Introduction (10 minutes)

Outline classroom behavioural expectations and learning goal for the lesson and write on the whiteboard:

• Split numbers into their place values when multiplying

Follow up homework from last lesson by collecting each students A4 sheet of paper with 10 made-up multiplication questions of up to 10x10, these will be used in Lesson 6.

WM - Understanding

Students begin the lesson (or for homework prior to the lesson) by watching this video explanation of METHOD 1 for higher multiplications.

This can be particularly beneficial for students with hearing or vision impairments, or those who may be CALD or ESL, as it allows for them to pause the video, rewatch, put subtitles on, alter the volume and most importantly, feel comfortable in their initial learning environment.

Body (30 minutes)

The teacher will provide some questions on the whiteboard for the entire class to complete on their mini-whiteboards individually, and then provide some time for small-group discussion of answers and how they achieved such answers AOL. e.g. 10 x 100, or 3 x 10 x 7 x 100

This allows for student-direction and initiative in the learning environment. Have base 10 blocks available for students who want the visual aid.

WM - Understanding, Communicating, Reasoning

TQ: What methods worked well?

Activity 1: Breaking it into place value

Working in pairs students are to follow the activity below and split their mini-whiteboards into columns for place value. Students will be given counters, and a number problem, and they must represent the numbers using the counters by placing them in the appropriate place value columns (some examples are shown below). Students will then solve each problem using their mini-whiteboards.

WM - Understanding

(Wagenaar, N/A)

Students should note that once there are 10 counters in one column, it is equal to 1 counter in the higher column, and adjust accordingly (as shown below)

While students are working the teacher should move around the classroom to ensure that students remain on task and understand the activity. There will then be a class discussion about the answers students received and their method.

WM - Reasoning, Communicating

TQ: What is important to remember when understanding place value in this activity?

Activity 2: Solving problems

Students will be given a worksheet (N/A, 2005) and are to work INDIVIDUALLY and then check their answers in their TABLE GROUPS to solve the problems.

It is important that each student has access to their own mini-whiteboard and counters that they can use to help them solve the questions on the worksheet, using the place-value method and showing clear working.

WM - Fluency, Understanding, Reasoning

TQ: What common errors are there when using the place value method?

Conclusion (10 minutes)

Exit card LIT, AFL

Students will be given exit cards (see below) that have a literacy focus, requiring them to explain their understanding. This activity should be completed INDIVIDUALLY and handed in to the teacher at the end of the lesson.

WM - Understanding, Reasoning

Conclude lesson by referring back to the learning goal for the lesson and collecting exit cards, as well as informing students of the required homework.

Homework

There will be no homework for this lesson as the exit cards acts as a reinforcement of student understanding, however if any students did not finish the Activity 2 worksheet then this should be completed for homework.

Reflection and evaluation

1. Analysis of the lesson

• Was the timing sufficient?
• Was the difficulty challenging enough for the students?
  • Was it too simple or difficult?
  • How did you know?
• Was the TQ appropriate?

2. Evidence of student learning

• Was the learning goal achieved by the end of the lesson?
• Were students able to work independently through class activities showing student direction?
• Did the working environment foster social support for students that allowed them to communicate ideas and information relating to lesson content?

3. Implications for future lessons

• What pedagogy needs to be changed for next time?
• What structural change/resources/difficulty needs to be altered for next time?