Part A: Learning Context, Topic, and Objectives

Demographics: Jarrettsville Elementary School is located in Northern Harford County.

The small rural community that surrounds the school is highly involved. It has been recognized
by the Maryland Department of Education as a Blue Ribbon School of Excellence and a
Maryland Green School. The school is not culturally diverse because students at the school are
primarily white; 92%. 9.6% of students are receiving a free or discounted lunch. In 2015,
Jarrettsville Elementary ranked better than 89.4% of elementary schools in Maryland. It also
ranked 11th among 33 ranked elementary schools in the Harford County Public Schools District.
The student/teacher ratio at Jarrettsville Elementary is 13.7, which is the 14th best among 33
elementary schools in the Harford County Public Schools District. Jarrettsville Elementary
employs 33.4 full-time teachers.
The classroom model in the public school is inclusion in all grade levels. The classroom
sizes vary by grade level but are average according to the county. There are ten classrooms for
grades K-2 and ten classrooms for grades 3-5. Each grade level is located in a pod with 3-4
teachers. Each classroom has anywhere from 18-30 students. The classroom that is the focus for
the evidence of student learning project includes one classroom in the fourth grade pod that has
six students with Individualized Education Plans (IEPs). The gender of the six students are three
females and three males. All six students have exceptionalities. Two of the students are identified
as having specific learning disabilities, two as having other health impairment and two as having
multiple learning disabilities as well as other health impairment. The selected students are all
verbal and fully functioning. None of the students have a one-on-one assistant but the class does
have an inclusion helper to support with completing tasks and manage behavior during math.
One of the six students is able to read basic sight words at the kindergarten level. Another student

is able to read basic sight words at a late first/early second grade level. The four remaining
students are reading at a third grade level. Three of the six students have poor fine motor skills
and write illegibly on most occasions. There are no cultural and linguistic differences among the
group of the students. Two of the six students come from a lower socioeconomic class. Four of
the six students come from a middle socioeconomic class. None of the students have oral
development delays. Four of the six students have written language goals. Written and oral
language weaknesses are not the focus for the evidence of student learning project as the lessons
focus on multiplication computation.
All of the students have the same academic goal areas on their IEPs. These goal
areas include math calculation and math problem solving. One of the students receives a 30minute session of speech once a month but has requested to be exited from services by his
parents. All of the students have instructional and testing accommodations and supplementary
aids. Some of these accommodations include scribe, verbatim or selected reading of text,
extended time, multiple or frequent breaks, reduce distractions to the student, and reduce
distractions to other students.
The unit plans learning objectives are directly aligned with Maryland State Common
Core curriculum standards under mathematics. They align to The Number and Operations in
Base Ten strand. The standard states that student will be able to multiply a whole number of up
to four digits by a one-digit number, and multiply two two-digit numbers, using strategies based
on place value and properties of operations. They will also be able to illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models. Objectives: The
objectives for this unit plan include: 1. Students will use a variety of strategies to solve a
multiplication number story of up to four digits by a one-digit number. 2 Students will use a

variety of strategies to solve a multiplication number story with two two-digit numbers. 3.
Students will explain their calculations in a variety of ways (illustrations, equations, arrays. Etc.)
Essential Skills and Knowledge (Topic, indicator, and objectives)
All three objectives align to the Number and Operations in Base Ten strand of the
common core state standards (4.NBT.B.5). Grade 4 expectations in this domain are limited to
whole numbers less than or equal to 1,000,000. This strand was chosen based on the scope and
sequence and pacing guides provided to us as educators by Harford County Public schools math
department. Third grade standards indicate students should already have a solid foundation for
using place value understanding and properties of operations to perform multi-digit arithmetic.
(including rounding whole numbers to the nearest 10 or 100, fluently adding and subtracting
with 1,000 and multiplying one-digit whole numbers by multiples of 10 from 10-90).
The students will demonstrate their knowledge in a variety of ways. Students will be
required to multiply numbers up to four digits by a one-digit number and also multiply two twodigit numbers. Students must be exposed to various strategies through modeling and direct
instruction in order to solve these multiplication number stories. They must accurately compute
the given problems in order to get a solution. Although we do not require students to use certain
strategies when assessing, we want students to be familiar with each strategy taught.
Each of the lesson objectives and relevant topics are aligned to the Maryland Common
Core state standards for Mathematics. The objectives were developed with students strengths
and needs in mind. They are also aligned with the student IEP goals and objectives. The kid
friendly language of the objectives makes the outcome attainable to all learners.
Part B: Assessment Plan

