You are on page 1of 4



Decision Making
Lesson Plan
90 Minutes
Anthy Baracos

Instructional Unit Content

Content Area Standard
TAG Standard
Higher Order Critical Thinking Skills
4. The student makes and evaluates decisions using criteria.
11. The student draws conclusions based upon relevant information while
discarding irrelevant information.
Creative Thinking & Creative Problem Solving Skills
4. The student demonstrates skills in fluency and flexibility to solve problems or
create new products.
5. The student develops original ideas, presentations, or products through
synthesis and evaluation.

The focus of this lesson is to give students the opportunity to apply the
skills needed to determine properties for multiplication and how they
relate to repeated addition.

Enduring Understanding(s)
At the end of this lesson the student will understand that
Essential Question(s)
When is multiplication useful?

Concept(s) to Maintain

M1P1. Students will solve problems (using appropriate technology).

a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M1P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M1P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through
b. Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M1P4. Students will make connections among mathematical ideas
and to other
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one
another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M1P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate
mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve
c. Use representations to model and interpret physical, social, and
mathematical phenomena.
M2N3. Students will understand multiplication, multiply numbers,
and verify
a. Understand multiplication as repeated addition.
b. Use repeated addition, arrays, and counting by multiples (skip counting) to
correctly multiply 1-digit numbers and construct the multiplication table.

Evidence of Learning
What students should know:

that math is a subject that builds on itself, has multiple connections and
there are rules to math and we can use them to help us understand a

What students should be able to do:

Work in small groups to determine the math rule from the story. Groups
will produce a math fable about the rule. Individually, students will decide
if they would want to be multiplied or remain the same and explain why.

Suggested Vocabulary

repeated addition
communicative property

Phase 1: Hook
Guided Imagery: Have the students close their eyes. Say: Pretend you are
playing on the playground. You are running to be the first on the slide when you
trip over something that is sticking up from under the mulch. You start to dig
and find something magical! Now open your eyes.

Phase 2: Examine the Content

1. Read Two of Everything.
2. Physical barometer: Would you continue to multiple your possessions or be
satisfied with what you have?
3 Inform the students that they will be working in small groups to decide the
math rule that is hiding in the story. They are going to turn the rule into a math
fable (explain that a fable is a story that teaches a lesson) like Two of Everything.
The teacher will model how to write fable. Each group will have a recorder and
reporter. You can choose those roles or have the students choose.
4. Allow the groups 15-20 minutes to write their math fable. Each groups
reporter will share the math fable that their group created.

Phase 3: Decision Making

1. Then, the teacher will go back to the guided imagery from the hook. Go
through the imagery again. Have the students close their eyes. Say: Pretend
you are playing on the playground. You are running to be the first on the slide
when you trip over something that is sticking up from under the mulch. You
start to dig and find something magical! You find a magical pot that will make
anything multiply.
2. Each student will receive Two of Everything Decision Making Matrix.
2. Each group will use the criteria to determine how they will make their

Phase 4: Synthesis Activity

Communicate the Decision: Individually or in small groups complete one of
the following:
Create an illustration of your decision. Include details in your picture that
explain your decision.
Write 3-5 sentences about what your parents would say about your

Summarizing Activity
3-2-1 Exit Ticket:

What are 3 things that you can teach someone about multiplication?
What are 2 things that you still want to learn about multiplication?
What is the 1 thing you learned about yourself and or the decision making

Anchor Text(s): Two of Everything by Lily Toy Hong
Handout 1: Two of Everything Decision Making Matrix
Handout 2: Two of Everything 3-2-1 Exit Ticket