STEM 433/533 Lesson Planning Template
(Complete answers in Purple font)
Name: Chris Coleman Grade: 4th Grade Topic: Multiplication/Division
Brief Lesson Description: In this lesson plan, the teacher will first review with the students some multiplication and division methods with
the class, then the teacher will begin group activities and introducing new methods to the students via PowerPoint. The methods they will
be using are skip counting, simple manipulatives, and array model. We will also be incorporating the “I do, You Do, we do” Method.
Specific Learning Outcomes: The students will learn different methods to use for multiplication and division up to 12 x 12.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson developed as a result of employing culturally sustaining pedagogical strategies by ensuring all cultures will be recognized and
respected, and make sure the classroom is diverse and implementing differentiation.
Narrative / Background Information
Prior Student Knowledge:
Students will already know a few multiplication strategies, such as the array method. They will also know their multiplication facts up to
10 x 10.
Math VA SOL: Visual Arts VA SOL: NCTM Standard:
4.4: The student will: 4.1: The student will apply creative Understand various meanings of
a) Demonstrate fluency with multiplication thinking to artmaking: multiplication and division
facts 12 x 12, and the corresponding b) Develop ideas individually
division facts collaboratively
Specific Problem Solving Strategy being used:
- The students will be using a new strategy that will be introduced to them called “Skip Counting… With a Twist”
Possible Preconceptions/Misconceptions:
- The students may think they need to multiply numbers in order
- Student completes multiplication or division facts assessments satisfactorily but does not apply the knowledge to other
arithmetic and problem-solving situations
- Students know the procedures to divide but do not understand how it works
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
(~20 min)
1) TTW ask the students about what they remember from the prior lesson or the prior year of learning on
the topic
2) TSW be told to raise their hands and the class will discuss for about 5 minutes
3) TTW tell the students that they are starting the day off with a brain break because it is going to be a busy
day.
4) Brain Break: https://www.youtube.com/watch?
v=uMuJxd2Gpxo&list=PLkkAFoVx8oSRgDNGxs5c5os0OMMeOPYuX
5) (During this time the teacher is bringing up a Blooket game)
6) TTW then put the students into random groups of 3-4 (if the desks aren’t in groups already)
7) TTW tell the students that they are going to play a short Blooket review game (linked below) to see what
they remember (15 minutes)
8) https://www.blooket.com/set/6071ce81996da300283b8578
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions: (~20 min)
1) TTW then begin to start instruction by sharing a short video with the students, introducing a new method
(https://www.youtube.com/watch?v=Y8I7If1Uq-w) (Watch up to 4:30)
2) TTW then discuss what the student’s thoughts were or if they understood the concept, etc.
3) TTW put a couple of example problems on the board to work through with the students, giving the students a visual of the
method again.
4) TTW then begin instruction and create a multiplication number chart on the board (12 x 12)
5) TTW explain the game to the students, every student will use these Crayola balls that will stick the chart
6) (The students will stand on a taped “x” on the ground so no one could get hit with the balls)
7) TSW then use both numbers the balls landed on and do either the multiplication or division of those two numbers using the new
method
8) TSW write their numbers down, then go work on it at their desks
9) Once the students finish getting their numbers, the teacher will then do some more example problems on the board for the
students using the skip counting method
10) Students will be asked to take notes and follow along during this
EXPLAIN: Concepts Explained and Vocabulary Defined: (~15 min)
1) TTW provide the students with a worksheet that has multiplication and division problems (as review) on it
2) TTW give the students a good chunk of time to work on the practice problems themselves as the teacher walks around to either
help or do observation assessment
3) TTW ask some questions to ensure students understandings
4) “What is the difference between multiplication and division?”
5) “Does someone prefer to use one method over another?”
Vocabulary:
- Commutative Property
- Fluency
- Divisor
- Dividend
- Quotient
- Factor
- Product
ELABORATE: Applications and Extensions: (~10 minutes)
1) TSW be given directions once they finish their worksheet that there are problems all around the room
2) TTW give the students simple directions to walk around the room, complete the problems whilst trying to use the new method
3) TSW walk around the room completing the random problems in order to solve a short puzzle on the board
4) TTW be walking around the classroom providing assistance if needed and observing to ensure students are doing what they
should be
5) Once the students finish solving the puzzle, the classroom will come together and discuss the activity (its difficulties, etc.)
EVALUATE:
Formative Monitoring (Questioning / Discussion):
- The formative assessment will be the discussions the class has throughout the lesson and the observations that the teacher
makes as the students are completing their activities
Summative Assessment (Quiz / Project / Report) (Include a rubric):
- The students will be able to choose between a test or a project. If they choose test, it will be a 20-question test involving stuff
they went over and some review problems. If they choose a project, the students will need to complete a poster board for the
classroom, promoting different methods of multiplication and division that they have learned. IF the students choose the
posterboard, they will be required to create it in class to not allow outside influence on their project.
Plan for differentiation: (Be sure to specifically address the following learners)
Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders): These students could use manipulatives to
better help them understand and focus on the problems they work on
ELL: These students will be shown visual representations to help them and may work with their buddy to help them.
Gifted learners: Gifted learners may take the next step and begin to practice long division and may help out other students in
learning the content for extra work.
Elaborate Further / Reflect: Enrichment:
How will you evaluate your practice? I will evaluate my practice by the student’s participation, their creativeness in the project, or
their test scores if they choose to take it.
Where might/did learners struggle in the lesson? The learners may struggle at the beginning of learning the new method
How can the lesson be strengthened for improved student learning? This lesson could be more hands on potentially?
Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? Yes.
Worksheet for EXPLAIN:
