Teacher Education Program

Elementary Lesson Plan Template – ABRIDGED

Name: Jacqueline Lee Date(s) of implementation: 2/1/22

Key Content Standards and CA ELD Standards (Integrated ELD): List the relevant parts of each content and ELD standard. (TPE 3.1)
● Math: 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place
to its right.
● Math: 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using
strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models
● Math: 4.NBT.4 4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
● ELD: SL4.1.C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to
the discussion and link to the remarks of others.
● ELD: SL4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
● Students will be able to solve 2-digit by 2-digit multiplication sentences using different strategies like area models and standard
algorithm.
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
● Students will need some familiarity with place values, basic multiplication facts, and multiplying by 10s.

Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective by the
end of the lesson or learning segment? (TPE 1.5, 3.3, 3.4, 5.1)
● Students will show understanding on their whiteboards.
● Students will solve 2-3 multiplication sentences and demonstrate comprehension by using both area models and standard algorithm
● Students will show understanding through collaborative work
Modifications: What modification of the above assessment will you use for language learners and/or students with special needs? (TPE 4.4)
● I will first present the problem and work through it slowly, step-by-step, and pausing when necessary.
● Students will also write the problem individually or have a worksheet provided for them so they have their visual to follow along.
● I will also utilize collaborative work that requires students to move around for kinesthetic learners.
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson(s)?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
● I will walk around the classroom, checking individual students for understanding.
● Based on their individual or collaborative work, I will either scaffold their learning individually or bring it to the whole class.
● I will use a 1-3 check in to check their familiarity and understanding with the concept.
Connections (TPE 1.1, 1.3, 2.1, 4.1, 4.2, 4.4)
· Connections to Students’ Lives - experiences, interests, development, and social emotional learning needs:
● Socioemotional needs: Students will be able to have discussions and will need to collaborate. This allows students to express their
individual ideas and listen to others.
· Connections to Real Life Contexts & Culturally Responsive Practices:
● Multiplication sentences presented will address neighboring local businesses that students may frequent (the Catalina Liquor Store
and the laundromat)
Differentiation (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
Describe your differentiated instructional strategies for…
· Varying Academic Abilities:
● Offer various sets of multiplication sets for students of varying academic abilities to solve
● One on one support for students while I’m walking around the room
· Language Levels:
● Provide individual and one on one support for students, integrating my limited foreign language skills.
Academic Language (Integrated ELD): What CA ELD Standards, content-specific vocabulary, skill-specific vocabulary, text structures, and
stylistic or grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
● Vocabulary:
○ Partial products
○ Algorithm
○ Area Model
○ Multiples/Product
Name: Date(s) of implementation:

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify
learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5)
build metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.
DAY _1_ of _1_
Time Teacher Student Resources / Materials
T: “Alright, we’ll be transitioning to math. You Ss: take out materials Math spiral notebook,
will need your math spiral notebook and your whiteboard, marker, eraser
whiteboards.
We’ll start by reviewing the problem we didn’t
9:00-9:05 Ss: Writes it in notebook and solves
get a chance to review yesterday. 6,212 x 8.
Math spiral notebook
Write this problem in the next blank page of
your notebook and solve without using the area
model.”

9:05-9:10 T: Walk around, ask a student if they are Ss: Student puts their problem
comfortable sharing out their work under the document camera.
Another student explains the work
projected on the board

T: “Now mathematicians, y’all are experts on

multiplying many-digit numbers by one digit
numbers. What if we multiplied by two digits? Ss: talks to their partners and
9:10-9:15 45 x 13 comes up with different strategies
How do you think we can solve this? Turn and
talk with your partner about a strategy we can
use to solve this problem.”
Walk around listen to different strategies

T: “What are some ways y’all came up with to

9:15-9:25 Ss: students come up to the board
solve this? Let’s get at least 2 ideas.”
and explain their own strategy

T: “Now there are many different strategies to

solve this problem, and y’all have come up with
some strategies yourself! I’m going to show
you another one, bringing back the area model Whiteboards
that y’all are experts on. Follow along on your
whiteboards”
Draw empty area model
Ss: 40, 5. 4 tens, 5 ones; 13: 10, 3.
T: I want to expand my numbers so I can start
1 ten, 3 ones
multiplying. What do my numbers look like
expanded? Let’s start with 45.
 40 5

10
_____________ T: Let’s break this area model down into two
| smaller area models. whiteboards
3

| 40 5

10
|

| 40 5

3
|
9:25-9:35
| Now we can solve this. What two numbers are whiteboards
we multiplying here? Ss: fill in the area model with
| *do this for all four squares, prompting teacher prompting
multiplication sentences using place values.
| For ex) 40 x 10 = 4 tens x 1 ten*
_____________ We filled in our boxes! What are these Ss: Partial Products
numbers called?

T: Keep this example on the document camera.

Pose another question on the whiteboard easel

T: Now, open up your math spiral notebook,

____________ Ss: takes out their materials Math spiral notebooks
and either on the next blank page or wherever
you have space, let’s write our next problem.
|
T: Let’s say the Catalina liquor store across the
| street sold 28 bags of Takis in one day. They
sold 12 times the amount of Takis the next day.
| Write down 28 x 12 Ss:
9:35-9:40 Let’s set up our area model. What does this
look like expanded? Write it down into your 20 8
|
notebook. Just expand it, we’ll solve it together.
10
|
____________ 2
T: Now that our area model is set up, find your
partial products. Ss: Math spiral notebooks

20 8
9:40-9:45
10 20 x 10 8 x 10
200 80
 2 20 x 2 8x2
40 16

T: Let’s connect this to the standard algorithm. Ss: set it up vertically

How can we get this set up?

T: Just like multiplying one digit numbers, we’re

going to start at the one’s place.
T: point to the 8 x 2 area: “what two numbers Ss: Choral read 8 ones x 2 ones
did we multiply here?
9:50 - 10:00
We’re also multiplying that in the standard
algorithm.
8 ones x 2 ones.”

T: continue doing this for 2 tens x 2 ones Ss: Choral read

T: Let’s move on to the next place value. We’re Math spiral notebooks
going to multiply 8 ones x 1 ten. Why did I say
Ss: because it’s in the 10’s place
1 ten even though it’s just a number 1?

T: Show that we did 8 ones x 1 ten in the area

model.

T: Lastly, we’re doing 2 tens x 1 ten. What is

that? Ss: 200 or 20 tens

T: Are we done here? What do we have left to

do? Ss: We have to add the partial
products
T: So add the partial products. What do we
get?
336.

** if time allows** T: Let’s try another problem. Let’s say the

laundromat just around the corner made $98
today. Tomorrow, they hope to make 26 times
that amount. Ss: Writes in the notebook and
begins solving themselves
98 x 26.
Solve this problem using the area models and
standard algorithm strategies.

T: Let’s have a student share their strategy Ss: shares strategy

T: Who can explain what (student name) did Ss: shares what they did
here?

T: Snaps and claps for everyone!! Y’all have

 worked incredibly hard today. Let’s do a 1-3 Ss: Snaps, claps. 1-3 check in. Pat
check in on how you feel overall about themselves on backs.
standard algorithm and area models.
Pat yourselves on the back. Tell yourselves I’m
an incredible mathematician!!

DAY __ of __
Time Teacher Student Resources / Materials

DAY __ of __
Time Teacher Student Resources / Materials