Summative Unit Assessment

Students were administered a summative unit assessment to assess student learning and
progress of the unit objectives as they align to the Maryland state Common Core standards. The
summative assessment was developed to evaluate the students ability to do multiplication
computation with one by up to four digits and two by two digit numbers. In addition to
computing the problems accurately, students were expected to use the mathematical practices in
order to problem solve using the multiplication computation strategies. The summative
assessment evaluated students ability to use strategies to accurately compute multiplication
number stories. In addition to correctly computing the problems, they needed to show their
ability to explain their solutions in a variety of ways.
The fourth grade students had the opportunity to choose how they wanted to demonstrate
their learning for the multiplication unit. Three choices to demonstrate the learning were
explained to the students. Students could choose to verbally give a solution, scribe their answer
showing their work or draw a picture of their solution. This shows multiple means of actions and
expressions. The ability to choose helped to meet the individual needs and preferences of each
student. Each assessment included principles of UDL. The assessments were designed to
incorporate what was taught in each of the units lessons which aligned to each of the objectives.
All students were expected to solve each of the problems correctly but could choose how they
wanted to do so to meet individual needs. All supporting teachers recorded anecdotal notes on
the student choice and performance during the assessment.
Pre-Assessment

To determine what prior knowledge students had, students were given a pre-assessment
on multiplication computation and their ability to explain their solutions by illustrating (arrays,
models, etc.). Students were given a half worksheet with four problems to solve and 1 of those to
explain using illustrations. Since all students have difficulty remembering multi-step directions,
they were given choices for how they could solve each problem. Classroom accommodations
were still honored for this assessment including scribe, grid paper, and chunking. All students
had a total of four problems to calculate. Two of the six students who work at a lower level were
given a differentiated pre-assessment which included multiple choice of answers. Instead of
guess and check strategy, they could calculate a choice (this gave them a starting point).
After initially viewing the pre-assessment data, it was evident students did not know how
to solve multi-digit multiplication equations. Some students chose to add the numbers that were
supposed to be multiplied and some subtracted the numbers. It was clear that students had a solid
understanding of their basic multiplication facts and could fluently add and subtract within
1,000. One student was able to solve one of the problems correctly but then was unable to
explain their solution in any way. I concluded that students needed opportunities for and
exposure of multi-digit multiplication and strategies in order to be successful.
Formative Assessment
All six students were evaluated using a variety of formative assessment tools to monitor
progress towards the objectives. For each of the lessons and objectives, students were evaluated
through questioning, classwork, observations, every pupil response and exit tickets. I
documented the data using an excel spreadsheet for easy interpretation. I incorporated the use of
the interactive smart board in each lesson to give students multiple means of engagement. They

enjoy using technology and are especially motivated when give the chance to use the interactive
white board. The tool was incorporated so students could collaborate with one another and share
their thinking visually. It allowed allowed for comparison of answers and if there were many
ways to solve the same problem. Data was collected based on the level of support students
needed and prompting necessary to complete the given task.
For the first day lesson, anecdotal notes were recorded for each student based on their
individual target level and how much support they needed to follow the multi-step problem
solving strategy. During guided practice with students, I walked around the classroom and
monitored each student with how well they knew the steps of the strategy that was taught. I also
asked questions as to "why did you do that?", "does that make sense?" As well as "what is your
reason for doing this?" So that I could gather as much as possible. I checked over each students
classwork individually to find common trends of errors and also strengths and overall
weaknesses. The special educator, instructional assistant and myself all gathered data on each of
the six students through notes, observations and checklists. We then supported the students based
on their individual needs right on the spot.
For the third days lesson, the focus was on explanation of the solutions in a variety of
ways. Since students were gaining familiarity with both strategies and the steps to solving multidigit multiplication, it was important for them to have the foundation to be able to explain it in
orders and/or pictures. All students were exposed to direct instruction/modeling of explaining a
solution. The expectations were shared and then it was the students turn to do the same. With
exposure and mathematical multiplication language, students would be successful.

