Objective - TSWBAT recognize multiple models of multiplication using manipulatives with few mistakes.

Learning Target - I can recognize multiple models to solve multiplication problems.

Formative Assessment - I will be continually asking for student responses throughout the lesson. First in prior understanding of multiplication during the read aloud, and seeing what strategies students come up with to solve multiplication problem without prior instruction. I will also be walking around during group and partner work to see how comfortable students are with these concepts. Finally, an exit ticket will give me some feedback on what students took away from the lesson and what is the most confusing aspect to students so far.

Objective - TSWBAT solve a multiplication problem by using skip counting and repeated addition strategies using a number line and other math manipulatives with 1 or fewer mistakes.

Learning Target - I can multiply by using skip counting and repeated addition.

Formative Assessment - I will be asking various questions throughout the lesson to determine student understanding. I will walk around during partner work to see who understands the task at hand. The worksheet at the end will also help me see basic understanding as well as who is making connections to the commutative property. The closing reflection will help me see what students know individually in their own words, without the use of pictures.

Objective - TSWBAT solve a multiplication problem by using a multiplication chart, and physical manipulatives and drawing arrays with 1 or fewer mistakes.

Learning Target - I can use a multiplication chart. I can multiply by using equal groups of objects and arrays.

Formative Assessment - I will be asking questions to students throughout my lesson to see what students remember from our previous lessons and to see what they already know about arrays. I will then take time to walk around to individual students while they are working on the array city to see how students are understanding the new concept.

Objective - TSWBAT use manipulatives and representations to multiply facts 1-10 with a partner with 2 or fewer mistakes.

Learning Target - I can multiply using a variety of strategies.

Formative Assessment - I will be assessing understanding at my teacher station. How are they communicating their strategies aloud? How quickly and fluidly can they choose and implement a strategy? I will have a clipboard with student names to check off understanding level during transition time with a space for notes if needed.

Objective - TSWBAT fluently offer solutions when multiplying by 0, 1, 5, and 10 by recognizing patterns in products with teacher guidance with 80% accuracy.

Learning Target - I can recognize patterns in multiplication by 0, 1, 5, and 10.

Formative Assessment - Class time on the carpet will include a lot of student response, which will help me see who is quickly able to see patterns. Are they using multiplication/math vocabulary? Do they need to reference their multiplication chart often? During bingo, I will be walking around while calling out problems to see who is quick to see products and who is taking more time. The post-it doodles will also help me determine what students are taking away from the lesson.

Objective - TSWBAT use patterns and other decomposition strategies to find the answer to multiplication problems up to 10x10 using mental math strategies with 90% accuracy.

Learning Target - I can quickly solve multiplication facts up to 10x10 using patterns and other strategies.

Formative Assessment - I will be paying attention to how students decompose numbers at my small group table. Do they still need a visual aid (picture drawing, manipulatives) to see how the numbers break apart into smaller numbers? If they can quickly decompose the numbers, can they use patterns in multiplication for the smaller numbers to determine the total?

I will also check students’ Boddle assignment score to catch any misconceptions or learning gaps.

Objective - TSWBAT individually determine and explain multiple solutions to a word problem from the product by using multiplication strategies with 90% accuracy.

Learning Target - I can find multiple solutions to a word problem from the product by using multiplication.

Formative Assessment - Rubric for task in plan. I will be using this after the task to grade student worksheets and note those below proficient for extra assistance as we move into our next unit. I will be walking around during individual and partner work to see who needs physical manipulatives to make sense of the question, if students are writing the correct number sentences to math their pictures/words, and if baskets have equal groups in them. During partner work, how is math language being used? Are students using multiplicative thinking, or using addition and subtraction? Are students thinking ahead to division vocabulary?