Date:

10/6/16
Teaching Plan for Inquiry
Unit: Two digit by two digit multiplication
Teachers: Lindsey Pearlstein

TEKS:
5.1(A)-Apply mathematics to problems arising in everyday life, society, and the
workplace
5.1(B)-Use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution
5.1(G)-Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
5.3(B)-Multiply with fluency a three-digit [two digit] number by a two-digit number
using the standard algorithm.
Component Description
Setting the stage Reference the lesson we taught with the chessboard and the
get them use of estimation.
excited, activate
prior knowledge Talk about what they have learned the past two days. Having
them come up to explain to us what they have been doing to
encourage student participation and see where the students
are progress-wise.
(3 min)
Stating the 2 digit by 2 digit multiplication.
objective What
you are going to This is important because it is a skill we will use for the rest of
learn and why its our lives, with calculating financial totals, trying to figure out
important child- how much supplies one would need, square footage, and so
friendly version much more.
(tell em what you
are going to tell It is also crucial to understand 2 digit by 2 digit multiplication
em) to prepare for more advanced multiplication in the future (3
digit by 3 digit, etc.)
(1 min)
Provide Input Modeling the standard algorithm for multiplying two digit
give the numbers by two digit numbers. Prior to multiplying talk about
information (here how it can be helpful to estimate the number ahead of time to
are the 3 steps in see if our final answer makes sense. Additionally, sketching
dividing out what is happening in the problem can help students
fractions); explicit picture what is going on. Using a math problem about cooking
information step a turkey!!
1. step 2, step 3
(tell em) It will take 15 minutes per pound. The turkey my family buys
is 24 pounds. How long will it take to cook my turkey?

(10 min) Many of us have seen multiplication before or in different
ways, for some of us this will be a well-needed review and for
others, may not need it.
Guided Practice Give them their worksheets and have them work individually,
Gradual release as we just modeled one strategy for solving two digit
of responsibility; multiplication (that includes estimating, sketching, and then
first, I model, solving).
then you practice


(15 min)
Checking for Talk through their use as we go from table to table. If we do
Understanding see a common error, we can bring it back to the board to
(reteach) NOT, reteach. Otherwise, we can use guiding questions as we walk
do you around the room to keep them on task.
understand, can
they regurgitate? Extended: Students who finish early can write their own
problems and switch with another student at their table to
(concurrent) solve them. Encourage students to be creative and make it a
challenge.

Clozure wrap it We will ask students to present to the class. After all the
up, and restate presentations, we will go over any last minute questions
what they learned before extended practice.
(tell em what
you told em)


(10 min)
Extended Students who finish early are invited to create their own two
Practice put digit by two digit real world multiplication word problem. The
what they learned word problems are then given to the other students to work
into action, on or presented for the whole class to work on. Only
worksheet, requirements: must be 2 digit x 2 digit and appropriate.
they make
something, etc; We will be collecting these and hopefully one day you can
this is where the solve each others problems.
criteria (from
behavioral
objective) will be
assessed
-OK to sample 5
kids rather than
everyone
 -I am going to
visit with 5
students during
guided practice to
review the
objective

(15 min)
Reflecting on Practice:

Through this lesson, I was able to pre-assess which students had learned this before and
which had not. In thinking about this as a pre-assessment, I was able to collect data on
prior knowledge about students ideas on problem-solving and the process of
multiplication. I saw that some students are still confused about how to look at a word
problem and assess if they should multiply or add. I would like to go over the vocabulary
surrounding this more and practice this with more problems.

Refracting for Practice:

I am wondering what we could have done differently to accommodate all types of
learners. For example, although I was teaching fifth graders, would manipulatives be
beneficial for modeling what is happening in the problem? I can also see arrays being
helpful.
In the future, I want to talk more about the value of the numbers in each position and
potentially try the broken window method or partial products method. I would like to
teach all of the above, so students can have options to choose from, depending on which
they are most comfortable with. For those students who are already comfortable, I
would challenge them to try 3 digit by 3 digit multiplication, to try to solve and allow
them to better understand the process as a whole.