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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 3


Phase 4


                                                                                - Monitor/Chart Performance   - Assessment

Download printable version of this teaching plan, with additional detailed descriptions


PHASE 3: Evaluation

Monitor/Chart Performance

Purpose: to provide you with continuous data for evaluating student learning and whether your instruction is effective. It also provides students a way to visualize their learning/progress.


Teacher -

  • Appropriate prompts if they will be oral prompts
  • Appropriate visual cues when prompting orally

Student -

  • Appropriate response sheet/curriculum slice/probe
  • Graph/chart


Steps for Conducting Continuous Monitoring and Charting of Student Performance:

1) Choose whether students should be evaluated at the receptive/recognition level or the expressive level.

2) Choose an appropriate criteria to indicate mastery.

3) Provide appropriate number of prompts in an appropriate format (receptive/recognition or expressive) so students can respond.

a. Based on the skill, your students’ learning characteristics, and your preference, the curriculum slice or probe could be written in nature (e.g. a sheet with appropriate prompts; index cards with appropriate prompts), or oral in nature with visual cues (ask students to tell you which of several visually displayed solutions is the correct solution for a problem), or a combination of written curriculum slices/probes and oral prompts with visual cues (e.g. ask students to demonstrate solution to given oral problem).

4) Distribute to students the curriculum slice/probe/response sheet/concrete materials.

5) Give directions.

6) Conduct evaluation.

7) Count corrects and incorrects/mistakes (you and/or students can do this depending on the type of curriculum slice/probe used – see step #3).

8) You and/or students plot their scores on a suitable graph/chart. A goal line that represents the proficiency (for concrete level skills, this should be100% or 5 out of 5 correct) should be visible on each student's graph/chart).

9) Discuss with children their progress as it relates to the goal line and their previous performance. Prompt them to self-evaluate.

10) Evaluate whether student(s) is ready to move to the next level of understanding or has mastered the skill at using the following guide:

Concrete Level: demonstrates 100 accuracy% (given 3 to 5 tasks) over three consecutive days.

11) Determine whether you need to alter or modify your instruction based on student performance.


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Flexible Math Interview

Purpose: to provide you with additional diagnostic information in order to check student understanding and plan and/or modify instruction accordingly.


  • Problem bags – bags with packages of gum, cookies, cards, etc.
  • Place Value Mats,
  • Base ten materials


With individual students or in small groups, the teacher will take the role of a student. After drawing a “problem bag”, the teacher will have the student teach him/her how to solve the problem using the place value mats and base ten materials. The teacher should note errors and/or misconceptions while the student is teaching, but the teacher should not stop the student for correction purposes. By having the student complete the entire explanation, the teacher will gain a better understanding of the student’s thinking. The teacher should confer with the student regarding specific errors or misconceptions after the activity is over.


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