Multiplying Two Digit by One Digit Numbers with Regrouping: Concrete Level
More Teaching Plans on this topic: Representational, Abstract

Phase 1
Initial Acquisition of Skill

Phase 2
Practice Strategies



PHASE 2: Practice Strategies
Receptive/Recognition Level
Purpose: to provide students multiple practice opportunities to recognize the correct answer for two digits by one digit multiplication problems with regrouping.
Learning Objective 1: Use concrete objects to solve two digits by one digit multiplication problems with regrouping.
Cooperative Learning
Materials:
Teacher –
 Bell or timer
 5 problem cards, along with materials that represent each problem
 Sheet/chart to record team scores
Students 
 Each team will need 5 place value mats with base ten blocks and ten sticks displayed on mat (You may want to laminate the mats and hot glue or velcro the materials to keep them from rolling off. Alternatively, you could place each mat in a box lid to help secure it.) Each place value mat should be numbered (15).
Description:
Activity:
Children will work in groups of 4 or 5 students. Each table will have 5 place value mats that are numbered and have base ten materials on them. The teacher will choose a problem 15. . Each team is to look at the correspondingly numbered place value mat and decide if it shows the correct solution to the problem that the teacher presents. After the teacher rings the bell, one member of each team will announce their decision. Teams can earn points for each correct decision.
Cooperative Learning Groups Steps:
1) Provide explicit directions for the cooperative group activity including what you will do, what students will do, and reinforce any behavioral expectations for the game.
2) Arrange students in cooperative groups. Groups should include students of varying skill levels.
3) Assign roles to individual group members and explain them:
a. Materials manager (gets the materials – sets of place value mats)
b. Time Keeper (makes sure that each student at the table gets a chance to share in time allotted)
c. Reporter (reports group’s answer)
d. Encourager(s) (encourages each person)
4) Distribute materials.
5) Model one example of skill(s).
a. Listen to problem.
b. Look at corresponding place value mat.
c. Decide if mat shows solution to problem.
d. Make sure that the team agrees with the decision before time is called.
6) Review/model appropriate cooperative group behaviors and expectations.
a. Agree or disagree with a teammate’s decision.
b. Listen while teams are sharing responses.
7) Provide opportunity for students to ask questions.
8) Teacher monitors and provides specific corrective feedback & positive reinforcement.
a. Circulate around the tables and check on children’s responses.
b. Make sure that each child receives feedback on his/her decision.
c. Ask each child in the class to share his/her decisions at least once either with the entire class or individually with the teacher.
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Expressive Level
Purpose: to provide students multiple practice opportunities to solve two digit by one digit multiplication problems with regrouping using concrete objects.
Learning Objective 1: Using concrete objects. to solve two digit by one digit multiplication problems with regrouping.
Cooperative Learning
Materials:
Teacher 
 Bell or timer
 5 problem cards, along with materials that represent each problem
 Sheet/chart to record team scores
Students 
 Place value mat/team
 Base ten blocks and ten sticks/team
Description:
Activity:
Children will work in groups of 4 or 5 students. Each table will have a place value mat and base ten materials on them. The teacher will choose a problem 15. . Each team is to show the solution on the place value mat. After the teacher rings the bell, one member of each team will share their solution. Teams can earn points for each correct decision.
Cooperative Learning Groups Steps:
1) Provide explicit directions for the cooperative group activity including what you will do, what students will do, and reinforce any behavioral expectations for the game.
2) Arrange students in cooperative groups. Groups should include students of varying skill levels.
3) Assign roles to individual group members and explain them:
a. Materials manager (gets the materials – sets of place value mats)
b. Time Keeper (makes sure that students are on task and complete each problem in time allotted.)
c. Turn taker (makes sure that each member of the group gets a chance to solve a problem)
d. Encourager(s) (encourages each person)
4) Distribute materials.
5) Model one example of skill(s).
a. Listen to problem.
b. Show solution
c. Make sure that the team agrees with the decision before time is called.
6) Review/model appropriate cooperative group behaviors and expectations.
a. Agree or disagree with a teammate’s decision.
b. Listen while teams are sharing responses.
7) Provide opportunity for students to ask questions.
8) Teacher monitors and provides specific corrective feedback & positive reinforcement.
a. Circulate around the tables and check on children’s responses.
b. Make sure that each child receives feedback on his/her decision.
c. Ask each child in the class to share his/her decisions at least once either with the entire class or individually with the teacher.
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