Universal Lesson Plan Template – Curry Secondary Program

Name: Jiaqi Xu Lesson Topic: Multiplication and Division

Content Area: Math Grade Level(s): 4th grade

Modifications for Chang-Bacon’s class highlighted

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within
the current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of
this lesson to students.

Also include the program model (e.g. Is this an SEI classroom of all ELs? A push in/pull out lesson with a small group? A ma instreamed classroom with a mix
of students? A Dual-Language Immersion context? Etc….)
The lesson is part of a large unit of “Multiplication and Division”. The section of “Division” just starts with the end of
“Multiplication”. In the section of “Multiplication”, students were working on 4 common multiplication
strategies(Repeated addition, Array, Equal groups and Skip counting) and making corresponding multiplication equation
for word problems. Besides, students are required to memorize the words in Multiplication in this section. The lesson will
be carried out as the second lesson for “Division”, where students will work on its 4 common strategies (Repeated
subtraction, Array, Equal groups and Skip counting), as well as deepening their understanding of the concept of “Division”,
which was taught in the previous class. Because of the close relationship between Multiplication and Division, I will teach
Division strategies by making connection to Multiplication strategies. Students are also supposed to build the sense of this
relationship in the lesson, which can lead them apply what they already know in Multiplication into Division. Meanwhile,
with the help of students’ background knowledge in daily life, I will make division problem to be a story relating to our real
world rather than provide a simple equation. Students can find supports from these two relevance to better understand
and grasp the content.

The program model will be a 40-minute pull-out instruction with a group of ESOL students. The students in this group will
be determined together by classroom teachers and ESOL teachers in 4th grade based on their math performance mainly,
and WIDE level. In this way, if a student do well in math but poor in English expression, he/she is also included in this group.
It is a SPEAKING focused lesson. With students gradually to be familiar with division and its strategies, I will use several
ways to build students’ English skill in speaking domain. Multiplication and Division, with their concepts and solving
strategies, is the knowledge not only across the whole math study but also used frequently in other subjects. At the same
time, considered students’ ESOL background, the lesson, when follows the normal pacing of Math, will also focus on
language of Math (words, phrases and sentences) to build up students’ language skills. Throughout this lesson, the Math
vocabulary, phrases and sentences would be showed/framed to students. Thus, to design such a lesson can help ESOL
students feel confident about the following school work. One thing is important to keep in mind is that all 4th grade
students have not been exposed to the Division words, like divisor, quotient, so the lesson will not be stressed Division
words but students are required to know Multiplication words, like factor, product.

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson
SOLs: 4.4 The student will
a) demonstrate fluency with multiplication facts through 12 × 12, and the corresponding division facts;*
b) estimate and determine sums, differences, and products of whole numbers;*
c) estimate and determine quotients of whole numbers, with and without remainders;* and
d) create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication, and
single step practical problems involving division with whole numbers.
Learning Targets - Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…
1. SWBAT show “Multiplication” and “Division” equation in math.
2. SWBAT build the connection between Multiplication and Division.
3. SWBAT apply at least one strategy to solve Division problems.
4. SWBAT orally explain the way they deal with the Division problems.

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Language Objective(SPEAKING)  How do you envision this language objective

1. SWBAT orally say the math vocabulary and phrases
involved in “Multiplication and Division” such as
multiply, divide, product, repeated addition and other
content-related vocabulary and phrases.
2. SWBAT retell the strategies learned in “Multiplication
and Division”, which they feel comfortable to use.
3. SWBAT use time-related words (such as first, then,
next, after that, etc.) to say the steps in a process of
their thoughts and strategies they used in
“Multiplication and Division” problems.
4. SWBAT compare the different strategies and explore
the most suitable and efficient way to solve the
specific multiplication problems.
reinforcing the learning target/content objective?
1. A solid understanding of the vocab of the lesson will
help students understand the content, and having
them say them orally may help to correctly grasp and
remember the sound of words to help reinforce the
content.
2. Find the comfortable strategies lead students to solve
problems in a confident way. Retelling can help
reinforce the content since students review it in their
own way to make better understanding..
3. Because the process of students’ thoughts upon a
problem and strategies they chosen to use follows a
set series of steps, understanding the order of them
and being able to describe them in correct sequence
will help reinforce the content.

