Lesson Plan

Date: September 28th, 2017 Class: Cycle 2,

Multiplication Time: 10:10 am 11:10 am Grade 4 - Math
Duration: One hour

Broad Areas of Learning: Objectives:

Personal and Career Planning
The students will be working on building a
better understanding of multiplications. In
other words, they will be recognizing [their]
strengths (QEP, 2010, p.45). By being
paired up with a peer and are engaged in a
speedy game, they will gather a sense of
challenge.
Students will develop a better understanding of reading
and completing multiplication equations. As they
progress in the activities they should be able to respond
quickly.
If students are slower to respond, the game will allow
them to practice on becoming quicker and more familiar
with their times tables.

Understanding Essential Questions:

Some essential questions will consist of the math
The students will be working on improving
sentence itself. This game will help them gage where
their ability to multiply throughout the lesson.
they stand in comparison to their peers and work on
improving from there. Essentially asking themselves:
Note that if some children are still struggling,
- Where am I going?
the Multiplication Speed game can be used
- Where am I now?
as a practice tool at home.
- How can I close the gap?

Questions I will be asking myself as I observe will be:

- Did the student answer correctly?
- How quickly did they respond?
- Where did they go wrong if they got the answer
wrong?

Group Size & Materials:

The lesson will be completed with group forty-four which has twenty-two students and will then be
repeated with group forty-three which is made up of twenty-three students.

The required materials are as follows:

- Card decks (to be split and distributed amongst the students)
o These decks will be divided by two. This means that a pair of students will get twenty-four
cards to play with. Note that I will be preparing little zip lock bags of pre-divided cards.
- An activity sheet to share with their partner. They will also be given a cheat sheet to self-correct.
A copy will be attached.
 o The sheet will be broken down into three sections. Each student will be responsible for
recording the multiplication they won along with the answer. This multiplication will be
recorded under the My Equations box. In addition, any multiplications they missed or got
wrong will be noted in the same box but using an orange pencil crayon. Note that this
section will be cut into three parts; one for each round. The second section label My Work
is completely optional and is there to assist students who need to write down the
multiplication. The third section is optional and can be used to keep tally of the points from
each round.
Subject Competency (Math):
Competency 2 To reason using mathematical concepts and processes
- The structure of the lesson has been laid out in a manner that will allow the students to further
develop some of the key features of competency two. For instance, in their Numbers workbook,
they will be given varying questions that require them to use multiplications. In one point, they will
be presented with a word problem. In this portion and many other students will be prompted
define the elements of the mathematical situation (QEP, 2010, p. 146) being presented to them.

In both their Numbers workbook and the card game, students will need to apply mathematical
processes appropriate to the given situation (QEP, 2010, p. 146). In other words, the students
should not be using any other form of operation besides multiplication to solve the equation. Note
that some students that have difficulties with multiplications will likely use addition to solve the
equation, this is acceptable but they are expected to practice and eventually stop using this
method.

Competency 3 To communicate by using mathematical language

- Students should be familiar and should be using mathematical language as they proceed in
completing their tasks. For instance, when expressing the equations, students should us the
proper mathematical terminology linked to our topic. In other words, a student might say Twelve
is the product of the equation two times six (2x6)

Cross Curricular Competencies:

Competency 1 To us information
- The students will be provided with some problem-solving questions in their Numbers workbook.
This will require them to select the appropriate and relevant information, from there they will be
able to put this information to use and link it to what they have been learning in order to find the
correct solution.

Competency 2 To solve problems

- As mentioned above the students will come across a few situational problems in their Numbers
workbook. From there they will need to analyze the questions to confirm what is being asked of
them. They may then use the relevant information from the problem and connect it to what they
have learned. The students will come up with possible solutions and carry through their response.
If there is an issue with the response, they will need to go back and redo the problem to figure out
where they may have gone wrong. From there they may adjust their solutions accordingly.
Competency 8 To cooperate with others
- The students will be working in pairs to play the multiplication card game. This will require them to
behave appropriately with their peers by displaying a positive attitude. This means that if their
peer is struggling they should not be making negative comments. Instead, they should find a way
to assist their peer to work together as a team.

Time Lesson

10:10 am 10:15 am Introduction:

To introduce the topic, I will begin by presenting students with a multiplication

video on the Smart Board. Students will be invited to come sit at the front of
the classroom to see better and be able to participate in group discussion.
Following the video and the discussion, I will send them back to their desks
and introduce the game.

10:15 am 10:45 am Development:

Game instructions will be projected on the Smart Board along with the card
values.

Round one
1) Students will split up into pairs and share the cards evenly between
themselves.
2) Both students flip one card from their deck.
3) They each try to complete the multiplication as quickly as they can.
4) If they get the multiplication correct they write it under My Equations
and take the cards.
5) If they are the student that did not respond or got the multiplication
incorrect, they will need to write the equation in a orange colour pencil
under My Equations
6) Students have a chance to steal the cards from their partner when their
peer has answered incorrectly
Checking their answers with the cheat sheet provided

After playing the game twice they are able to move onto round two which will
include the Jack cards that were removed for round one.

Round two
Jacks will be equal to the same number their partner flipped.
Jack is a little confused, hes not sure what he is so he just copies the other
card

The steps are the same as above but we have added in the Jack cards.
 The bonus round is enrichment for students who complete rounds one and two
quickly. This round will include Jokers.

Bonus round
Whenever the students come across the Joker, they will be able to pick the
other number or challenge their partner. If the partner gives the wrong product
the person with the Joker takes both cards. If the partner gets it right they get
the cards.

