Name: Erin Valenzuela Minesing Central – Mr.

Donaldson
Lesson Plan
Lesson Title: Digging into Multiplication and Division Grade: 5 Date: April 16 and 17
Subject/Strand: Mathematics / Number Sense and Numeration Unit: Multiplication and Division Location: Portable 808
Times: 11:30 – 12:20 *This lesson will be extended over 2 period
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
****This lesson is being resubmitted in whole as students required longer to review single digit multiplication than expected. It has
been added that this lesson will cover a two day period after this previous lesson experience.

This is the beginning of a new unit for students. It continues to explore Number Sense and Numeration, but digs deeper into
Multiplication and Division. Student have been exposed to beginning Multiplication and Division in their daily 180 days of math board
work but this will be the first formal lesson on the topic. Exploring Multiplication will give students a foundation for division which will
be the next topic in their number sense unit.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Number Sense and Numeration
solve problems involving the multiplication and division of multi-digit whole numbers, and involving the addition and subtraction of
decimal numbers to hundredths, using a variety of strategies
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Number Sense and Numeration
- multiply two-digit whole numbers by two-digit whole numbers, using estimation, student-generated algorithms, and standard
algorithms (A and C)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today we are learning to
- multiply one and two digit numbers using a variety of strategies
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
We will know we are successful when we can
- model and explain our answers (C)
- practice solving problems using a variety of strategies including lattice method and mixed arrays (A)
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Do Students will explore various methods of solving Teacher will collect individual student
multiplication problems. They will complete work to assess progress and understanding
board problems as well as work their math of multiplication strategies.
books which will be collected by teacher for
review and structuring next lesson in the unit
going forward.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
As mentioned previously, students have basic understanding of their multiplication time’s table and have been exposed to practice
questions during their daily 180 days of math practice. There are also multiplication tables posted in the classroom that students use
on a regular basis.
I.E.P. program implications: Accommodations, Modifications
There are no students on IEP for mathematics.
There is one student on an alternative IEP and does not follow the curriculum expectation. His goal for this lesson will be to sit with his
peers for social interaction
Differentiation: Content, Process, Product, Environment, Assessment
Students can work in pairs and small groups to complete the board problems.
If needed, students can use scribe to have their answers submitted to their workbooks and their worksheets.
Learning Skills/Work Habits: [ X] responsibility, [ ] organization, [ X] independent work, [ ] collaboration, [ ] initiative, [ X ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Multiplication
Division
Array
Lattice
Number line
Partial Product
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
180 Days of Math
Jump Math 5.1
Board work sheets
Computer
Overhead
White board markers
Learning Goals and Success Criteria anchor chart

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 11:30 – 11:45 (Indicate time breakdown of instructional elements)
Students will be transitioning into the classroom from their first Students will be expected to enter the room and follow routine to
recess break. They will be expected to enter the classroom, take get their math workbooks out and begin their bell work task.
their seats and pull out their math notebooks to complete board
work. Students will have five minutes to work on bell work math
which will be posted on the board for them to work through.
Upon completion of the timer, students will share their response
and how they worked through the problem on the board.
“Alright everyone, please take your seats and get out your math
work books. The review question are up on the board and the
timer is begin once everyone is in their seat”
-teacher will wait for students to take their seats to starts the Students will be expected to get to work on their task.
bell work timer.
“You have five minutes to complete the board work problems.
Try your best”.
-teacher will walk around room while students complete the
board work and when timer indicates time is up, teacher will
return to the front of the board.
“Let’s have a look up at the board and work through these
problems together”
-teacher will work through the problems on the board calling on Students will be expected to raise their hand to be selected to
students to come up and show their peers how they worked solve board problem.
through the problem.

Probes
- do we still need to line up our numbers if we are
multiplying?
- How can we prove that is the answer?

“Great work everyone. Today our goal for the period is to

practice multiplying whole numbers using strategies we will
explore using our prior knowledge and strategies will be practice
today. We will know we are successful when we can model and
explain our answers using strategies such as the lattice method
and partial product method. Let’s get started”.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 11:45 – 12:10 (Indicate time breakdown of instructional elements)
“You have the next part of the period to work on completing this Students will be expected to monitor their own behaviour to
review. I will be collecting the work at the end of the period to complete the math task for the period.
review how everyone is progressing. We are exploring
multiplication today because it is the next topic in our unit. I am Students will be expected to work collaboratively with their small
confident that by the end of the period we will have multiple group to try various ways to solve the multiplication problems.
ways of solving these multiplication problems. Let’s try some of
the strategies together now on the board.”
-teacher will write the first question from the review on the
board and work through the problem together with the
students.
-students will be shown how to solve problem using lattice Students will be expected to share their ideas by raising their
method, partial product method, standard method, a number hands to solve the problem.
line, and any other method that student are familiar with.
-students will have a chance to solve the problems and practice Students will be expected to raise their hands to share any further
the strategies on manila paper in groups of two or three ideas.
“Please use the rest of the period to work through the remaining
questions on your own. I know you’ll do great. Try the method Students will be expected to continue to work until the period
you feel most comfortable with or challenge yourself to try ends and if they finish they will be expected to engage in a math
another method”. game or work on creating their own problems
-teacher will hand out copies of the work sheet to each student
and then be available in the room if question arise.
-with two minutes left in the period teacher will give students a
warning to finish up their work to take it up together on the
board.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 12:10 – 12:20 (Indicate time breakdown of instructional elements)
“Attention…1, 2, 3…Ready. Students will be expected to turn their attention to the board to
Please turn your attention back to the board and let share with participate in solving multiplication problems.
each other all your hard work. Who can share their response to
the first question?”
-teacher will call on a student with their hand raised to share
their response to each question with the added question, ‘how
can you prove your answer?’
“Well done everyone. Today we set out to practice various ways
to multiply whole digit numbers together using the variety of
strategies we have been working on. Do you think we were able
to do this?”
-teacher will call on a student with their hand raised or class will
nod in agreement. Students will be expected to identify the success criteria from the
“And how do you know we were able to achieve success?” lesson and that they were successful in achieving the lesson
-teacher will call on a student who has their hand raised and if learning goal.
needed will reference the success criteria anchor chart.
“Well done everyone. I will collect your sheets to review and Students will be expected to sign their names to their work and
give you feedback going forward into our next lesson. Do not submit them before the period ends and they transition into
worry if you were not able to complete all the questions. We will French.
continue to work on this again tomorrow. On your way to the
back to hand me your work, please pick up your French folder
and get ready for Madame. Well done again”.
Extension Activities/Next Steps (where will this lesson lead to next)
This lesson will extend into the next lesson in the unit and give students further opportunities to practice various ways to multiply until
they find a method they are comfortable with.
This lesson will also begin to lay the foundation for students to explore division in lessons to come in this number sense unit.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?
Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?