When assessing the students, I was mindful to keep pre-assessment data in view so I
could make connections and identify those who were making progress. Students showed the
most progress for having strategies to use when computing multi-digit multiplication. Three of
the six students showed progress in explaining their calculations in a variety of ways. The three
others were also able to explain their solutions but needed prompting in order to complete the
task.
Scoring Tools
With all of the data collected, I can conclude that 82% of students met the set objectives
and goals for the unit lessons. Students within the identified group are in need of exposure and
repeated practice to solve multi-digit multiplication equations. With this information, the skill of
explaining their solutions will be incorporated in all areas and will be a continued focus for
future math skills. This will allow for more exposure to explaining solutions in a variety of ways.
The hope is that students who can master this skill can begin to generalize multiplication and
compare it to the three other operations. I will keep in mind that targeting these skills in different
group settings will support those who continue to struggle with the concept.
All of the data collected was very helping in assessing student learning. The checklists,
classwork, anecdotal notes and exit tickets informed me where students began before instruction
provided and checkpoints along the way to mastering the objectives. I will continue to collect
data in this easy way for future math units. It helped to drive my instruction and keep everyone
on track for success. For students who still need additional supports, like prompting, the specific
data notes allowed the educators to make instructional decisions based on the needs of the
students.

Collect Data
Data collected throughout the math unit was done with exit tickets, short quizzes,
checklists and anecdotal notes. Any additional data was collected through classroom
observations among the instructional assistant and myself.
Part C: Instruction
To meet the needs of all of the students and ensure success, I explained the expectations
for each lesson along with the objectives in kid friendly I can statements. Due to the limited
math calculation and problem solving abilities of the students, the objectives were posted on the
board and reviewed numerous times throughout each lesson in the unit. The I can statements
allowed students to take ownership and work towards meeting the objectives. The objectives for
the unit plan are as follows; 1. Students will multiply a whole number of up to four digits by a
one-digit whole number using strategies based on place value and the properties of operations 2.
Students will multiply two two-digit numbers using strategies based on place value and the
properties of operations 3. Students will illustrate and explain their calculations in a variety of
ways (equations, models, arrays, etc.) The kid friendly version of the objectives: 1. I can multiply
a whole number (up to 4 digits) by a one-digit number 2. I can multiply a two-digit number by a
two-digit number 3. I can explain my answer using pictures and arrays. When first introducing
all of the lesson objectives to the students, I shared what each lesson would entail and how
students were going to master the objectives. The big picture was intended to help students see
start to finish and the progress they made.
To gather data from the students regarding their ability to multiply using any strategy, I
created a pre-assessment. The assessment included four problems, 2 examples of multiplying a 1-

digit number by a 3 and 4-digit number as well as 2 examples of multiplying two two-digit
numbers. Students were also required to choose two of the problems and explain their solutions
in any way possible (orally, pictures, arrays, etc.). The pre-assessment met each of the objectives
and gave me solid data of next steps for my students. None of the six students could accurately
solve any of the four multiplication problems and they were unable to explain how they reached
a solution.
The pre-assessment data enlightened me that I needed to begin by reviewing the big idea
of multiplication (repeated addition, opposite of division, etc.) before I could begin direct
instruction of strategies to accurately solve problems. The data did show me that students had the
essential skills and knowledge of the use of arrays and models for multiplication. Some of the
students added the two numbers together in the problem and explained using an array. Other
students chose to multiply one digit by another for a solution (without multiplying all digits) but
still showed an understanding of basic multiplication. This was important information for
students to have before they could be successful multiplying numbers with more digits.
I used a variety of assessment tools to assess if the objectives of each lesson were being
met. For the first day, I used classroom observation and an exit ticket to determine if students
could apply the strategy taught independently. I collected the results (number correct over total
number of problems) on a chart for easy viewing. Since the first days lesson was just
multiplying 1 digit numbers by a whole number up to four digits, the assessment, that included
three problems, mirrored the objective. Students could use either of the two strategies that were
part of the lessons direct instruction. Although I was not assessing whether or not students could
explain their solutions the first day, I did want to see if they were able to or on the right path to

master the future objective. Based on the exit ticket results, I could infer the instruction was
appropriate for students. It allowed me to see who needed additional support and who had
mastered the objective. I could easily determine the students were ready to move on to day 2 of
instruction. The second day began with a review of the previous days strategies. Then I began
showing students how to use the same strategies to multiply two two-digit numbers (same
process). We discussed the similarities and differences between the previous days problems and
the others. I stressed the importance of place value and the value of the given digits. Students had
ample time to practice the strategies to accurately solve multiplication problems to meet the
standards and objectives. I used a checklist and anecdotal notes to assess my students on the
daily objective. The results proved students were gaining a strong understanding of the standard
for multiplication. The third day of instruction was the opportunity to master the multiplication
strategies taught as well as be able to explain their solutions in a variety of ways. Students were
very motivated by this and felt as though they could be the teachers of the strategies to their
other classmates. The choice was presented to students so that they had freedom with the way
they chose to show their solution. Most students chose to draw a picture/array and two students
showed using repeated addition.
The motivation and engagement for these lessons were high. As a school that participates
in PBIS, students are rewarded for positive behaviors using gold coins. During the lessons, I was
mindful to have the gold coins in my hand ready for students on task and working hard, so
students wanted to earn the coins. When the coins were given to students, there was also verbal
praise that followed. Sometimes that sounded like wow great solution! or You are persevering
through this!. Students were motivated to solve the problems accurately and check them with
their classmates. The students who correctly solved during practice were allowed to be teachers

