Lesson Plan Template 

MAED 3224 
Subject: 2nd Grade, Math  Central Focus: Relating division by 4 to multiplication 
by 4 
Common Core Objective:  Date taught: 
NC.2.OA.4: Use addition to find the total number of   
objects arranged in rectangular arrays with up to 5  March 22, 2018 
rows and up to 5 columns; write an equation to 
express the total as a sum of equal addends. 
Daily Lesson Objective: 
Performance- Students will be able to relate division by 4 to multiplication by 4.​(Sentence stating 
what students will be able to do through the lesson) 
  
Conditions- Students are going to be working independently on the exit ticket at the end of the 
lesson. ​(Are students working independently, partners, small group, whole group, etc?) 
  
Criteria- To show mastery, students should make a 8 out of 10 points on their exit ticket. ​(What 
shows mastery? Ex: 80% on exit ticket, 8 out of 10 points on exit ticket, etc. ) 
 
Prerequisite knowledge and skills needed: (​ What skills do the students need in order to succeed?) 

 
Activity  Description of Activities and Setting  Time 
1. Engage   We will go over a word problem by using repeated  5 min 
addition, arrays and skip counting 
We will review counting by fours (multiplication) I 
am going to write the number 4 on the board since 
this is our focus number for the day. I will then call 4 
student to give me a number 1-12. I will show my 
work on the board using any of the methods we 
went over in the beginning. ​(How will you introduce 
today’s lesson? Can you hook the students? Or 
model what they will need to do?).  
2. Explore   ● We will transition into a whole group game.  25 min 
(including solutions of major tasks)  Students will work in teams to play the 
game. 
● Since the students have been working with 
their four multiplications, I will focus on 
dividing by 4’s. 
● I will have word problems typed out in strips 
of paper that will be put in a cup and each 
student is given a small cup with beads.  
 ● Going in order, from groups 1-5, I will call on 
person to draw from the cup.  
● Say a student picks out a problem that says: 
“Martha has 24 pieces of paper, she wants to 
give her 4 friends an equal amount of paper. 
How many pieces of paper will each friend 
recieve?” 
● Students will use beads provided to them to 
solve the problem/ students will also be 
provided paper to show their work as well 
● I will call on one student from the team to 
give an answer, and to show it on the board. 
● If the person called on doesn’t get the 
problem correct, I will move on to the next 
group. 
As the class is using the beads to solve the problem, 
I will be walking around to see if they are showing 
work, participating, having problems getting started, 
etc. 
Word Problems 
(What are the major ​math tasks​ that the students 
will complete? Also, describe the classroom set-up 
and your actions during this time. Please include 
solutions of major tasks. You may decide to attach a 
doc here or copy it below. ) 
3. Explain   ● We will go over how dividing by 4 is similar to  10 
multiplying by 4. 
● We will go over what methods they liked best 
when we were figuring out the word 
problems 
● I will ask how it helps and if they can help 
explain to their peers who didn’t grasp it right 
away 
● I will ask how was dividing by 4 similar to 
what they have been learning so far with 
multiplication. 
● Students will hopefully see the connection 
between the two and how it will help in their 
later work. ​ ​(How will you summarize the 
student’s exploratory work? How will you 
facilitate a discussion about it? ) 
4. Elaborate/Extend   (What will you do for struggling students? what  n/a 
could you do for students who are ready for a 
challenge?) 
*For struggling students: they will focus more on 
multiplying by 4’s instead to strengthen their 
understanding of multiplication. Then when they are 
ready, I will slowly introduce them to dividing by 4. 
 *For students who need a challenge: For these 
students I will ask them to create their own story 
problem and to show the class how they can find the 
answer. 
5. Evaluate   (Include a specific exit ticket question and how you   
(assessment methods)   will grade it)​ The exit ticket will be the 
mini-worksheet my CT wants me to hand out to 
students at the end of the lesson. 

 
Student’s will choose one of the multiplication 
sentences and draw an array to show how they got 
their answer using a white board. 
 
Materials/Technology: (​ Be specific. Also, if you based your lesson on a pre-written plan, 
this must be included here.) 
● Cups 
● Beads 
● Scratch paper 
● Strips of paper with the word problems 
● Workbooks pages 38-39 
● White board