Tws 5 Instructional Design Integrated Unit

Lander University Teacher Education Lesson Plan Template
Rev. 2013
TWS 5 Instructional Design: Integrated Unit TWS Standard The teacher designs instruction for specific lesson objectives, student characteristics and needs, and learning contexts. Task Prepare and submit one to three week (depends on major see university supervisor) unit with at least five (5) as comprehensive lesson plans using the Teacher Education lesson plan template Provide an overview of the unit which may include the !essential "uestions# or !big ideas#$ but should be referenced with %ommon %ore and&or '% (cademic 'tandards from the specific content area that is grade level appropriate Prompt Unit Plan & Lesson Plans %ontent area lesson plan templates should be used for each lesson plan )our *nit Plan should provide an overview of the content (may be !essential "uestions# or !big ideas#) and %ommon %ore and&or '% (cademic 'tandards that you plan to teach over this one to three week period The (ssessment Plan you provided in section three of the teacher work sample should align with these unit objectives )our five lesson plans should be creative$ integrate the arts&technology$ and promote higher levels of thinking and&or performance as appropriate +essons should contain cross,curricular connections as appropriate for certification area (daptations&modifications for student&s based on the classroom-s conte.tual factors or students- learning needs should be indicated (+esson plan rubric may be used to evaluate your plans depending on your major ) +esson /01 'hould be an introductory lesson and contain a !hook# or !anchor activity# to get students involved in the unit content The pre,assessment piece should be included in this lesson +esson /21 3ay be related to EE4($ but if not$ you must attach an additional plan that addresses some aspect of EE4( (use of cooperative learning$ conte.tual teaching$ and&or connections to real life problem solving or career awareness&skills) +esson /51 3ay be evidence of ''%( or bullying$ but if not$ you must attach an additional plan that addresses this '% regulation +esson /61 %andidate %hoice +esson /5 %losing +esson1 'hould include a summative assessment to determine student learning as reported in analysis of student learning
Assessments: Each lesson plan should include a formative assessment used to determine student learning 4ata yielded from these assessments may be used in the analysis of student learning Resources 7dentify the resources you will use to teach the unit These should be varied in formats and when possible show a diverse perspective on the content Tec nolog!: 4escribe how you and how your students will use technology in your instruction 7f you do not plan to use any form of technology$ provide your clear rationale for its omission
Rev. 2013
Instructional Strateg! Anal!sis: 7dentify and briefly describe at least 2 different instructional strategies that you plan to use in the unit E.amples of instructional strategies1 direct instruction or lecture$ cooperative learning$ specific learning strategy (89+ or reciprocal teaching)$ peer tutoring$ computer assisted instruction$ etc 7n your e.planation for each strategy$ include1 , , , :ow the instructional strategy supports your lesson objective(s)$ :ow the activity stems from student characteristics$ needs$ and conte.tual factors$ 9hat materials&technology you will need to implement the activity
Rev. 2013
Unit "#er#ie$: 3y unit introduces the mathematical operation of multiplication 7t does so in a way that students will understand what multiplication is rather than remember multiplication facts 'tudents will e.plore multiplication in terms of e"ual groups$ repeated addition$ arrays$ with a number line$ and finding the number of combinations in a given situation Throughout this unit$ students will strive to answer such essential "uestions as the following1
What is multiplication? o! are multiplication and addition related? o! can " use e#ual $roups to solve a multiplication pro%lem? o! can " use repeated addition to solve a multiplication pro%lem? o! can " use arrays to solve a multiplication pro%lem? o! can " use multiplication to &ind the num%er o& com%inations in a $iven situation? These essential #uestions and all the unit and lesson o%'ectives ali$n !ith &ollo!in$ (ommon (ore )tate )tandards &or *athematics+
%%''1 5 ;( 01 7nterpret products of whole numbers$ e g $ interpret 5 < = as the total number of objects in 5 groups of = objects each %%''1 5 ;( 51 *se multiplication and division within 0>> to solve word problems in situations involving e"ual groups$ arrays$ and measurement "uantities$ e g $ by using drawings and e"uations with a symbol for the unknown numbers to represent the problem
%%''1 5 ;( =1 ?luently multiply and divide within 0>>$ using strategies such as the relationship between multiplication and division (e g $ knowing that @ < 5 A 6>$ one knows that 6> 5 A @) or properties of operations By the end of Crade 5$ know from memory all products of two one,digit numbers %%''1 5 ;( @1 'olve two,step word problems using the four operations Depresent these problems using e"uations with a letter standing for the unknown "uantity (ssess the reasonableness of answers using mental computation and estimation strategies including rounding
Rev. 2013
Teacher Candidate: ,rian Lyda __1___ Subject/Grade: *ath-3rd .rade
Lesson # Date and Time of Lesson:
Learning Objective: /must support unit o%'ectives identi&ied in TW) 30
When given a multiplication sentence or a picture, students will be able to use equal groups to solve the multiplication sentence with 100% accuracy.
