This lesson was written for fourth grade students with specific learning disabilities during a small group math instruction in a general education classroom.
(JB) Objective: Given a worksheet with 20 problems that require multiplying a two digit factor times a two digit factor, the students will answer the worksheet problems with at least 85% accuracy.
(JB) Rationale: The students are able to correctly multiply one digit and multidigit factor such as basic multiplication facts, place value skills, complex and complex addition facts. Because the students have mastered prerequisite skills leading up to multiplying a two digit factor times a two digit factor It is important for students to learn this new skill. This future skill being learned …show more content…
When a question is asked, you will be signaled by me or one of your other teachers to answer as a group. During individual turns, you are to raise your hands to be called on. Remember the teacher clap to signal you. I want to give a reminder of the three rules on being a Bright Bee. Can anyone tell me what the first B stands for? (If there is no response, tell the students what all two B’s stand for and then have them repeat.)“Be fully present is the first rule to follow, so that you can be a bright bee.” How can we be fully present? (If students do not give a response, tell the students the response that should be given). “Pay attention your teachers during the lesson, ask questions and answer questions when you are signaled to respond. The second B is to Be mindful of communication. What is one way to be mindful of …show more content…
Teacher: We are going to learn to multiply a two digit factor times a two digit factor to figure out how much money we have. We need to know how to count money so we can learn how to save money and buy things for us and our friends. You guys want to be able to buy Halloween treats don’t you?
Students: Yes!
Teacher:“Before we can move to the next step, let’s review what we learned last week. (The teacher writes 25X5 on the board. The teacher reads the problem. ) What do we multiply first? Students: 5X5
Teacher: What do we multiply next
Students: 5X2 tens
Teacher: That is correct first step to multiplying these two numbers. What is 5X5? Can we write 25 in the ones column?
Students: No we can’t!
Teacher: You all are correct! We can’t write 25 in the ones column. We must carry the tens. How many tens are in
(JB) Objective: Given a worksheet with 20 problems that require multiplying a two digit factor times a two digit factor, the students will answer the worksheet problems with at least 85% accuracy.
(JB) Rationale: The students are able to correctly multiply one digit and multidigit factor such as basic multiplication facts, place value skills, complex and complex addition facts. Because the students have mastered prerequisite skills leading up to multiplying a two digit factor times a two digit factor It is important for students to learn this new skill. This future skill being learned …show more content…
When a question is asked, you will be signaled by me or one of your other teachers to answer as a group. During individual turns, you are to raise your hands to be called on. Remember the teacher clap to signal you. I want to give a reminder of the three rules on being a Bright Bee. Can anyone tell me what the first B stands for? (If there is no response, tell the students what all two B’s stand for and then have them repeat.)“Be fully present is the first rule to follow, so that you can be a bright bee.” How can we be fully present? (If students do not give a response, tell the students the response that should be given). “Pay attention your teachers during the lesson, ask questions and answer questions when you are signaled to respond. The second B is to Be mindful of communication. What is one way to be mindful of …show more content…
Teacher: We are going to learn to multiply a two digit factor times a two digit factor to figure out how much money we have. We need to know how to count money so we can learn how to save money and buy things for us and our friends. You guys want to be able to buy Halloween treats don’t you?
Students: Yes!
Teacher:“Before we can move to the next step, let’s review what we learned last week. (The teacher writes 25X5 on the board. The teacher reads the problem. ) What do we multiply first? Students: 5X5
Teacher: What do we multiply next
Students: 5X2 tens
Teacher: That is correct first step to multiplying these two numbers. What is 5X5? Can we write 25 in the ones column?
Students: No we can’t!
Teacher: You all are correct! We can’t write 25 in the ones column. We must carry the tens. How many tens are in