After all students have completed minimum two rounds, we will move onto
their Numbers workbook page 22-23 (Section 5). They will then be asked to
complete page 23. Once completed they will need to have it corrected by
myself.
Rule only five students can come see me at a time.

On the board I will write a to do list in order for the students to constantly have
access to what needs to be completed and in which order.

For example, I will write:

10:45 am 11:05 am To do:
1) Multiplication Speed game with a partner
Up until minimum round 2.
If youve done round 2 twice come see me.
2) Complete Numbers page 23 > Get it corrected

Conclusion:

The Numbers workbook will serve as a wrap up of the multiplication section.

As a take away I can inform them that they can use this game as a tool for
practicing at home to improve their multiplication skills.

Assessment Criteria:

- Appropriate analysis of the situation involving applications

- Appropriate application of the chosen processes
o When completing both tasks

Assessment Tools:

The activity sheet provided will allow me to see which child was able to
complete which multiplications. In other words, I will be able to see which times
table they are struggling with should it be a specific or specific ones.
 The different rounds and obstacles will also allow me to see which students
know their multiplications and which may not. Furthermore, my challenging the
students, I am able to asses which students are able to think on the spot.

The Numbers workbook works hand in hand with the activity. After completing
the game the acquired skills during the game and skills they had prior to the
game will be put to a mini test. This is where I will be able to see with better
accuracy where the individual student stands on their own.

In other words, the game is completed in partners which can result in some
immaculate results as the struggling student may have either received help or
neglected to write down the multiplication they missed or that they did not
complete correctly.

DIFFERENTIATION Enrichment:
& Students who have completed the mandatory rounds in the activity can move
onto the bonus round until their peers have completed the rounds.
ADAPTATIONS:
Should students have a hard time completing the multiplication mentally, there
will be a section on their worksheet where they are able to write out their
thoughts.
PROFESSIONAL Competency 1 To act as a professional inheritor, critic, and interpreter of
COMPETENCIES knowledge or culture when teaching students
- The lesson I have created is very hands on; however, I have
ADDRESSED:
incorporated the workbook in order for the students to be subjected to
this topic in various forms. In other words, the methods I have chosen
will facilitate significant, in-depth learning by students (p.1)

Competency 2 To communicate clearly in the language of instruction, both

orally and in writing, using correct grammar, in various contexts related to
teaching.
- Throughout the lesson I will be using the corresponding mathematical
vocabulary linked to the section we will be working on. In addition, any
handouts our power points will contain proper syntax and grammar.

Competencies 3 and 4 To develop teaching and learning situations that are

appropriate to the students concerned and the subject content with a view of
developing the competencies targeted in the programs study
- As seen above, the activities I have planned out for this lesson cover a
large portion of the math subject competencies and include a few of the
cross curricular competencies from the QEP. While creating the lesson I
thought of different games that could be created in order to make the
students learning experiences stimulating while keeping the
competencies in mind.
- Furthermore, by having the topic represented in varying questions will
better appeal to students with different learning needs. Many may prefer
hands on games while other prefer the structure of a workbook.
- By having the students work in pairs I am encouraging teamwork. The
students should help one another and explain what may have possibly
lead to the incorrect response their peer provided.
- As I circulate during the activities, I will be asking them questions and
giving feedback on their responses. In addition, they will be receiving
support while I correct their work.

Competency 5 To evaluate student progress in learning the subject content

and mastering related competencies
- As I correct the students Numbers and circulate around the classroom
while they work on their workbook or when they are playing the game, I
will be taking note of which students are strong and which students
seem to be showing signs of struggling. Furthermore, I will be keeping
notes on the specific areas students may be struggling. This will allow
me to provide enrichment or adaptations for those who need it.

Competency 6 To plan, organize, and supervise a class in such a way that

promotes students learning and social development
- After observing the two groups and teaching the classes I have made
mental notes of what I can do and what I should have done in some
 cases. In other words, I will be looking out for students who are off task
or misbehaving as well as looking out for students that are doing as
instructed. Based on what I observe I plan on using Class Dojo to
provide students with points for positive and expected behaviours.
- Depending on the severity of the misbehaviour as well as the number of
re-occurrences or reminders may lead to either removal of Class Dojo
points. Students who misbehave may be asked to sit out of the card
game portion of the activity and will be working on an alternate activity
sheet or alternate task.
- In addition, I will be using the one, two, three classroom management
procedure that has been enforced since the beginning of the year.

Competency 8 To integrate information and communications technologies in

the preparation and delivery of teaching/learning activities and for instructional
management and professional development purposes
- I will be using the Smart Board to display my power point which will
include the rules of Multiplication Speed as well as a list of the value of
the cards such as Ace, Queens, Jacks, Jokers, and Kings.

Competency 10 To cooperate with members of the teaching team in carrying

out tasks involving the development and evolution of competencies targeted
on the programs of study, taking into account the students concerned
- While creating my lesson plan I consulted with my CT in order to get
feedback on my ideas before developing the lesson.

Competency 11 To engage in professional development individually and with

others
- Following the completion of my lesson with the first group, I will be
taking notes on what worked and what went wrong in my lesson so I
could make adjustments for the second group. Furthermore, I will be
writing up a reflective analysis taking into consideration my notes as
well as my CTs feedback.

Competency 12- To demonstrate ethical and responsible professional behavior

in the performance of his or her duties
- During the activity, I will be circulating the classroom in order to observe
the students work. Should students display difficulty or ask for
assistance I will be there to provide them with help. In addition, if
multiple students are having issues with the same topic, we will re-
group and revisit the topic together.