!ignment "ith Standards: /must support unit standards identi&ied in TW) 30 CCSS 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 X !s the tot!l number of ob"ects in 5 groups of ob"ects e!ch. (ed.sc.gov/agency/programs-services/1 0.documents/!!""#$%ath"tandards.pd&' ##$A %erform!nce St!nd!rd &: !ooperative (earning (http)//www.ed.sc.edu/ois/**+,/de&ault.asp' , CCSS 3.S'.1: *ngage e&&ectively in a range o& collaborative discussions (one-on-one, in groups, and teacher-led' with diverse partners on grade - topics and te.ts, building on others/ ideas and e.pressing their own clearly. (http)//ed.sc.gov/agency/programsservices/1 0/documents/!!""#$*(,"tandards.pd&' ##ro#riateness or Cross$curricu!ar connections: /should parallel
Deve!o#menta!
in&o in TW) )ection 30
"tudents are actually &amiliar with repeated addition &rom second grade, whether or not they are aware o& it. "econd grade called &or them to use addition to &ind the total number o& bloc0s in a given array. ,lso students have completed units on addition, subtraction, and place value. #t is developmentally appropriate to now introduce multiplication. 1y beginning with equal groups, students will have a visual aid in solving the problems. # thin0 beginning with equal groups is most developmentally appropriate because it is so visually &riendly and more hands-on than typical algorithms. "tudents can see what is actually happening when you multiply. 2his class as a whole is quite ready to move on in math. 2hey did very well with the addition unit and well with the subtraction unit. 2his multiplication unit is 3ust the challenge they need. We will be closing the lesson with a math discussion time. "tudents will have to spea0 about what they have done and why. 2heir peers will listen attentively, and respond with questions and/or comments when appropriate. 2his type o& activity lends itsel& well to the !!"" in (anguage ,rts, most speci&ically the "pea0ing and (istening "tandards.
Lander University Teacher Education Lesson Plan Template Rev. 2013 ssessment%s& of the Objectives: /must support unit assessments identi&ied in TW) 30 (esson 4b3ective(s' When given a multiplication sentence or a picture, students will be able to use equal groups to solve the multiplication sentence with 100% accuracy. ,ssessment(s' o& the 4b3ective(s' "tudents/ abilities will be assessed by a 80 question preassessment prior to any instruction. "tudents will be in&ormally assessed through whole class discussion. We will tal0 through e.amples during the guided instruction portion o& the lesson. # will as0 speci&ic questions to see i& students understand the strategies being taught. # will also as0 students to solve the problem, while e.plaining their thin0ing aloud. "tudents will be given a &ew problems on a te.tboo0 page to wor0 independently. ,&ter adequate time is given to complete the wor0, we will come together and discuss the problem. "tudents will have to come up and e.plain their thin0ing to the class. 4ther students will respond to their peer/s comments. # will listen &or student/s e.planations o& their actions. 5se o& 6ormative ,ssessment (2W" section 7' 2he pre-assessment will allow me to plan ahead deeper in the unit as to things # may need to &ocus on. # may either move slower or &aster in the unit depending on results &rom the preassessment. #t is also a good tool to measure student growth by comparing with post-assessment results. Whole class discussion provides me with instant &eedbac0 that helps guide my instruction on the spot. # can decide to continue as planned or bac0 up and start over or even go in a completely di&&erent direction. 2he independent wor0 will be reviewed to see how well students can apply their learning independently. 2he discussion and e.planation o& their thin0ing, really shows me the depth in which students are learning. #t allows me to 0now i& it is a good idea to move on with the unit or not.
ccommodations: /should parallel in&ormation in TW) 3 and sho! use o& TW) 1 data0 2hree o& the students in this class have an #*9 that states they must have oral administration o& anything to be graded. # will read the pre-assessment to each o& these students as they complete it. # will also read anything aloud to them during independent wor0 upon their request. *arly &inishers o& independent wor0 will be as0ed to study their multiplication &acts, which are glued in their math noteboo0s. 2hose not completing the pre-assessment in the given time will have their
Lander University Teacher Education Lesson Plan Template Rev. 2013 papers mar0ed incomplete, and their scores will be ta0en &rom the percentage correct o& those that they completed.