4. By comparing, students will find each strategy’s

characteristic so that they can build their own sense
of the content and better utilize the content.

Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below.

Formative Formative Formative

Method of assessment: Students’ response
during the lesson
Aligned with which Learning Target(s): 1, 2,
3, 4
Method of assessment: Students’ practice
on worksheets
Aligned with which Learning Target(s): 1,
2,3
Method of assessment: N/A
Aligned with which Learning Target(s): N/A
Criteria for assessment: N/A

Criteria for assessment: Accurate and
active response shared during lesson.
How data will be used: Check to identify
which students may need additional
assistance and guidance/individual
feedback provided as needed/ workshop
session as needed.
Criteria for assessment: Right answer and How data will be used: N/A
evidence of using strategies found
throughout the worksheet.
How data will be used: Check to identify
which students may need additional
assistance and guidance/individual
feedback provided as needed/ workshop
session as needed.

Procedures/Steps in the Lesson: -- May follow a specific model
(i.e., Direct Instruction, Jigsaw) or be more open-ended. Be sur’e to think
about what students will be doing during each step, in addition to what
you are doing. Scripting and/or estimated time frames may or may not be
included, but the plan should be clear and explicit enough that another
person would be able to teach from it.
STEP 1: Preparation(3 minutes)
Proactive Planning for Learning Differences: – What planned
supports have you included to make the content accessible for emergent
bilingual students (including, if relevant, students at higher/lower WIDA
levels)? Include at least 3 specific supports (e.g. Consider “Pre, During, and
After” teaching). Be sure any modifications are explicitly explained in the
procedures/steps outlined enough that another person would be able to
teach from it (i.e. don’t just name the strategy you’re using, walk the reader
through how it’s set up and what it looks like).

