Lesson 5

Introduction (10 minutes)

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

• Demonstrate how to solve a problem when multiplied by a 2-digit number by using long multiplication

Teacher draws on students prior knowledge from last lesson, regarding using algorithms when multiplying by a single digit.

• Think-Pair-Share: What would you do if you needed to use an algorithm to multiply by a 2-digit number?

WM - Communicating, Reasoning

TQ: Why? (i.e. once students answer, ensure that you ask them why they have chosen that method)

After discussion, teacher prompts students to watch the below videos and then have a TABLE-GROUP discussion regarding the findings:

WM - Understanding, Communicating

TQ: Discuss with each table group, what is different about this method of solving compared to the other methods?

Body (30 minutes)

Teacher note: these activities are similar to last lesson but I think the repetition is good because it allows for students to focus on the content rather than learning the activity.

Activity 1: Be the teacher (20 minutes)

Working in TABLE-GROUPS, each group will have one large whiteboard as well as one mini-whiteboard for each group member. The teacher will write a list of 5 questions on the board, and within each group the students must each select 1 of the 5 questions to complete and teach to their group. These questions will vary in difficulty, allowing the students who feel more competent to select the more difficult questions. (The teacher should decide these questions depending on their class capabilities)

Students within the same group cannot select the same question so they must use their teamwork and communication skills to allocate the questions fairly. Students must then work independently to solve the problem on their mini-whiteboards before explaining how they solved the problem to their table group, where they can use the larger whiteboard to show their working.

WM - Communicating, Reasoning, Understanding, Problem Solving

TQ: What could be a simpler way of explaining that concept?

Why did you choose to use that step there?

Activity 2: Working backwards (10 minutes)

Working individually, or in pairs if necessary, students will be given a worksheet with multiple long multiplication algorithms on it, some requiring an answer and some will already have an answer and may be missing other numbers. Students are to use their numeracy and problem solving skills to complete all of the problems, this may require working backwards or trial and error. Students will then compare their answers with a partner and discuss any differences in answer by going through their thinking process.

WM - Understanding, Fluency, Problem Solving

TQ: What methods or strategies did you use to solve these questions?

Conclusion (10 minutes)

Exit cards

Students will be given exit cards with some multiplication questions on them, where they will be required to multiply a 3 or 4 digit number by a 2 digit number. The questions will vary in difficulty, and the teacher asking students to complete as many of the questions as they are able to and hand them in prior to leaving the classroom.

WM - Understanding, Fluency

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 unless students have not finished any of the class activities, in which they will need to complete these 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?