Lesson Plan

Name: Julia McTigue

Grade: 2

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the “big picture” of the students’ long-term learning, which
MA framework does the lesson most clearly address?

Work with equal groups of objects to gain foundations for multiplication.

CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows
and up to 5 columns; write an equation to express the total as a sum of equal addends.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to demonstrate their understanding of multiplication by putting objects into
equal groups to solve multiplication problems.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will fill in a worksheet to show their understanding of the instructional objective.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as
cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Students will be able to demonstrate their understanding of the terms “multiplication” and
“equal” by engaging in an activity in which they create equal groups to represent multiplication
problems.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will work with their tables to represent multiplication sentences using manipulatives.
They will be creating equal groups of objects to find the total number without counting
individual objects.

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Content: What are the specific details of the lesson’s content knowledge?

This lesson is an introduction to the language of “multiplication” by using groups and objects to
determine the total number of objects without counting each individual object. They will be
exposed to the words “equal” and “multiplication.” Students will be solving multiplication
problems by grouping objects and drawing pictures. Students will understand there is a
connection between addition and multiplication and that multiplication is an efficient way to do
repeated addition.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to
effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students, pre-teach/
preview vocabulary, and prepare them to engage with the lesson content?
- I will start by saying, “Today we are going to spend some time on the rug learning about
multiplication. Then you will go back to your tables and do a worksheet. We will come back to the
rug to solve some problems from a Greg Tang book and talk about what we learned today.”
- I will tell the students that today we will be learning about multiplication by using equal groups of
objects.
- I will ask the students what equal means.
- I will then ask students to turn and talk to their neighbors about what they know that comes in
equal groups.
- I will then ask volunteers to share what they discussed (eggs, packs of gum, dozen donuts, six-
pack of soda)
- I will ask for things that do not come in equal groups (families, number of students in a
classroom).
- I will show and read the first PowerPoint slide and ask the students to think about how they got
their answer. I will take several responses because different students will come up with different
answers. I will write the equations that they say on the board.
- I will tell them that multiplication is finding the total number of objects in equal groups.
Multiplication makes it easier and quicker to solve problems.

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During Lesson (25 minutes): How will you direct, guide, and/or facilitate the learning process to support
the students in working toward meeting the instructional objectives?

- I will model to students how to solve a multiplication problem using groups and objects.
- I will show an example. I will say “3 times 5 (3 x 5) means 3 equal groups each with 5 objects.”
- I will draw 3 groups (denoted in a rectangle) each with 5 circles on the board. I will count by 5’s to
find the answer and show students that it is easier to do this than to count each circle individually.
- I will draw on the connection between addition and multiplication. I will say that what we are
doing is repeated addition, which is adding the same number more than once. I will say, “In this
case, we are adding 5 + 5 + 5.” I will write the equation 5 + 5 + 5 = 15 on the board so the students
can see it.
- I will go through the other few examples in the PowerPoint.
- I will show the next slide and say ask students how many groups they see. I will ask how many
pins are in each group. Then I will write down on the whiteboard this: 5 groups of 10 pins = 5 x 10
= 10 + 10 + 10 + 10 + 10 = 50.
- I will remind students that the “x” means “times.” I will also say that 5 x 10 is another way of
saying “5 groups of 10.”
- I will go to the next slide and ask the students how many groups they see and how many objects
are in each group. I will write on the board: 6 groups of 2 strawberries = 6 x 2 = 2 + 2 + 2 +2 +2 +
2 = 12. I will ask a student to give me the multiplication equation and write it on the board. I will
ask another student for the addition equation.
- I will tell them that the activity will show multiplication problems and I want them to draw
pictures to solve the problems.
- I will model an example on the board of 2 x 3.
- I will say, “First, I am going to read the equation and think about what it means. 2 x 3 means two
groups of 3.”
- Then I will say, “I am going to use my manipulatives to make 2 groups of 3 bears in each group.
Now I am going to draw a neat, clear picture on the board and you will draw like this on your
worksheet.” I will draw 2 boxes each with 3 circles and write the repeated addition (3 + 3) and
then the answer of 6. I will tell them I would like them to do the same.
- Then I will find the total and write it on the line.
- I will tell them that I will be passing out objects that they can use to help them solve the problems,
just like I did on the rug, but I would also like them to draw pictures for each one.
- I will ask someone to raise their hand and tell me what it is that we are doing and then I will repeat
the directions above.
- I will ask the “paper passers” to distribute the worksheets to students who are sitting quietly and I
will distribute the manipulatives.
- I will send the students back to their seats and tell them to raise their hand if they need help.
- I will tell them that if they finish early they can create their own problem, and I will ask them to
share it with the class during the closing. I will model this by saying “Hm, I can create my own
problem by thinking about groups and objects.” I will say that I have 4 bags and I want to put 4
lollipops in each bag. I will ask how many lollipops I need in total. I will say that they can make
up their own problems by thinking about groups and objects.

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Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and determine
what students have learned?

- I will bring the students back to the rug in their listening spots and ask them what they learned
today.
- I will ask a few students to share the problems they created.
- I will choose some pages in “The Grapes of Math” by Greg Tang and project them onto the board
one by one.
- I will ask students to solve the riddle. (page titled “The Grapes of Math” and page “Large Pizza to
go!”
- I will ask them to turn and talk to their neighbor and then I will ask students to share their answers.

- I will then ask them how they got their answer to the riddle and if they can share how they used
multiplication.
- I will also ask them why they used multiplication. (quick, efficient way to solve repeated addition
problems)
- I will read each page after the students solve it.
- I will say “Thank you for working hard today. Now you understand that multiplication is a way to
find out the total number of objects in equal groups. It is faster and more efficient than counting
and adding.”

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 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I will begin by telling the students the objective for the day: that we will be doing an introduction
to multiplication. I will open by setting my expectations for the students for the lesson. I will tell
them that if they have something to share or a response to a question I ask, I expect them to raise
their hands. I will give them an overview of what we will be doing. I will say, “First, we will
spend some time on the rug learning about multiplication. Then you will go back to your tables
and do a worksheet. Then, we will come back to the rug to solve some problems from a Greg
Tang book and talk about what we learned today.” I will be teaching the whole class, so I will use
the language of my SP to keep students comfortable with the same classroom routines. I will ask
them to go to their “listening spots” on the rug. If students are not paying attention, or are talking
to their friends during the lesson, I will give them a warning to pay attention. If the action persists,
I will ask them to “take a break” until they are able to return and pay attention.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
- Teddy bear counters
- “The Grapes of Math” by Greg Tang
- My notes
- PowerPoint
- Worksheet

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

My SP will likely revisit the idea of multiplication later in the year, and certainly the students will
be learning multiplication fully in the third grade curriculum.

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