FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name__________________________________________________________Lesson
Number______________________
Subject Area____________________________________________________ Grade
Level_________________________
Date__________________________________ Start time________________ End
time___________________________
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill:
This lesson will cover multiplying two by two digit numbers.
Related Standard:
Mathematics 4.C.2
Background:
The students know their multiplication fact families up to 12. They also have worked
on 2x1
digit multiplication.
Main Objective of Instruction:
The main objective is for the students to be able to multiply 2x2 digit
numbers by using the correct steps involved in the correct order. By introducing the
students to the turtle head technique, they will have a short story shortcut to remember
the steps involved in multiplying 2x2 digit numbers. After introduction, the students will
work out problems on a white board by following the steps. Students will break into small
groups and apply themselves by calculating the problem then a student representative will
analyze the problem by explaining the steps that the group took to get the answer.
Teacher Materials/Resources:
The teacher will need the following: overhead projector, video on Youtube about the
turtlehead method (https://www.youtube.com/watch?v=1hcKERTnNi0),large dry erase
board/chalkboard, markers, presorted student groups of 3/4 with at least 1
strong math
student in each group, a worksheet with 2x2 digit number problems for
students, and
the Teacher Guide Worksheet.
Student Materials:
The student will need the following: pencil, dry erase board, dry erase marker and
eraser.
The worksheet will be passed out at the end of the lesson.
Anticipatory Set (Introductory Approach):
The students will be introduced to the 2x2 topic by use of the YouTube video.
Before playing the video, the teacher will explain what the plan for the lesson will be by
stating each part of the lesson (video, examples with class, small group work, and a take
home worksheet) and quickly use learning links by going over math multiplication facts

from 1 to 9, especially those including the numbers 6,7,and 8. The video is an animated
video of a turtle that explains the steps with simplicity.
Instructional Procedures (Whole Group):
Before the lesson begins and the video is played, the students should get out
all needed materials and have them on top of their desks. This way, when the video is
finished the students can transition straight into examples to make sure the video is fresh
in their minds. Play the YouTube video. This will help the visual/spatial learners and
possibly the musical learners as well. After the video, write the steps shown on the board,
but have the students try and repeat them back to you. If necessary, replay the video.
Once the steps are on the board, do a sample problem #1 on the Teacher Guide
Worksheet. While completing each step, refer back to the turtlehead video. This lecturing
style will help the students that are verbal/linguistic learners. For example, use the lines
draw the head, check off tens, put on a collar, and lay an egg. Also, on each step call on a
range of students to answer the questions such as what is next? and what is x times
y?. Complete sample problem #2 and #3 also as a class. After each sample problem,
judge the level of engagement in the classroom and make sure all students are on task by
calling upon them or checking on their level of understanding individually at their desks.
After sample problem #3, break the students up into presorted groups. Write the 4
student group problems on the board that are on the Teacher Guide Worksheet. The
students will complete these as a group and consult with their peers. Breaking into groups
encourages collaboration, thus helping the interpersonal learners. During this time, the
teacher will be walking from group to group evaluating their understanding of the subject
matter and helping when needed to keep the students on the right track. Once the groups
complete the task, choose 4 students (not any of the top math students) to complete the 4
problems on the board. Go over these problems as a class and fix any answers by
explaining the steps it took to get to that answer.
Provisions for Individual and/or Group Differences:
The students that are exceptional learners can either be sent with a math teachers
aide and/
or integrated into the lesson with overwatch by the lead teacher/teachers aid
during the lesson and
small group activity. Judgement on which method will be taken is
up to the teacher and his/her
knowledge of the student and his/her skill level.
Closure:
The class will then come back as a group and the teacher will provide the students
with more
problems and have the students do the problems individually on their white
boards (Slates pg 146).
During this time, the teacher will walk around the classroom and
observe how the students are
grasping the material. The teacher should/will help those
students still struggling with the steps.
When a student gets a problem correct the
teacher should have him/her put a checkmark on top of
his/her white board so that the
teacher can evaluate the students. After this, the students will be
given their
homework worksheet that needs to be completed for the next day.
Evaluation of Learning:
The checkmark system will allow the teacher to evaluate how the students are
grasping the
material. Ideally, you would want the students to be getting at least 2
checkmarks. The homework
worksheet given out will also be the evaluation. It will be
graded on completion, instead of correct
answers. This worksheet will be used to
evaluate the students level of understanding the 2x2 digit
multiplication.

Independent Practice:
The students will individually complete their homework worksheets that evening for
the next
day. This homework will be graded only on completion and help the teacher understand
what parts
of his/her lesson she needs to reexplain the following school day.