themselves and help other students. The coins go in a class treasure chest and then at the end of
the period, I draw two coins for prizes such as stickers, pencils and small toys. Technology was a
big part of the lesson as well and students were given an opportunity to solve using the smart
board. This interactive board allowed the entire class of students to see the solutions and
compare strategies. It allowed me to see where students were making mistakes so I could quickly
correct them during classwork. This includes the UDL principle of multiple means on
engagement. Individual students were motivated by receiving gold coins and the whole class
kept engagement while collaborating and work together on correct solutions. The technology
kept the high engagement and was used in the lesson for an appropriate purpose.
In this short unit, new knowledge and content was introduced. The fourth grade students
knew the basics of multiplication and had multiple exposures and practice with basic facts prior
to this unit. Students were newly introduced to strategies for solving multi-digit multiplication
problems. They were also introduced multiple ways to explain their solutions. Although the
strategies were isolated in a math unit, multiplication is very much a part of the real world. I did
stress to students the traditional method was the most practical method for solving.
A variety of instructional strategies were implemented throughout the math unit.
Modeling, guided practice and independent practice were among those used. The objective for
the first days lesson was, Students will multiply a whole number of up to four digits by a onedigit whole number using strategies based on place value and the properties of operations. I
began the lesson by writing a multi-digit multiplication equation on the board as asked students
Who knows how to solve this? Who knows the answer? No students raised their hands. I
followed with By the end of the lesson, each of you WILL know how to solve as well as the

correct answer. Through direct instruction, I modeled for students how to use the Partial product
strategy to solve. I showed how to solve two different problems to students while they observed.
I then showed students a video of another child solving a similar multi-digit multiplication
equation. Students were then able to ask questions and clarifications were addressed. Before
allowing students to practice, I asked them to talk with their classmates about where they may
need this strategy in the real world (Examples: shopping, coaches look at player stats, etc.) I
provided visuals and step-by step direction cards for each student on their desks for reference.
Together, through guided practice we worked on several examples together. Students then found
a partner and completed a journal page to practice the skill. I could tell students were motivated
to solve the equations in which they believed were really hard. Towards the end of the lesson,
students were asked to solve 4 problems independently (two of which were collected for data and
documented). The work was differentiated based on the specific learning needs of each child.
Since cultural diversity or language development differences were not identified, it was not a
focus. The steps to solving the problems using the strategy were posted on some of the student
work pages but others were just given a basic outline to solve and keep their work organized.
Ample space was given for students to solve and two students completed their independent
practice on graph paper. A scribe was provided to two students who have difficulty writing their
numbers neatly and keeping their work organized and legible. One student explained their steps
to the solutions orally. This was an appropriate means for assessment for several reasons. It was
an easy formative assessment to monitor the understanding of all students. It provided
information that helped to drive instruction for the following lesson to meet the needs of all of
the learners. Although not every student mastered the strategy taught, it was evident they could

progress with continued practice. It was crucial for students to have the language of
multiplication related terms (product, times, etc.) in order to be successful solving each problem.
The objective for the second days lesson was, students will multiply two two-digit
numbers using strategies based on place value and the properties of operations. I began this
lesson with a review from the previous day and modeling an example problem using the Partial
Product strategy. Students shared that they were successful on the previous nights homework
assignment. I then asked Who would like to learn a multiplication strategy that the fifth graders
dont know? All students raised their hands. They were excited to be exposed to something that
older students didnt know about. Then I informed students that I would be showing them the
Turtlehead method for multiplication, also known as the traditional method. Through modeling, I
performed several examples on the smart board of how to use the strategy. I then shared a kidfriendly video that explained the strategy as well. As a class, we used the think aloud strategy to
discuss how the two strategies were both similar and different. I explained to students that on an
assessment they can choose their favorite strategy to use but that I wanted them to be familiar
and know how to use both. Together we reviewed the reasons why multiplication would be
important in the real-world setting. Students then participated in guided practice where they were
paired together with the assistance of the educators in the classroom to solve problems. One
small group of students worked with me and we played a Multiplication game to stress the
importance of knowing your basic facts after solving multiplication problems with multiple
digits. Students were motivated to finish their practice so they could play the game and work
with the teacher. I differentiated instruction in each of the small groups to assist with guided
practice. At this point in the lesson, I had worked with each student and gained more
understanding of their skills, knowledge and progress towards mastering the unit objectives. I