'ateria!s: )mart,oard1 *y *ath !e%site and PPT1 *y *ath %oo2 /Teacher Edition and )tudent Edition0
(rocedures:
(oti)!tion: # will begin the lesson with a story about candy. #t will go something li0e this. :# was really wanting to reward you guys on how well everyone did with our subtraction test. # 0now how much you guys li0e candy, so # bought a really big bag. # thin0 # have enough &or everyone to have ;. <ere/s thing though. # don/t want to count out ; pieces o& candy to all 8= o& you. <ere/s what # was thin0ing. 2here are > members in every group. # want every person to have ; pieces o& candy. <ow many pieces o& candy could # give your group, so there would be the right amount &or everyone to have ; pieces?/ # would provide students with time to thin0 independently. We will then discuss the problem as a class. # would lead students to the idea o& equal groups i& they did not get there themselves. *rouping: "tudents are already grouped by seating arrangement. 2hese groups consist o& > students with des0s pushed together to &orm a small group area. "tudents will remain in these groups during this &irst lesson in the unit. #n subsequent units, &urther grouping will be used. 2hese seated groups will be used &or discussion during whole group, including the motivating story at the beginning o& the lesson. %robing +uestions: What is equal about these groups? +o you notice any patterns when using equal groups? <ow could we use addition to help us with multiplication? !an you e.plain your thin0ing behind that answer? What does it mean to multiply? Why is the answer, or product, always larger than the &actors when multiplying? Instruction!l Str!tegies: # will give the students a pre-assessment prior to any instruction on this unit. 2hey will be given ample time to &inish the pre-assessment. (,ppro.imately 8; minutes' # will begin the lesson with the motivating strategy mentioned above. "tudents will e.plore the math problem be&ore actually being introduced to the strategy &or the lesson. "tudents must use their own problem-solving s0ills. # want their s0ills to lead them to the strategy. 2hen the strategy will be much more e&&ective when taught. "tudents will be presented with the problem and will try to solve it through small group discussion among their seating groups. # will wal0 around and listen to their thin0ing. , designated student &rom each group will state the group/s answer aloud. 2hen any student &rom the group may e.plain the group/s thin0ing to arrive at such an answer. @!orrect answers will be rein&orced as being correct, and incorrect answers will be identi&ied as such in a respect&ul manner with an e.planation o& error. @
Lander University Teacher Education Lesson Plan Template Rev. 2013 # will then model the solving o& the math problem using equal groups. +uring this process # will :thin0 aloud/ by tal0ing through every step that # ta0e. We will then move to the math boo0 in our %y %ath series. !hapter =, (esson 1 will be used to model and practice multiplying by equal groups. # will model 1 to 8 more problems, depending on reaction and discussion &rom the class. We will then wor0 through at least 8 problems as guided practice, with students providing the thin0ing. ,s be&ore correct answers will be rein&orced and incorrect answers will be redirected and error e.plained. When deemed ready by me, students will wor0 on several problems &rom the boo0 independently. +uring this time, # will prepare math small group leaders &or subsequent lessons by teaching them the games &or small groups the ne.t &ew days. 2his will be done at the table in the bac0 o& the room as others complete independent wor0. ,&ter teaching the leaders, # will move about the room observing the students wor0ing and periodically con&erencing with students by as0ing to hear their thin0ing. ,lso, # will provide assistance to students that as0 &or it by raising their hand. "tudents will be given ample time to complete the assignment. *arly &inishers will be as0ed to study their multiplication &acts that are glued in their math noteboo0s. ,t this point, # will prepare to move on to the lesson closure described below.
'esson Closure: 2he class will come bac0 together &ollowing the completion o& independent wor0 &or the chapter. We will then close the lesson by having :be the teacher/ time. +uring this time, students are given the opportunity to come to the "mart1oard and solve the problem on which we are wor0ing. "tudents will not only solve the problem, they will show their wor0 and thin0 aloud as i& they were the teacher. 2hey will also have to &ield and answer any questions &rom &ellow classmates. +uring this time, # generally go to the bac0 o& the room or sit in the student/s des0 that is the :teacher/. # try to stay quiet during this time, only intervening to correct any misconceptions being portrayed. 6ollowing the :teacher time/, # will rein&orce the ideas and strategies with which the student solved the problem. 2his will be done &or a &ew problems. 2he number depends on the amount o& time we have at the end o& class. 2o wrap everything, # will give a quic0 overview o& 0ey points &ollowing our closure activity.
ctivit)
na!)sis: /must support TW) 3 and sho! use o& TW) 1 data0
(!th stor, telling: -ow does this !cti)it, support the lesson ob"ecti)e. 2he story has a multiplication problem in it that lends itsel& to be solved by using equal groups. 2he story and group wor0 that &ollows are to add a new level o& thin0ing that students must use. #t is also to provide a common e.perience to all students. ,s the lesson and unit now continue, # can call bac0 on that e.perience, and all o& the students will 0now what # am tal0ing about. 2his will aid in the solving o& problems later in the lesson, which directly relates to the lesson ob3ective. #t also leads into my modeling o& the strategy o& equal groups. 2his will then lead to students solving problems on their own. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1.
