals, Songs, Connections to Real World, Connections
to Other Curricular Areas Estimated Time: 5 minutes

Description of Extend: In this part of the lesson, students will complete an exit ticket. The
incorporation of a visual slide provides a diverse media to help present the questions to more
visual learners and engagement for diverse learners who appreciate the use of technological
for the chance of increased attention. This exit ticket also caters to diverse learners and
promotes a UDL design model by providing different options for product submission (written
or typed).

Teacher’s Role Teacher Questions Students’ Role &

Exit Ticket
After the board game/math (projected on promethean to reflect on the
practice is complete, the
teacher provides an Exit
Ticket that links the math
learned from today back to
the real-world in terms of
their relation to the content,
and to help provide a
deeper connection to the
math concept of three-digit
multiplication in general.
The goal of this Exit Ticket
is also to engage self-
awareness and self-
reflection as well as to help
the teacher to further assess
Answers to Teacher
Questions
Exit Ticket Questions The students’ role is
board on cute, colorful lesson and get an
Google slide): idea of where their
areas of strength are,
1. I did my best on: their areas of
______________. growth, as well as to
2. I could still use more connect to the
practice on: concept a bit deeper.
_______________.
3. One fact I learned Students have the
today is: option to write the
_______________. answers on a
4. How do I feel about separate sheet of
what I learned today? paper and turn in
Circle one below: their responses to the
 class bin, or to type
Please explain why and submit their
the students’ understanding
and connection to the
material.
you chose the emoji responses through
from above: google classroom on
_________________ an individual google
_________________. slide created for
them with the given
questions.

Possible Answers to
the Exit Ticket
Questions:
1. I did my best
on multiplying
the 3-digit
numbers.
2. I could use
more practice
on regrouping.
3. One fact I
learned today
is that a digit
is a fancy
name for a
number.
4. How did I feel
about what I
learned today?

5. I felt pretty
happy about
what I learned
today because
I tried hard
and learned
something
new.