developed an appropriate assessment in the form of an exit ticket for this lesson. An exit ticket is
a quick and easy formative assessment that I used to check for understanding of multiplying twotwo digit numbers. Students did have to apply the strategy taught independently. The exit ticket
was completed in a variety of ways some students utilized a scribe, some preferred the explain
the steps orally and some used the grid paper to keep themselves organized and accurate. The
assessment was not lengthy and was appropriate for the students.
The objective for the third days lesson was, students will illustrate and explain their
calculations in a variety of ways (equations, models, arrays, etc.). To gain a complete
understanding from students on the process of multiplication, I structured this lesson similar to
any other lesson even though the main focus was explanation. I reviewed both strategies to begin
the lesson by modeling using the smart board. I purposefully made a mistake on the second
problem to see if students could recognize it. None of the students found the mistake. I informed
students that to ensure I knew what they were doing when solving, they needed to be able to
explain themselves. When they can explain, they are less likely to make mistakes and more likely
to be accurate. I modeled for students how to explain their solutions. One way I showed was
drawing a picture and another was through a model of repeated addition. As I was modeling the
explanation, students started raising their hands as though they were going to burst. Half of the
students had recognized my mistake at this point. Together, we discussed the importance of
illustrating and explaining each calculation. Before allowing students time to practice in small
groups, I presented an incentive. If any student can finish their classwork practice, they can be
the teachers for the day and help others. ALL students went quickly to work. Two of the six
students were able to assist others with their work which was highly motivating and engaging. At
the end of the lesson, I gathered appropriate assessment data through the form of a checklist and

anecdotal notes. This formative assessment choice was used for checking the understanding to
make sure students could illustrate and explain their calculations in a variety of ways. The
general educator and instructional assistant were both a part of collecting the data. This solidified
students ability to use both strategies to solve multiplication equations AND explaining their
calculations, meeting each of the unit objectives.
In continuation of the unit, I administered a summative assessment that was appropriate
based on each of the lesson objectives. The assessment included each essential skill part of the
Number and Operations in base ten standard for the Common Core Math State Standards. The
assessment was developed encompassing the students individual needs by providing choices for
how they wanted to show their understanding. Students were able to solve the problems orally,
have a teacher scribe for them, draw pictures of their solutions and use grid paper to help attend
to precision. The assessment highlighted student strengths and weaknesses and was used to make
future instructional decisions.
During the units lessons, I encourage and facilitated critical and creative thinking skills
at an age/developmental level appropriate for my students. None of the students have high
cognitive higher level thinking skills so when providing opportunities, I did so on their
individual levels. For day one, students had to apply and relate multiplication to to other
operations they have mastered (addition and subtraction). For day two, students had to generalize
the skill in isolation with real world application. This created meaning for the skills and
knowledge being taught. For day three, students had to know the steps to calculation well enough
to explain it to others. They could do so in a variety of ways which allowed for creativity. We
discussed if similar problems could be solved in other ways and if we could use the lesson

objectives to solve other types of problems. This helped to build a stronger foundation for place
value and the four operations.
Each lesson, students were provided with descriptive and clear feedback during guided
practice and after their assessment. At the beginning of each lesson, I shared the goal and
informed students how we would meet that goal. Students knew the lesson procedures and each
of the elements of the lesson. I gave constructive criticism and helped students worked through
their mistakes during classwork. I gave multiple opportunities for students to share their answers
with others and collaborate to gain a strong understanding for the process.
In conclusion of the unit, students mastered all of the objectives. The important points of
this unit included engaging students and phrasing the objectives in kid friendly language. My
sole focus during the lessons was not finding an accurate answer each time but instead
understanding the process of the operation. The most important focus was for the students being
able to explain their calculations. The old saying, teach someone how to do something and they
will know forever proved true for this unit. Another highlight of the unit was me facilitating and
the students teaching each other. They took ownership for the essential skills and met the goals
through differentiated instruction. Through modifications and accommodations, the IEP goals for
each unique student were met.