Pre-Practicum 1 Lesson Template

Name: Julia Murphy Date: 4/25/17

School: St. Marys of the Assumptions Grade: 3

Starting and Ending Time: 10:00am to 11:00am

Mathematics: 9.2 Using Mental Math to Multiply

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With regard
to how this lesson fits into the big picture of the students long-term learning, which MA
framework does the lesson most clearly address?

3. OA: Represent and solve problems involving multiplication and division.

1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a
total number of objects can be expressed as 5 7.
The students will use this standard when using multiplication to solve problems using base-ten.

3.NBT: Number and Operations in Base Ten 3.NBT--Use place value understanding and
properties of operations to perform multi-digit arithmetic.20
3. Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9
80, 5 60) using strategies based on place value and properties of operations.
The students will use this standard to use mental math to solve multi-digit multiplication
problems. They will learn the strategy into decomposing numbers based on place value.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

During the lesson, students will be able to use base-ten to solve multiplication problems.
The students will demonstrate their understanding by writing the problems on an
individual whiteboard and sharing their answers.
Students will orally discuss with the teacher their strategies in solving them
problems.
Students will be able to use multiplication diagrams as scaffolding for solving
mental math problems.
Students will see how the multiplication problem is set up, and then use their own
strategy to solve the problem.
At the end of the lesson, students will be able to use mental math strategies to solve one
digit by multi-digit multiplication problems.
Students will orally discuss their strategies, and share them with the class
 Students will learn the strategy of decomposing multi-digit numbers to

Assessment: What specific, tangible evidence will show that each student has met this objective?
Informal: students will hold up their white boards with the solutions to the math problems,
students may include work if they need to, but if they solved it using mental math, they
would not show any work.
Formal: students will complete page 208 in their math books. The page in the book focuses
on creating a mental math strategy. The students will use estimation to determine if a
certain number of animals weigh more or less than a specified weight. The students are
asked to explain what strategy they used. The students also complete 4 standard
multiplication problems with a one digit number times a multi-digit number.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as
cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.
Students will be able to understand the concept of mental math.
Mental math, is the use of strategies to make mathematical computations mentally
without the use of pencils, paper, calculators, etc.
Assessment: What specific, tangible evidence will show that each student has met this objective?
Students will orally discuss what the concept of mental math is, and how they are using it
in this lesson. The students will have the opportunity to use three different mental math
strategies to complete mathematics problems given to them. The three strategies include
-Decomposing Multi-digit numbers to Multiply
-Over multiplying and subtracting to compensate
-Under multiplying and adding to compensate

Content: What are the specific details of the lessons content knowledge?
This lesson is a whole class lesson introducing three mental math multiplication strategies that
students can use for multi-digit multiplication problems. The students have an understanding of
the base ten systems, and are able to multiple multiples of 10, 100, and 1,000. The less includes a
game format to review some material covered in the previous section (9.1). This covered
estimation; rounding and multiplication within base ten. During the instructional time of the
lesson, students will write on whiteboards to demonstrate their understanding and can be used as
additional support if the students need it. After students are introduced to each strategy they will
have the opportunity to practice them on their own or with a partner. The students will have an
opportunity to explain their reasoning to the class. The students will apply what they have learned
by completing a related page in their math journals. This page covers multi-digit multiplication,
estimation, and applying mental math strategies.
 PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (20 minutes): How will you introduce the instructional objective to the students,
pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?
Where are the students for this? You need to specify meeting area? seats?
(Students will sit on the rug with the teacher sitting in the front. They are sitting facing the
anchor charts for the lesson, in the front of the space. The students will have already gathered all
the materials that they will need for the activity and lesson)
Hello mathematicians! Today we are going to learn some tricks to help us multiply!
We are going to learn three strategies to help up figure out tricky multiplication problems
with no trouble!
Today we are going to warm up our math brains start by playing bingo, has anyone ever
played this before?
Since I know you all are experts on multiplication, were going to play multiplication
bingo today!
You have worked on multiplying and dividing by multiples of 10, 100, and 1000
before today, so we are going to use what you know to solve multiplication
problems and play the game!
Now I am going to pass out the bingo card. I want you to put it on your clipboard
and write your name but dont put anything else. When youre done writing your
name I want you to put your clipboard on the ground facing down.
For this game, I am going to give a multiplication problem with a single digit number
times a multi-digit number.
For each multi-digit number, we are going to round it, to create an estimation of
the product.
Who can tell me what an estimation is? (A rough calculation, not exactly
the product but very close)
For each problem I will tell you what I want to round to and then I will ask what the
number will round to, and then what the product is.
Once we figure out the product, cross it your on your board.
Once you get 4 products in row, you can raise your hand and say bingo!
Does anyone have any questions so far?
(depending on time, I will do problems until we run out or until the majority of
the students are able to get bingo)
Example on chart paper, Lets do an example first before we get started.
This may be a product on your bingo card but I dont want you to mark this one
 off, I just want to show you what the problems will look like.
Our example is 20 x 396. Who can tell me what 396 will be if we round
to the nearest hundred? 400, correct.
So what is 20 x 400? 800, so if this was one of the real questions,
you would cross off 800 on your bingo card, wherever it would
appear. Your boards are different so they will be in different
places than your classmates.
2 x 96, 2x100=200
4x9, 4x10=40
2x585, 2x600=1200
2x1191, 2x2000=4000
97x4, 100x4=400
10x99, 10x100=1000
801x4, 800x4=3200
2x121, 2x100=200
4x1998, 4x2000=8000
301x6, 300x6=2400
187x3, 200x3=600
2x398, 2x400=800
2x3004, 2x3000=6000
999x4, 1000x4=4000
3x98, 3x100=300
8x106, 8x100=800

