Scribd
Upload
2K views6 pages

Micro

This lesson plan is for a Year 5 mathematics class on multiplying two-digit numbers. Students will play a game where they each draw two random two-digit numbers, multiply them using the area model or lattice method, and add their answers to a running total. The goal is for one student to reach a target number of 5,000. The teacher will monitor students' work and understanding, providing more challenging problems to stronger students. The lesson aims to build students' conceptual understanding of the multiplication process through interactive practice.

Uploaded by

api-294960766
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
2K views6 pages

Micro

This lesson plan is for a Year 5 mathematics class on multiplying two-digit numbers. Students will play a game where they each draw two random two-digit numbers, multiply them using the area model or lattice method, and add their answers to a running total. The goal is for one student to reach a target number of 5,000. The teacher will monitor students' work and understanding, providing more challenging problems to stronger students. The lesson aims to build students' conceptual understanding of the multiplication process through interactive practice.

Uploaded by

api-294960766
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

Lesson Plan

Day: M T W T F

Date: 27-8-15 Time: 10:00 am Year: 5

Learning Area: Mathematics Topic: 2-digit by 2-digit


multiplication
Curriculum content description:
ACARA: ACMNA100
Solve problems involving multiplication of large numbers by one-or two-digit numbers
using efficient mental, written strategies, and appropriate digital technologies.

Students prior knowledge and experience:

Know their times tables


Can multiply 1-digit by 2-digit numbers
These particular students have been selected because they have had difficulties
grasping the understanding of the working out process.

Learning purpose:

Exploring techniques for multiplication such as the area model, the Italian lattice
method or the partitioning of numbers
Applying the distributive law and using arrays to model multiplication and explain
calculation strategies

Learning objectives:
On completion of this lesson students will
be able to multiply by 2-digit numbers and
demonstrate the working out process
involved, and display an understanding of
why it is done a certain way.

Evaluation:
I will be able to gage how effective my
lesson in was by watching the students
working out their maths problems when
trying to reach the chosen target goal. As
well as this I will randomly select students
to answer double-digit multiplication.
End lessons with questions like:

Pick a column and ask if its the 10s


or 1s column
If we didnt carry the 10s across
what would happen to our answer?
Why do we do our working out on

paper instead of our heads?

Preparation and Resources:


For this lesson I will need:
A cut outs of 20 double digit numbers
A box to place these numbers
Each student will need a personal whiteboard & pen
I will also need a white board & pen for my demonstrations

Catering for diversity


If I notice that a student is struggling then I will make it easer for them by giving them
smaller 2-digit numbers, for example 12 x 14. Students I notice that are doing well and
have possibly already made the target number, I will encourage to practice multiplying
larger 2-digit numbers e.g. 98 x 87. The more abled students could even negotiated a
new target number between them and compete to reach that.

Timi
ng:
5 min

10
min

Learning Experiences:

Introduction:

Sit on the chair at the front of the class and call to attention by
clapping hands in a pattern for children to follow.
Introduce yourself
Ask students: If I had 2 numbers what process gives you the largest
numbers? (Addition, subtraction, division or multiplication)
Choose a students with their hand up and listen to answer (x2)
Ask Students about the number values-eg. The 10s column and the
1s column
Introduce learning objective and write it on board- Today we are going
to get a better understanding on multiplying 2-digit numbers

Sequence of learning experiences:

We are going to each pick 2 cards from the box one at a time, and
then multiply the 2 numbers we chose while showing our working out.
When it is your turn again do the same process and add the 2
answers youve got. Do this until 1 person reaches our goal of 5000
Run through a quick example-E.g. Imagine you picked 20 and 23
-When multiplying 20 by 23 what do we get? (460). Now imagine you
picked 15 and 21- When multiplying 15 and 21 what do we get? (315)Now if we add those two answers together what do we get? (775)
Do another example if it seems that they dont yet understand.
Discuss what your target number should be by asking What should
our target number be?
Once the target number has been decided on and written on the board
students are to individually pick out 2 cards from the jar. Each card has
a 2-digit number on it, they are to multiply their 2 numbers on their
personal whiteboard, showing their working out, and then write the
answer to the side.
As they rotate through their turns they are to add their answers
together, getting closer to the target number each time.
Continue this process until a student/s reaches the target number.

5 min
Lesson conclusion:

After the target number has been reached get everyone quiet again by
clapping your hands
Pick a column and ask if its the 10s or 1s column
If we didnt carry the 10s across what would happen to our answer?
Why do we do our working out on paper instead of our heads?

Lesson Evaluation:
This lesson worked well for most of the students, there were two boys that were more
able than the others and they soon voiced this. I was able to get them quiet again by
modifying the game to be more competitive and they were soon quiet, however it did
disrupt the flow of the lesson a little. I believe I organised the lesson well and it seemed
everything flowed well. The game did work for the less abled but did not for the
students that understood it better as they soon became board even when multiplying
the higher numbers. Next time I would think up a completely new game or lesson for
these students.

You might also like