Multiplying Two Digit by One Digit Numbers with Regrouping: Representational Level

More Teaching Plans on this topic: Concrete, Abstract

PHASE 2: Practice Strategies

Receptive/Recognition Level

Purpose: To provide students with multiple practice opportunities to multiply two digit by one digit numbers with regrouping using the drawings to illustrate the algorithmic process.

Learning Objective 3: Multiply two digits by one digit numbers with regrouping using the drawings to illustrate the algorithmic process

Structured Peer Tutoring

Materials:

Teacher –

Sample of problem sheets
Prompt sheet and response sheet to use when introducing and modeling activity.
Students -

Sets of problem sheets. –Each sheet will be divided vertically. On one side will be a multiplication problem. On the other side will be three drawn solutions, one of which is the correct solution.
Prompt sheets,
Response sheets,
Pencils

Description:

Activity:

Students will work in pairs. Each student will have a turn being a coach and being a player. The coach will have 10 problem sheets and a prompt sheet. The prompt sheet will illustrate the steps to solving the problem (see break down of steps in Explicit Teacher Modeling). The player will have a piece of paper with 10 boxes. Each box will be numbered 1-10 and will have 2 blank lines in it. The coach will show the player one of the problem sheets. The player will need to choose the solution to the problem. The coach will turn the sheet over, check the player’s answer, and put a 5 on the first blank line in the box if the player gets the answer right the first time. If the player does not have the correct response, the coach will review the sequence of steps with the player. The player will have a second attempt to choose the correct solution, with the coach providing prompts. After the player correctly chooses the solution, the coach puts a 2 on the second blank line in the box. After the player has completed a set of 10 problems, the coach and player total the player’s points and then switch roles using a different set of problem sheets.

Structured Peer Tutoring Steps:

1) Select pair groups and assign each pair a place to practice (try to match students of varying achievement levels if possible).

2) Review directions for completing structured peer tutoring activity and relevant classroom rules. Practice specific peer tutoring procedures as needed (see step #4).

3) Model how to perform the skill(s) within the context of the activity before students begin the activity. Model both what the coach does (e.g. reads the questions/prompts on the learning sheet; check answers using number card; provide corrective feedback; record points) and how the player responds (e.g. choosing the solution, using the mnemonic). Prior to starting this activity, the teacher will introduce the activity and model how :

a. A player selects a problem sheet, and reviews the strategy.

b. A coach watches the player and provides feedback and positive reinforcement.

c. A coach uses the prompt sheet to assist the player to rethink his/her answer.

d. A player accepts feedback and reinforcement from the coach.

e. A player rethinks an answer that is not correct.

f. A coach re-checks the answer and provides feedback and positive reinforcement.

g. One or both partners can signal the teacher if a question arises.

h. Partners will switch roles once the player has completed one set of 10 problems.

4) Divide the practice period into two equal segments of time. One student in each pair will be the player and the other student will be the coach.

5.) Provide time for student questions.

6) Signal students to begin.

7) Signal students when it is time to switch roles.

8) Monitor students as they work in pairs. Provide positive reinforcement for both “trying hard,” responding appropriately, and for students using appropriate tutoring behaviors. Also provide corrective feedback and modeling as needed.

a. Circulate around the room to ensure that all pairs are actively engaged.

b. Set individual goals for students and monitor progress towards those goals.

c. Provide corrective feedback and positive reinforcement to coaches and players.

d. Collect response sheets to track student progress.

e. Provide whole-group review with one or more problems after all pairs have finished.

Expressive Level

Purpose: to provide students multiple opportunities to solve two digit by one digit multiplication problems with regrouping by using drawings to illustrate the algorithmic process.

Learning Objective 3: Solve two digits by one digit multiplication problems with regrouping by using drawings to illustrate the algorithmic process.

Self-Correcting Materials

Materials:

Teacher –

Sets of note-cards or problem sheets with multiplication problem on front and answer drawn on back. Note cards should be numbered (e.g. 1-10).
Sets of learning sheets with boxes corresponding to the numbers on note cards. Each learning sheet will have a place for students to record their correct and incorrect responses - “C” (Correct) and “H” (Help).

Students -

A set of note cards
A set of learning sheets
Pencil for drawing/writing

Description:

Activity:

Each student will have a set of note cards and learning sheets. Students pick a note card and solve the problem by drawing the answer in the corresponding box on their learning sheets. The students check their answers by turning the card over where the correct drawing appears along with the answer to the written problem. Students mark their answer as correct or incorrect.

Self-Correcting Materials Steps:

1) Introduce self-correction material.

2) Distribute materials.

3) Provide directions for self-correcting material, what you will do, what students will do, and reinforce any behavioral expectations for the activity.

4) Provide time for students to ask questions.

5) Model performing skill (e.g. choosing card, finding appropriate box on learning sheet, drawing answer).

6) Model how students can check their responses.

7) Have students practice one time. Provide specific feedback/answer any additional questions as needed.

8) Monitor students as they work.

9) Provide ample amounts of positive reinforcement.

10) Provide specific corrective feedback. Remodel skill as needed,

11) Encourage students to review their individual learning sheets, write the total number of correct responses next the “C” (Correct) and do the same for the “H” (Help).