Lander University Teacher Education Lesson Plan Template Rev. 2013 #n a previous math lesson, # used a story about my son to introduce an estimation problem. # have never had the students more engaged than when # began that lesson in the manner that # did. 1ased on this, # decided to introduce a new topic in the same manner. 1y engaging the students, they will now be more li0ely to participate in the problem solving process. 2hey &eel a purpose in solving it, especially since it involves them. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. # will display the story problem on the "mart1oard &ollowing the telling o& the story. 2his is so students can re&er bac0 to a te.t when thin0ing about the problem. # will also use the "mart1oard to demonstrate the proper way to solve the problem using equal groups. 1eyond that, # will not use technology with this activity within the lesson. 34e the te!cher5 time: -ow does this !cti)it, support the lesson ob"ecti)e. 2he activity involves answering multiplication problems, either number sentences or pictures, by using equal groups. #t directly supports the lesson ob3ective. #& students can complete this activity with accuracy, then they have met the lesson ob3ective. <aving students e.plain their thin0ing helps me, as the teacher, understand whether or not they have met the ob3ective and the depth o& their understanding o& the content. 2he thin0ing aloud by di&&erent students also bene&its other students within the class. "omeone may hear a new way o& thin0ing about the content that 3ust clic0s. Aow that student is one step closer to meeting the lesson ob3ective. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. # tried this activity o&& the top o& my head one day, and the 0ids loved it. When # went and sat in the student/s chair and acted li0e a student, the 0ids thought it was hilarious. # was really 3ust as0ing a student to come up and demonstrate the problem, but # said, BWho wants to be the teacher?C 2he students 3umped all over this, so # began to close several lessons in this manner. %any o& these students li0e to tal0. %any o& them also identi&ied math as a &avorite sub3ect. %any, still, are very intelligent and love to show that they 0now the correct answer. !ombining all o& these traits into one activity, # have &ound a way to engage the ma3ority o& the students in the class. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. 2he "mart1oard will be the primary source o& technology used in this activity. # will use the interactive %y %ath website on the "mart1oard. #t provides a 9ower9oint that mirrors what the students see in the boo0. 2his is what # will have pulled up when students come up to wor0 the problem.
*eferences:
(2>06) 3cgraw,hill my math (0st ed $ Eol 0$ pp 0@5,256) Bothell$ %hicago$ %olumbus$ Few )ork1 3cCraw :ill Education
Rev. 2013
Teacher Candidate: ,rian Lyda __+___ Subject/Grade: *ath-3rd .rade
(4 1) "tudents will relate multiplication and addition by using repeated addition to solve multiplication problems with 100% accuracy. (4 8) "tudents will be able to use arrays to solve and model multiplication problems with 100% accuracy.
!ignment "ith Standards: /must support unit standards identi&ied in TW) 30 CCSS: 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 X !s the tot!l number of ob"ects in 5 groups of ob"ects e!ch. (ed.sc.gov/agency/programs-services/1 0.documents/!!""#$%ath"tandards.pd&' , ##$A %erform!nce St!nd!rd 5: !onte.tual 2eaching (http)//www.ed.sc.edu/ois/**+,/de&ault.asp'
##$A %erform!nce St!nd!rd &: !ooperative (earning (http)//www.ed.sc.edu/ois/**+,/de&ault.asp' , CCSS 3.S'.1: *ngage e&&ectively in a range o& collaborative discussions (one-on-one, in groups, and teacher-led' with diverse partners on grade - topics and te.ts, building on others/ ideas and e.pressing their own clearly. (http)//ed.sc.gov/agency/programsservices/1 0/documents/!!""#$*(,"tandards.pd&' ##ro#riateness or Cross$curricu!ar connections: /should parallel
Deve!o#menta!
6ollowing the lesson that introduced multiplication as equal groups, it is developmentally appropriate to move into repeated addition and arrays. Depeated addition can be directly correlated to equal groups. #& students understood equal groups, they should be able to understand repeated addition. 6urthermore, students 0now how to add, so the completion o& the addition portion should not be too di&&icult. 2his group o& students has shown the emotional maturity and social ability to wor0 e&&ectively in small groups. 2hat is why it is appropriate to use this instructional strategy.