At the end of the game I will have students stand up, and shake themselves out before beginning
the instructional part of the lesson.

During Lesson (30 minutes): How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?

So what we are going to do today, is learn some tricks be able to use mental math to find
the product of multiplication problems that are not always multiples of ten, so they might
not end in a zero.
The problems we are going to learn how to do today are one digit numbers times
multi-digit numbers. Multi-digit numbers have value beyond the ones place.
The first is decomposing the numbers to multiply and then adding them back together
Who can tell me what it means to decompose a number? Decomposing is when you
break up a number based on place value. So 14 would become 10+4, and 29 would
become 20+9. Does anyone have any questions about that? Okay lets get started.
 Lets do an example of this together 6x15=?
6 times 15 can be difficult to think of in our head, but if we
decompose 15 into tens and ones, we can do the mental
math.
Who can tell me how I can break up 15, if we want
the form to be 10s plus 1s.
Good, we want to write 6 x (10+5)
We can think about this as 6, 10s plus 6,
5s.
What is 6 times 10? 60
What is 6 times 5? 30
We now add them together
to get the product of 6 times
15 which equals what?
90, great job.
Now I want you to try and use this strategy to solve the problem
4x13=? For this you are going to break up the multi-digit number
to multiply and then add them together.
I want you to write down the product on your whiteboard
First I want you to try and do the math without
writing down any work, but if you need to you can.
Im going to give you a couple minutes and then I
am going to ask you to hold up your white boards.
The next strategy that we can use to solve problems using mental math, is
over multiplying and then subtracting away to get the correct answer.
Lets first do one together and then you will do one again on your
own.
Lets do the problem 29 x7=?
Even I cant do this problem in my head without
using a mental math strategy.
What can we notice about 29, what nearest tens
place would 29 round to? It is close to 30 right?
30 times 7 is much easier to multiply in our heads.
Who can tell me what 7 times 30 is?
(if the students are having trouble, I will
prompt them with trick of multiplying 7
times 3 and then adding a zero because 30 is
a multiple of 10)
30 times 7 is 210. But remember how we changed
 the original. In 30 times 7 we have one extra group
since we want 29 groups groups of 7 instead of 30
groups of 7.
We need to subtract 7 from 210 so we only
have 29 groups.
210-7=203
Does anyone have any questions about how to use this
strategy?
Now I want you try to use this strategy on your own
Try 18 x 4
First figure out what number you can round
to make an easier problem, then subtract
away the extra groups.
(students should have 72, they can also have
written down on their board, 20x4, and then
-8, two groups of 4)
Now I want you to turn to the person sitting
next to you to explain how you figured this
out, but do not erase anything from your
board.
If multiple students do not get the
problem right, do another example
with them 19x3
Do we feel confident with this strategy? Thumbs up
for yes, thumbs down for no or thumbs in the
middle for kind of?
If they do not feel comfortable, do
another example and walk the
students through the problem 39x5
The last strategy is under multiplying and then adding to get the correct product.
Lets try this together with the problem 4x26.
Do you guys have any ideas about what we could change 26 to to
make the multiplication problem easier to do with mental math?
For this equation, you might have been able to recognize
that 26 is close to 25.
Who knows what 4 times 25 is without using
writing it down? 100
So we know that 4x25=100. So 4 groups with 25 in
each group equals 100.
 But how did we change the equation at first. Right,
we change the number of objects in each group to
25 instead of 26. So to get the right product we
need to add back one object in each group to get 26
objects.
So we need to add 4 to 100 to get 104.
Does anyone have any questions about this?
If they do, go through another equation
using this strategy.
Okay, now I want you guys to try one.
Using this strategy, find the product of 5x21
The students should get the answer 105, if they
have the work of 5x20 plus 5, they used the strategy
correctly.
Give the students a few minutes, to do the problem on their
own
Now please hold up your board.
Now I want you to turn to someone new and talk about
how you found this answer
Can someone share how they found the product?
Have the student explain how they found the answer and
make sure they follow the steps correctly.
How do we feel about using this strategy?
Thumbs up, down or sideways?
If the students do not feel comfortable with this strategy go
through another example. 7x23
Okay mathematicians, now I want you to work in your math book independently.
You are going to work on page 208. This talks about some of the rounding and
multiplying that we worked on before. If you have any questions while you are working
please ask me.
Once you get your book, and a pencil, find a spot on the rug and
you are going to have 10 minutes to work on this page. One you are done come
back to the rug.

Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
 Do you think that we could use any of these strategies to figure out any of the bingo
equations?
Let the students choose problems
Now I want you to work with another new partner on a problem.
You can choose any problem on the list, and you can figure out which
strategy will work the best, and then what the product is.
Try to use mental math first, and then if you are having trouble,
you can ask me for help, or write some work down on your board.
Can I have someone explain to me what strategy they used, and then how they
did it? (I will ask two or three groups to share what they did and then what they
got as their product)
You all have done such a wonderful job, do you have any questions about how to use
these strategies?
Now that you use mental math strategies to solve more complex multiplication
problems, you can use these for almost any multiplication problem you see! I
still use these strategies to help me!

FINAL DETAILS OF THE LESSON

Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

At the beginning of the lesson, I will tell the students that they will be learning a lot of
information, but I know they can handle it if they stay focused.

I will have the students on the rug, and they tend to sit with their friends, and can
be chatty.
To begin the lesson I will ask the students what are some strategies that they will
use to stay focused. I will remind them to think about what they came up with if they
begin to get distracted.
I will move students around if they become disruptive.
They are also asked to work with a different partner for each strategy, so they will
have to stay focused.
If there are any outstanding behavior issues, I will have a student come up to the
board and have them write for me to remove them from the situation.
I have included a movement break when transitioning from the warm up part of
the lesson into the main part of the lesson.
If there is anything that I cannot handle, I will refer to the classroom teacher.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
Bingo cards
Clip board
White board
White erase marker
Pencil or marker
Student Math Books

Follow-up: How will you and/or your CT reinforce the learning at a later time so that the students
continue to work toward the lessons overarching goal (i.e., the MA Curriculum Framework
incorporating the Common Core State Standards)?

The students will continue working on higher-level multiplication and mental math skills
during unit 9, and any higher level mathematics that they will encounter. I will encourage
students to use these skills when they are working in any type of math to strengthen their
skills and not rely on a calculator.
 REFLECTING ON THE LESSON

These questions and prompts are to be used to guide the post-lesson evaluation and critique.
Review the 3PA+ to see if this reflection can be used as a piece of evidence.

1. Student Learning and Engagement/Classroom Management/Routines

a. What do you think the students learned? Did student learning differ from what you
were expecting?
b. Describe how you tried to engage the students throughout the lesson. Explain how
it was or was not effective.
c. Which parts of classroom or small group management were most and/or least
effective? Why?

2. Lesson Adaptations
a. In hindsight, how might you have improved or modified the lesson during the
planning stages? What adaptations might you have used?
b. What specific suggestions from your supervisor or cooperating teacher were
implemented or not? What was the outcome? Were they beneficial? Why or why
not?

3. Strengths and Areas Needing Improvement

a. In thinking about your lesson as a whole, what were the most effective and least
effective parts of the lesson?
b. What do you see as your teaching strengths in the lesson?
c. What areas of your teaching need improvement or modification? What support
from your supervisor or cooperating teacher would help you in these areas? Be as
specific as possible.
d. If you were to teach this lesson again, what would you do differently?