Indiana Wesleyan University

Elementary Education Lesson Plan Template

Mathematics
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)Students will show mastery in multiplication.

B. Objective(s)
1. After the stations, students will exhibit their knowledge of arrays by creating models based
on multiplication word problems.
2. After the stations, students will demonstrate mastery in multiplication by completing the
multiplication war game.
3. After the stations, students will demonstrate their understanding of patterns by applying it to
the exit slip.
4. After the lesson, students will make evident their understanding of properties of
multiplication by completing the dominoes activity.

C. Standard(s):
3.C.2: Represent the concept of multiplication of whole numbers with the following models:
equal-sized groups, arrays, area models, and equal "jumps" on a number line. Understand the
properties of 0 and 1 in multiplication.

3.AT.2: Solve real-world problems involving whole number multiplication and division within
100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem).

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to
10.

II. Materials and Time:

- Multiplication playing cards
- Student Groupings
- Sorting Cards Multiples of 2, 5, and 6
- Dominoes and Paper
- Times Table
- Word Problem Cards
- Manipulatives (Circles, Squares, Dots, etc.)
- Exit Slip Paper
- Time: 45 minute Lesson (Anticipatory Set: 2 minutes, Stations: 12 minutes each, Closure: 7
minutes)
- Students can receive star bucks if they are engaged in the lesson.

III. Anticipatory Set: Students will be at their desks. Good morning class. I am wondering how
many of you know how to tie your shoe? (Students raise hands) Did you learn how to tie your
shoe in just one day, or did you have to take time and practice learning how? At first when
you are learning to tie your shoe, it might be a long process that doesnt always end correctly.
You might have to go really slow and say the steps out loud. Once you practice several times
you start to get better at it. Now do you even have to think about how you tie your shoe, or

1
 can you do it automatically? Sometimes, things in life take time and practice to master. Once
you master it though, it becomes automatic in our brain.

IV. Purpose: Today we are going to review and practice our multiplication facts because it is
important for them to become automatic in our brains. Multiplication will help you figure out
how much candy you collect on Halloween when you sort your candy into equal groups and
multiply, or see how many sticks of gum you have based on how many are in each pack and
how many packs you have!

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students
J and G (ADHD) The active stations and hands-on materials will help them stay engaged during
the lesson. If I need a volunteer I will include them to keep them focused.

R (ELL) When explaining each station, I will use the materials to demonstrate how to complete
each activity. This will give him a visual to help him better understand.
(ACEI 3.2)
VI. Lesson Presentation
We have been learning all about Multiplication, so today we are going to review everything we have
learned thus far. Can somebody help me remember one thing we have learned about multiplication?
(Choose a few students with their hands raised) That is right! We have learned about arrays, patterns,
and three different properties. You are going to do some fun activities to help you become better at
multiplication.
Before the students begin, I will describe and model what to do at each station.
While I work with the students at my station, I will have other teachers walking around to assist students
as necessary.

Station 1: Model Word Problems (Living Room)

- Students will use manipulatives to model a word problem.
- As a group students will choose a word problem card. They will read the word problem
together.
- Based on what the word problem says, they will either create a model or an array to
represent the problem.
- Students will work together to decide how to create the model or array.
- After students have created the visual representation, they will work together to draw out an
equation.
- Students will solve the equation with the help of their visual representation.
- This station will help students understand visual models and arrays to demonstrate how
multiplication works.
- The students will have dry erase boards to write down the equation and solve.
Station 2: Multiplication War/Patterns (Back Table)
- Half of the students will play a game to practice multiplication facts.
- The students will split the deck of cards into equal piles, 1 for each student.
- The students will all flip over a card at the same time. They will have to solve their
multiplication problems to see who has the highest product. The student with the highest
product gets to keep the other players cards.
- This game will help students evaluate and practice their multiplication facts.
- The other half of the students will sort cards showing multiples of 2, 5, and 6.
- Students will put the cards in order.
- Once they have the multiples cards in order, they will collaborate with their peers to try
and discover patterns.