We !ill %e closin$ the lesson !ith a math discussion time. )tudents !ill have to spea2 a%out !hat they have done and !hy. Their peers !ill listen attentively1 and respond !ith #uestions and-or comments !hen appropriate. This type o& activity lends itsel& !ell to the (()) in Lan$ua$e 3rts1 most speci&ically the )pea2in$ and Listenin$ )tandards.
Lander University Teacher Education Lesson Plan Template Rev. 2013 ssessment%s& of the Objectives: /must support unit assessments identi&ied in TW) 30 (esson 4b3ective(s' (4 1) "tudents will relate multiplication and division by using repeated addition to solve multiplication problems with 100% accuracy. (4 8) "tudents will be able to use arrays to solve and model multiplication problems with 100% accuracy. ,ssessment(s' o& the 4b3ective(s' "tudents will be in&ormally assessed through whole class discussion. We will tal0 through e.amples during the guided instruction portion o& the lesson. # will as0 speci&ic questions to see i& students understand the strategies being taught. # will also as0 students to solve the problem, while e.plaining their thin0ing aloud. +uring small group, students will be assessed at the teacher table through discussion as well as written responses on a white board. "mall group assessment will also involve their multiplication monster creation. "tudents will show their wor0 when multiplying to create the monster. "tudents will be assessed individually with a wor0sheet &rom the math boo0 that is to be completed independently. 5se o& 6ormative ,ssessment (2W" section 7' Whole class discussion provides me with instant &eedbac0 that helps guide my instruction on the spot. # can decide to continue as planned or bac0 up and start over or even go in a completely di&&erent direction. +uring the teacher table assessment, # will ta0e anecdotal notes. 2his assessment and these notes will aid me in &orming homogeneous groups &or &uture lessons. 2hose groups will have a common need shown through this assessment. 2he multiplication monster will give me an idea o& students/ abilities to solve simple multiplication sentences. 2he wor0sheet will aid in the &ormation o& homogeneous groups. #t will also provide a clearer picture o& where the class is as a whole with this unit.
ccommodations: /should parallel in&ormation in TW) 3 and sho! use o& TW) 1 data0 2hree o& the students in this class have an #*9 that states they must have oral administration o& anything to be graded. # will read anything aloud to them during independent wor0 upon their request. # will also place them in groups with high-level readers as to avoid the reading barrier when wor0ing in a small group setting. 2here should be no early &inishers because we are in station rotations. #& students in the independent wor0 station &inish early, they are to study their multiplication &acts in their math noteboo0s. 'ateria!s:
Rev. 2013
)mart,oard1 4act5ash $ame1 *y *ath PPT1 *y *ath %oo2 /Teacher Edition and )tudent Edition01 dice1 small !hite %oards1 dry-erase mar2ers1 lar$e sheets o& !hite paper &or dra!in$1 crayons1 mar2ers
(rocedures:
(oti)!tion: # will begin the lesson with a story that leads to a multiplication problem. 2his story will involve students in the classroom. #t will go something li0e this. B"o the other day at recess, # was throwing the &ootball with !onnor, Eac0son, Fach, and "hy. # threw a lot o& balls. %y arm is really sore. Well they did pretty well catching the ball. #n &act, they all caught the ball > times. #& all o& them caught the ball > times, how many catches is that altogether? #s there a multiplication sentence we could write &or this? <ow can you and your group &igure this out?C # will provide students with time to thin0 independently. We will then discuss the problem as a class. We will solve the problem using repeated addition this time. *rouping: "tudents will be placed in heterogeneous groups with an intentionally broad mi. o& abilities. 2here will be about -;-=; minutes devoted to small-group stations, depending on how the mini lesson goes. 2here will be two rotations in small groups today. 2he groups will go to the remaining rotations during the &ollowing day/s lesson. 2oday Groups 1 and 8 will visit the teacher table. 2omorrow groups - and = will visit the teacher table. 2he groups (1-=' are as &ollows (they are not listed in order o& s0ill level') o *roup 1: (ois, Fach 6., ,lden, Will, Aashunti, Eaedon o *roup 6: <annah, !onnor, Hanessa, ,lan, %ac0enIie, Jeiwan o *roup 3: !assidy, Eac0son, %e0ayla, Fach (., %adison, "hy o *roup 7: Dachel, Kuay, %elina, !hristian, ,le. 2he small-group stations are as &ollows) o 1e!cher 1!ble: "mall group session with teacher in which students will practice multiplication strategies by showing wor0 on a small white board o Independent 2or8: Wor0sheet &rom the %y %ath student edition (!hapter =, (esson 8' o (ultiplic!tion (onster: "tudents will roll dice to &orm a multiplication sentence, which determines how many o& a speci&ic body part their monster will have. 2hey will then draw and color the monster on paper given. o 9!ct $!sh: a multiplication &acts game on the "mart1oardL "tudents must quic0ly and accurately answer a variety o& multiplication &acts within 18. %robing +uestions: What is repeated addition? Why does repeated addition and multiplication provide you with the same answer? <ow could we use addition to help us with multiplication? !an you e.plain your thin0ing behind that answer?