Strategy 1

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 Universal Lesson Plan Template – Curry Secondary Program
1. Students will enter the classroom and get out their
Math journal. In step 2, students will use it as support
tool to find and check the previous knowledge in
“Multiplication and Division” which they feel not
confident with that knowledge. In step 3, students
will be supposed to take notes on a new page with
the teacher’s guidance.
2. Briefly Introduce the overall content we will go
through in this lesson(Multiplication reviewing, and
Strategies for Division problem solving) and the
forms of activities we will do(Whole-class sharing,
work in pairs and independent work). When
mentioning Multiplication, tell students the reason
why we review it, “They have a close relationship
and you will see during the lesson”.
3. Show the reformed learning targets to students,
which are written on the poster before class, and
lead them read aloud together. The reformed
learning targets will be: (The bold words would also
be bold on the poster to emphasized the main idea
of these targets)
 I can orally explain the meaning of
“Multiplication” and “Division” in math.
 I can find the connection between
Multiplication and Division.
 I can apply at least one strategy to solve
Division problems and orally explain it.
STEP 2: Activate Prior Knowledge(5 minutes)
1. Remind students to use their Math journal for help if
they have difficulty in thinking or expression.
2. Create a story of Multiplication: Student A, Student B
and Student C were invited to Student D’s birthday
party. (Pick 4 students in the class who are always
quiet with low-engagement.) A, B, C and D spent a
great time eating a large pizza. Each of them ate 3
slides of pizza. How many slides does this pizza have?
3. Let students think independently and keep their
answer without saying out. About 30 seconds later,
ask them to say it aloud together.
4. Let students share their strategies by raising a quiet
hand. Ask students to share with the whole class
with the sentence structure “I use the strategy
called…...” and sequence words to clarify their
steps. (Firstly, then, next……) According to
students’ response, draw and write down what they
express, as well as the equation for this problem
“4x3=12” on the whiteboard shown to the whole
class. Let students say the equation together “The
multiplication equation for the problem is ‘Four
times three equals twelve.’” after the first student’s
sharing.
Before the teaching process, letting students know what
the lesson will be like, as well as what they are supposed to
learn in this lesson help make students have a clear
understanding of what we will do in this lesson without
confusion or lost in the pace. Because students are always
distracted by the outside elements, to keep learning targets
visible on the poster could help navigate students all the
time throughout the lesson. Besides, lead students to read
learning targets aloud, with speaking and hearing the
familiar words could help students recall what they have
learned in the prior class and build link between the them
and what we will going to learn. It is also important to
reframe the sentences of learning targets form the
perspective of students. By saying “I can”, students could
build a confidence through psychological suggestion.
Teacher need to slow down the speed during reading aloud
to ensure every student could keep pace with the sentence.
For some students with low WIDA level, they may have
difficulty pronouncing several words and could not
understand the sentence mean. One way to deal with it is to
let another student with high WIDA level and same L1 to
explain it to that student, which could also help build
positive student-to-student relationship. However, it is very
ideal that your classroom have two students speaking the
same L1, one is with high WIDA level while another one with
low. Thus, teachers could find some technology for help,
like google translate.
Strategy2
During the lesson, in order to better support students to
understand the content through activating students’
background knowledge grasped in their daily life, I will
modify the stories of Multiplication and Division based on
students’ interests. These interests are known from
students’ casual conversations and activities in the school,
which means, teachers need to spend lot of time observing
students to get to know them, which is important for
building teacher-student relationship in the classroom. For
example, if a majority of students in the classroom like
football, teacher could create a Multiplication story like “If
only student A, B, and C play the football and each of them
score 5 goals, how many goals do they totally score?” For
Division story, it would be like “We all know that in football
game, two opposite team should have the same numbers of
players. If the class will make a football game, how many
players are in one team?”
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Strategy 3
5. The strategies should at least include “Repeated During the lesson, I always frame the sentence structure for
addition”, “Array”, “Equal Groups”, and “Skip them to represent. It is important for ESOL teachers to find
counting”. If there is still any strategy missing among ways helping students successfully express what they want
this four after students’ sharing, I will introduce it. to say because it not only lets teachers know what students
Then, make a conclusion on Multiplication strategies. think, but also can show the respect towards students. For
most of ESOL students, they say sentences without the full
6. Review the words in Multiplication written on the grammatical elements but just several words. To give them
whiteboard before the class. The words are: the sentence structure could help them organize their
Multiplication, Multiply, Times, Equals, Factor, speaking as well as benefit their writing.
Product, Repeated addition, Array, Equal Groups, In the process of utilize the math strategies, students go
and Skip counting. through the fixed sequence. From this point, ESOL teachers
can guide students to use the time-related words to help
7. Ask students to think about “What is division?” and their clear expression.
chose one student to share with the whole class. I For low WIDA level students, they likely never raise their
will help students to complete the meaning because hands to answer the question proposed by teachers. To
they just knew it from the previous class, which may help them engage in this activity, make sentence structure
make them cannot express it fluently. more accessible could help them feel little more confident
to express. Teachers could firstly model how to share the
STEP 3: Presentation of Content (I Do)(12 minutes) strategy by using the sentence structure with the time-
1. Reintroduce “Division” by creating the scenario related words. For example, if the teacher choose to use
similar to the story in Step 2: Student D’s mom equal groups to solve the problem, they would say “I use
helped D make 12 delicious cookies. D wanted to the strategy called ‘Equal group’. Firstly, I draw 4 circles.
share them with A, B, and C. However, D was worried Then, I put 3 dots in each circles. Next, I count the dots
about to share them equally. What can you do to totally to get the answer is 12.” Remember, make stress on
help D to share 12 cookies equally with A, B, and C? this transition words. You can also let students just repeat
what you say if they choose the same strategy.
2. Ask students open the Math journal to a new page,
date the top, and copy down what I will write down
on my Math journal shown through overhead
projector. I will model the 4 strategies (Repeated
subtraction, Array, Equal groups and Skip counting)
based on the story before. Firstly introduce “Equal
groups”, which is the most frequently used in dealing
with Division. Write the equation right down each
strategy “12÷4=3”. When finishing each strategy, let
students discuss in pairs what they find about the
similarity between Multiplication and Division. During
this time, I will walk around the classroom and keep
listening to their response. The specific modeling of
each strategy will be:
 Equal Group: Write down the strategy name
first. Then, draw 4 circles representing 4
students, (with their name over the circles.) Put
one dot representing cookie one time in each
circle in turn and count aloud the dots with
students during the process till 12. Count aloud
numbers of dots in each circles with students to
see the answer is 3.
 Repeated subtraction: Write down the strategy
name first and then write down “12”. Tell
students to take away 4 cookies each time from
12 cookies and to see the remainders till there is
nothing left. Count the 4s aloud together with
students to see the answer is 3.

