CEP 416

Sample Outline for a Daily Lesson Plan

Date: April 16, 2010
Overall lesson topic/title and purpose: Introduction to Multiplication with Story Problems
Rationale
This lesson is worthwhile because it introduces students to a new concept that they will
use for the rest of their lives—multiplication. Multiplication is a key goal and standard
of the 2nd grade GLCEs for the state of Michigan.
Goals/Objectives for today’s lesson:
1. Students will be introduced to multiplication through story problems in this lesson.
2. Students will group same number of objects and calculate solutions through drawing
pictures, using bingo chips, or base ten blocks.
3. Students will be motivated to engage themselves in finding solutions.
*Based from:
N.MR.02.13: Understand multiplication as the result of counting the total number of objects in a
set of equal groups, e.g.3 X 5 gives the number of objects in 3 groups of 5 objects, or 3 X 5= 5 +
5 + 5= 15.

Michigan Education Technology Standards:

6. use various age-appropriate technologies for gathering information (e.g., dictionaries,

encyclopedias, audio/video players,
phones, web resources)
7. use a variety of age-appropriate technologies for sharing information (e.g., drawing a picture,
writing a story)

Materials & supplies needed:

1. 22 worksheets
2. extra paper
3. 22 pencils
4. base ten blocks for each of the 6 tables
5. bingo chips for each child
6. Smart Board

Procedures and approximate time allocated for each Academic, Social and
event Linguistic Support during
each event
• Introduction to the lesson
( 10 minutes)

I will introduce the lesson by first gathering everyone to the

purple rug and saying, “Boys and girls, today we are going I will have ESL learners sit up
to work on some math story problems. You will need to use front, so they may better listen
the information you just learned in Mrs. Jennifer’s lesson, to me speak. I will also have a
so pay close attention. First, I will need all of your help couple ADD students (Pa—
with the following problem.” I will continue and write the and Ab—) sit up front for the
following problem on the Smart Board and say it: “Jenna very same reason.
has 6 containers. Ryan puts 5 cookies in each container.
How many cookies does Jenna have altogether? I will then
ask them, “What should I do first?” I expect some confused
faces at first, but I think many will give suggestions on how
to do the problem. If it turns out more difficult than
expected, I will say, “Well, maybe I could do it this way.(as
I draw a picture of 6 containers and add the cookies in). I will have ESL learners sit up
The introduction is very interaction, which I believe will front, so they may better listen
make each child engaged and motivated. I will allow the to me speak. I will also have
students to come up and use the Smart Board as needed. the ADD students sit up front
for the very same reason.
• OUTLINE of key events during the lesson
(25 minutes)

From the introduction, I will transition into the students

helping me with a second multiplication story problem.
I will say, “Boys and girls, now I want you to help me
do another problem. Mrs. Jennifer, do you have one for
us?” I want the students to know that I am also
working through the problem and do not know the
answer yet. Therefore, I will provide Jennifer with a
problem I have created. She will acknowledge and say
the problem as I write it on the Smart Board. “Alright
Miss Kaitlyn. How about…..I have 3 bags of jelly
beans. There are 4 in each bag. How many jelly beans
do I have?” I will say, “Thank you, Mrs. Jennifer.
Boys and girls! Let’s figure this one out! Instead of
drawing a picture this time, what else could we use?
Prior to this, I will have base ten blocks and bingo
chips at the front of the discussion. I am hoping the
students key into either manipulative. If not, I will do When students are at their
whatever they suggest, whether it is wrong or right and seats, I will pay close
ask questions so they can figure out if it is wrong or attention to the low-achievers
right. If they want me to draw a picture again, I may
add the bingo chips, in addition, to show them there is and ESL students. I will go to
more than one way to find the answer. I will ask them individually and ask
students for their reasons also. how they are doing.

When this is complete, I will move to the other side of

the rug, explaining the directions for the worksheet
problem. This is the general method when my CT gives
 her lesson plans on the purple rug. I will say, “Boys
and girls, now you will apply some of the strategies we
just learned to the worksheet I have here. Each of you
must put your name and date on it. I then want you to
figure out the problem in whichever method you
choose. There is extra paper, base ten blocks, and
bingo chips at your tables. I will play some classical
music as you work. I will not be answering questions
for the first 10 minutes, so try your best. J—please set
the timer for me once everyone gets to their seats. Now,
everyone quietly move to your seats and begin.” If I
notice struggling after 10 minutes of working, I will
scaffold certain students as necessary.
For the most part, the children are very well trained in their
behavior during lesson. A simple, “Stop, freeze, look at
me,” “Give me 2,” or “Rug Rules” will do just fine.
• Closing summary for the lesson
I will bring closure to the lesson by turning off the music
and addressing the class. “Boys and girls, please put all of
your materials down. Now, you are going to share and
explain with a partner how you did the problem. Please
choose a partner at your table groups and begin.” I will
give them a few minutes to discuss while I observe their
learning and take notes. When this is finished, I will say,
“Boys and girls, great job today! You are on your way to
learning more about multiplication.”

• Transition to next learning activity

Transitioning between the introduction, main activity,
and closure will be quite simple. I will call students by
table before the introduction, and guide them as a
whole class to their individualized activity. They
usually behave very well for my CT, Jennifer, and I
when doing this. My CT has enforced great structure
within the classroom.
Assessment Academic, Social, and
I will gauge the students learning through my observations of Linguistic Support during
their responses through discussion and their answers to the
worksheet. I will look for responses that explain their work and
thinking processes. I expect most students to draw pictures, assessment
and some to use the bingo chips. I expect the first graders to
have difficulty, but I am looking for their thinking patterns. If I
have begun to get them to think outside the box and use their
addition and subtraction skills, then I have done my job.
Again, this is an introduction to the concept of multiplication.
As for my second graders, I expect most of them to be able to
come up with the correct answers.

TE-402 Mathematics 3
Spring 2010