Lander University Teacher Education Lesson Plan Template <ow does repeated addition relate to using equal groups? !an you e.plain what $$$$$$$$$$$ said in your own words?
Rev. 2013
Instruction!l Str!tegies: # will begin the lesson with the motivating strategy described above. "tudents will e.plore the math problem be&ore actually being introduced to the strategy &or the lesson. "tudents will be presented with the problem and will try to solve it through small group discussion among their seating groups. # will wal0 around and listen to their thin0ing. , designated student &rom each group will state the group/s answer aloud. 2hen any student &rom the group may e.plain the group/s thin0ing to arrive at such an answer. @!orrect answers will be rein&orced as being correct, and incorrect answers will be identi&ied as such in a respect&ul manner with an e.planation o& error. @ # will then model solving the problem using the new strategy &or the lesson, which is repeated addition. Ae.t # will model some more problems &rom the %y %ath boo0 using the same strategy o& repeated addition. ,s # model this new strategy, # will connect it bac0 to the strategy &rom the previous lesson. # may pose such questions as B<ow does repeated addition relate to using equal groups?C # will then write a multiplication sentence. # will read it two di&&erent ways. 6or e.ample 8 M = B2his number sentence can be read as 8 times =, 4D 8 equal groups o& =, 4D 8 times # will ,++ =.C ,s we move on to guided practice in the %y %ath boo0, we will wor0 on repeated addition and equal groups to solve the problems. #& students are grasping both strategies, # will go ahead and introduce the array strategy. B2here is one more way we can read this number sentence. #t can also say 8 rows o& =. 2his means # can ma0e an array o& 8 rows with = squares in each row. Aow # have a third way to solve these problems.C We will then practice more simple multiplication problems together. *ach time, we will solve the same problem all three ways by reading the multiplication sentence in the di&&erent ways that were presented. 2hroughout this process # will as0 students that provide answers to e.plain their reasoning. # will as0 students with varying number sense to o&&er answers. 2his will provide a variety o& thin0ing strategies aloud to students. Ae.t students will be as0ed to solve 8 problems located in the boo0 independently. 2hey will be as0ed to also solve the problem with all o& the strategies discussed. ,t this point, the mini lesson will be over, and it will be time &or small-group stations. # will e.plain each station (which is posted on the board at the bac0 o& the room and above in this lesson plan'. # will also state my e.pectations &or noise-level, quality o& wor0, game time, etc. ("tudents will use level 1 voices-see anchor chart in room'. 4nce students understand e.pectations, # will as0 each group, one-by-one, to move to their &irst station. ,t the teacher table, # will assess students/ abilities to use the strategies that have been taught. # will simply present a multiplication problem. *ach student will have an individual white board and mar0er. ,s # present the problem, the students will solve it using all three strategies that have been discussed. 4nce &inished, they will hold their board to their chest as to not let others see. When # as0, they will show me their wor0. # will 3ot down anecdotal notes during this time, which will aid me in designing my instruction &or &uture lessons, including the &ormation o& homogeneous groups based on need. # will see groups 1 and 8 on this day. # plan to see groups - and = the &ollowing day. 4nce groups have &inished the two rotations &or the day, students will be as0ed to clean up their stations and return to their seats. # will count down &rom 10 to 0, and students
Lander University Teacher Education Lesson Plan Template Rev. 2013 0now that they must be in their seats sitting quietly with their independent wor0 out on their des0 by the time # get to 0. Aow we are ready to move on to the lesson closure, which is described below.
'esson Closure: ,&ter &inishing small-group stations, all students will be seated at their des0s with their math boo0s open to the 8 problems that they completed be&ore small group time. # will as0 a student to come up and demonstrate how they solved the problem on the "mart1oard. ,s they are doing this, # will as0 probing questions such as BWhy did you choose to solve the problem this way? and BWhich strategy that we have learned so &ar is your &avorite and why?C "tudents will be allowed to respond to their peer/s e.planation with respect&ul comments or questions. 2ime permitting, # will allow several students to demonstrate di&&erent methods o& solving the same problem. 6inally, # will as0 students what we have wor0ed on today. # will e.pect them to be able to repeat the strategies that we have &ocused on. # will restate them one last time be&ore preparing to transition to our ne.t sub3ect.