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 Array: Write down the strategy name first. Draw

4 dots representing students in a row and tell
students you should keep counting by fixing in 4
columns. Count aloud the dots with students
during the process till 12 cookies. Count aloud
rows with students to see the answer is 3.
 Skip counting: Write down the strategy name
first. Then, write down the numbers from 1-20.
Lead students to count aloud by 4s and draw Strategy 4
the lines connecting 1 and 4, 4 and 8, 8 and 12 During the lesson, I will use the strategy for ELL literacy
during the process. To count aloud the lines called Read Aloud. The strategy goes through almost every
with students to see the answer is 3. section of the lesson but the most effective activity would
be read aloud word problems together. This method is
STEP 4: Guided Practice (We Do)(10 minutes) useful because it builds fluency and comprehension for
readers, as they are able to hear how the words and phrases
1. Hand out the word problem worksheet and work are pronounced with teachers’ modeling for students the
with students on the question 1. kind of thinking that they should be doing as they read
2. Read aloud the Q1 together and retell the question through a word problem.
by simplifying the sentences because ESOL students For emergent readers, the main task in this period is to build
may could not understand it. up concept of word. Read Aloud is a great activity enabling
3. Work with students on 4 strategies again. In the students to practice on it. Thus, during the activity, I
process of each strategy, ask students the steps, recommend teachers encourage students to read aloud
especially the first step because the first step with finger-pointing as they hear the word. When reading,
represents students have an idea to solve the the teacher should check students’ performance and guide
problem with the strategies. The students are the reading in a very clear pause between words and words.
required to frame their answer like “The first/next Students with high WIDA level could help the teacher to
step is ……”In this section, I will firstly allow explain the word problems to other students, as they are
students to discuss it in pairs and share their developing the interpreting skill.
strategies to each other, then pick particular
students to answer my questions instead of allowing
students raising a hand waiting for calling. For some
specific students, I will check students’
understanding on a particular strategy according to
their former performance in Multiplication. For
example, if student A showed a strong ability in using
array to solve Multiplication problem, I will ask her to
give me the idea of how to use array in Division
problem.
4. During the co-work time, I will ask students following
questions to guide them to use and find the strategy
they feel comfortable with:
 What strategies do you feel most confident
with in Multiplication?
 What is the reformed strategy you see in
Division aligned with your favorite strategy in
Multiplication?

STEP 5: Independent Practice (You Do)(1o minutes)

1. Read aloud all the questions together, except Q1,

and retell the question by simplifying the sentences
for the same reason in step 5.
2. Let students to work independently on the
worksheet. For students having difficulty in Math or
English, let them work in pairs with a partner having

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strong Math or English ability. If possible, the two

students speak the same L1.
3. Remind students to use their Math journal as a tool if
needed and clarify the expectation of independent
work.(Focus on your work and voices off.)
4. Ask students to think about the following question
to help them better grasp the strategies and
understand Division:
 What should we keep in mind when using these
strategies to avoid mistake? Why do you think
these are important?
 When you are able to use one more strategy to Strategy 5
solve Division problem, which strategy you After the teaching, students should work independently.
think is the most efficient? Why? This time is good for teachers to provide Differentiation
5. Circulate the room as students work and offer Teaching to students with low WIDA level or high WIDA
support as needed. level. For high WIDA level students, they finish the
6. For students who have finished, collect their worksheet may quick. The time left I will ask them to think
worksheets. For students have not finished, let them about and share with me their thinking upon the questions I
to finish it after class as homework and take it back asked at the beginning of the section of independent work.
to school to me in the next day. For students with low WIDA level, I will give extra
explanation/instruction or let students with high WIDA level
work with them. If these students do not understand the
questions, I would like to use visual aids. For example,
although the worksheet shows the pictures of the
objectives in the word problems, I will draw down the whole
scenario as I explain them. If these students do not quite yet
grasp the strategies, I will model 4 strategies for more
question for them, as well as orally provide some word
questions to them practice and think.
Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.
 Students’ Math journal
 Prepared Poster with learning targets on
 “Multiplication” Word Wall(Here just written on the whiteboard)
 Division word problem Worksheet

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Universal Lesson Plan Template – Curry Secondary Program