2
 - Students need to recognize different patterns for multiples of 2, 5, and 6 (even or odd).
- After they discover a pattern, they will be asked if multiplication facts (higher than they
know how to solve) would end in an odd or even number based on the patterns they
discovered.
- There will also be a times table for assistance at this station.
Station 3: Commutative, Associative, and Distributive Property (Front Green Table)
- I will be guiding this station to provide more direct instruction. The properties are difficult
for students, so I will help them understand in smaller groups.
- Students will use dominoes to practice the commutative, associative, and distributive
property.
- The students will choose one or two dominoes.
- Students will have a recording sheet to write the equation and solve it.
- Commutative Property: You can rotate the domino and you will get the same answer.
- Associative Property: Combine a full domino with a half domino. The full domino is in
parentheses, while the half domino is the extra factor. You can rearrange the dominos and
you will get the same answer.
- Distributive Property: Combine two full dominoes. Each full domino is in its own
parentheses. Add the two products together. Also take one domino and write how you can
distribute it into two equations.
- When there are 2 numbers in parentheses, you always multiply those together first.
(ACEI 2.3)

VII. Check for understanding.

During the stations I will observe student conversation and student work. This will help
me know what I need to review and/or reteach. If it is obvious there is one area the students are
struggling, I will stop the stations to reteach.

VIII. Review learning outcomes / Closure

CLOSURE
Now that you have reviewed and practiced your multiplication facts, I want to see if you can apply it to
one last situation. You all have a piece of paper already on your desk. I want you to fill it out based on a
specific scenario. If Miss L, Miss R, Miss G, and Mrs. Bl went in a bounce house, how many shoes would
be on the ground? Based on the story I just said, write an equation and fill out the rest of the sections to
help you solve our problem.

PLAN FOR ASSESSMENT

Formative: Walking around during stations to listen to student conversation. I will also observe the level
of difficulty the activities are for them.
Formative: The students will complete an exit slip (homework if not enough time) that demonstrates their
knowledge of multiplication facts, drawing a picture, drawing arrays, commutative property and patterns.
Summative: The students are taking a unit test later in the week.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
I think most of the students showed growth in multiplication after completing these stations. For some
students multiplication is easy, where other students havent quite mastered it yet. These activities
provided the students more time to practice different strategies for solving multiplication problems.
2. What were my strengths and weaknesses?
Making adaptations throughout the lesson was a strength. I realized after the first group, the students
really did not understand the properties of multiplication, so I had to adapt my activity for the next two

3
rotations. One of my weaknesses was implementing the classroom management plan and transitioning
between the stations.
3. How should I alter this lesson?
Instead of having an activity at my station, I should have used it to teach a mini-lesson on the different
properties of multiplication. I would have been able to answer more student questions and give them more
guidance in a small group setting. I would have also used a timer on the board, so the students could hear
a bell when to stop and rotate.
4. How would I pace it differently?
I ran out of time for my assessment, so I would have been for efficient on transitioning so that I had time
for the assessment at the end.
5. Were all students actively participating? If not, why not?
I think all of the students were engaged in the stations. The activities were exciting and hands-on which
the students enjoy. A few times at my station, I had to bring students back in to the conversation.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
After the first rotation I realized I was going to have to take a step back and help students understand the
properties of multiplication before they could apply that understanding to an activity.
b. Gardners Multiple Intelligences
The different stations met hands-on, visual, and even spatial learners. The students were engaged during
the activities because of the manipulatives they had.
7. Were students able to complete the tasks at each station independently?
Most of the students would have been able to complete the stations independently. Fortunately I had two
other adults in the classroom to help at each station to provide guidance if the students needed it.
8. Did I give enough direction before sending students to the stations?
The students did know what they were doing at each station before I sent them off.
9. Were 3 stations enough to teach each concept thoroughly?
I could have had 4 stations, but I thought it was more beneficial to only have 3 stations and spend more
time at each station. After teaching the lesson I am glad I had more time rather than another station. It
allowed me to teach a mini-lesson at my station.
10. Did students feel like learning multiplication was important?
I am not sure if the students fully understand the importance of multiplication, but they were willing to
fully engage in the activities because the activities were motivating and new.