ctivit)
Sm!ll group st!tions: -ow does this !cti)it, support the lesson ob"ecti)e. *ach small group station will require students to solve multiplication problems. 2hey can use one or more o& the strategies mentioned directly in the lesson ob3ectives. ,t the teacher table station, they will be required to use repeated addition, arrays, and equal groups (two o& these are directly in the ob3ectives'. +uring multiplication monster, they must write down how they solved the multiplication problems, which will be demonstrated through the strategies that have been taught. While 6act +ash does not provide ample time to write down your wor0 to solve, it does provide much needed practice with multiplication &acts. 2his will only aid students in being able to solve multiplication problems in various ways, including repeated addition and arrays. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. # have seen that these students are e.tremely social. 2hey love to wor0 in groups. Generally, they do a good 3ob with this and remain &ocused/on tas0. # have also learned that direct instruction lessons that last longer than the 80-minute mini lesson bore the students to no end. 9roviding small-group stations and rotations 0eep students engaged and helps me wor0 closely with students on speci&ic needs and di&&iculties. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. 2he "mart1oard will be directly involved in the station involving the game 6act+ash. "tudents will actually mar0 their answer using the touch screen capabilities o& the "mart1oard. 4ther stations will not directly involve technology, but they continue to rein&orce lesson ob3ectives. (ultiplic!tion monster:
Lander University Teacher Education Lesson Plan Template -ow does this !cti)it, support the lesson ob"ecti)e.
Rev. 2013
1e&ore students can draw their multiplication monsters, they must solve > di&&erent multiplication problems. ,&ter students roll the dice, they will have to multiply their 8 numbersL &urthermore, students will be required to show that wor0 on a given wor0sheet, which will be turned in at the end o& stations. 2his wor0 will demonstrate their abilities to use repeated addition and arrays to solve multiplication problems. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. 4n the student interest surveys that # collected, many students identi&ied art as a sub3ect that they en3oy in school. # have a &ew students within the class that constantly draw either in the middle o& my lesson or when they &inish wor0 early. # though incorporating visual arts into math would only be a positive. 2hese students en3oy something a little di&&erent as well. Ao student can sit there and do rote multiplication problems over and over again without becoming bored and disengaged. 2his activity increases engagement and lets these 0ids do something they en3oy while learning as well. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. 2here is no use o& technology within this activity. #t does not call &or it. 2his visual arts activity calls &or a di&&erent type o& technology, a di&&erent medium.
*eferences:
(2>06) 3cgraw,hill my math (0st ed $ Eol 0$ pp 0@5,256) Bothell$ %hicago$ %olumbus$ Few )ork1 3cCraw :ill Education 8atherine (2>02$ Ganuary 0>) H9eb log messageI Detrieved from http1&&yaythirdgrade blogspot com&2>02&>0&multiplication,monster,freebie html
Rev. 2013
'u!ti#!ication 'onster
6ame+ 777777777777777777 5ate+ 777777777777777
5irections+ Roll the dice t!ice to &i$ure out your multiplication pro%lem. Then1 solve the pro%lem1 and use that num%er to help $ive your monster its %ody parts8 1. 9 o& eyes+ 777777777 : 777777777 ; 777777777 2. 9 o& horns+ 777777777 : 777777777 ; 777777777 3. 9 o& teeth-&an$s+ 777777777 : 777777777 ; 777777777 <. 9 o& arms+ 777777777 : 777777777 ; 777777777 =. 9 o& le$s+ 777777777 : 777777777 ; 777777777 To &ind out !hat %ody shape your monster !ill have1 roll the dice once and match the num%er to the shapes %elo!+
<
>nce you?ve &i$ured everythin$ out1 you may %e$in to create your monster on construction paper. ave &un8
Rev. 2013
Teacher Candidate: ,rian Lyda __,___ Subject/Grade: *ath-3rd .rade
"tudents will be able to use their 0nowledge o& equal groups, repeated addition, and arrays to solve multiplication word problems with 0% accuracy.
!ignment "ith Standards: /must support unit standards identi&ied in TW) 30 CCSS: 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 X !s the tot!l number of ob"ects in 5 groups of ob"ects e!ch. (ed.sc.gov/agency/programs-services/1 0.documents/!!""#$%ath"tandards.pd&' CCSS: 3.OA.3: :se multiplic!tion !nd di)ision within 1;; to sol)e word problems in situ!tions in)ol)ing e<u!l groups, !rr!,s, !nd me!surement <u!ntities, e.g., b, using dr!wings !nd e<u!tions with ! s,mbol for the un8nown numbers to represent the problem. (ed.sc.gov/agency/programsservices/1 0.documents/!!""#$%ath"tandards.pd&' , ##$A %erform!nce St!nd!rd 5: !onte.tual 2eaching (http)//www.ed.sc.edu/ois/**+,/de&ault.asp'
##$A %erform!nce St!nd!rd &: !ooperative (earning (http)//www.ed.sc.edu/ois/**+,/de&ault.asp' SSC : -u!!)ing/.arassment (revention , CCSS 3.S'.1: *ngage e&&ectively in a range o& collaborative discussions (one-on-one, in groups, and teacher-led' with diverse partners on grade - topics and te.ts, building on others/ ideas and e.pressing their own clearly. (http)//ed.sc.gov/agency/programsservices/1 0/documents/!!""#$*(,"tandards.pd&' CCSS ,/*L/1: ,s0 and answer questions to demonstrate understanding o& a te.t, re&erring e.plicitly to the te.t as the basis &or the answers.( http)//ed.sc.gov/agency/programsservices/1 0/documents/!!""#$*(,"tandards.pd&' ##ro#riateness or Cross$curricu!ar connections: /should parallel
Deve!o#menta!
"n third $rade1 students are capa%le o& readin$ and listenin$ &or meanin$. The read aloud is developmentally appropriate %ecause third $raders should %e a%le to comprehend te:t !ith enou$h accuracy to ans!er #uestions a%out the correspondin$ te:t. We !ill continue !ith small $roups in this lesson. These students have proven to have the emotional and social capacity to !or2 e&&ectively in these $roups.
We !ill %e closin$ the lesson !ith a math discussion time. )tudents !ill have to spea2 a%out !hat they have done and !hy. Their peers !ill listen attentively1 and respond !ith #uestions and-or comments !hen appropriate. This type o& activity lends itsel& !ell to the (()) in Lan$ua$e 3rts1 most speci&ically the )pea2in$ and Listenin$ )tandards. 4urthermore1 the use o& a
Lander University Teacher Education Lesson Plan Template Rev. 2013 read aloud causes the students to have to comprehend the te:t as !ell as use te:t evidence to support their thou$hts and ans!ers. This relates to EL3 (()) 3.RL.1.
Lander University Teacher Education Lesson Plan Template Rev. 2013 ssessment%s& of the Objectives: /must support unit assessments identi&ied in TW) 30 (esson 4b3ective(s' "tudents will be able to use their 0nowledge o& equal groups, repeated addition, and arrays to solve multiplication word problems with 0% accuracy. ,ssessment(s' o& the 4b3ective(s' "tudents will be assessed through small group, partner, and whole group discussion during the read aloud. "tudents will be as0ed probing questions that they will discuss with partners, their seating group, and the whole class. # will be loo0ing &or students to answer the questions posed with accuracy and understanding o& the content. 2he completion o& the calendar will be an individual assessment o& student wor0. "tudents will have to use their understanding o& the story and the word problem within it to accurately &ill in the calendar. +uring teacher table, students will be assessed through guided discussion and questioning. 2hey will also be assessed through the wor0 they per&orm on the white boards that are given. # will be loo0ing &or students to be able to use the three multiplication strategies as well as to e.plain what they are doing and why. "mall group assessment will also involve their multiplication monster creation. "tudents will show their wor0 when 5se o& 6ormative ,ssessment (2W" section 7' +iscussion while doing the read aloud will guide my instruction and help me decide whether or not to move on to small group stations. #& students are demonstrating an understanding o& the math word problem within the boo0, we can continue on the current path and complete the lesson. #& not, then we need to monitor and ad3ust the lesson. 2he calendar will really test the students/ abilities to use their understanding o& multiplication and addition to solve math problems. "ome o& the addition problems will require adding to place values &ar beyond the ones we have practiced. 2his will let me 0now which students have a true understanding o& place value and can apply it to this new situation. #t also shows me whether or not all students can set up a proper multiplication sentence to solve a word problem. +uring the teacher table assessment, # will ta0e anecdotal notes. 2his assessment and these notes will aid me in &orming homogeneous groups &or &uture lessons. 2hose groups will have a common need shown through
Lander University Teacher Education Lesson Plan Template multiplying to create this assessment. the monster.
Rev. 2013
ccommodations: /should parallel in&ormation in TW) 3 and sho! use o& TW) 1 data0
2hree o& the students in this class have an #*9 that states they must have oral administration o& anything to be graded. # will ma0e sure these students are placed in ideal spots &or listening when # am per&orming the read aloud. # do not want them to have distractions while listening. # will read anything aloud to them during independent wor0 upon their request. # will also place them in groups with high-level readers as to avoid the reading barrier when wor0ing in a small group setting. 2here should be no early &inishers because we are in station rotations. #& students in the independent wor0 station &inish early, they are to study their multiplication &acts in their math noteboo0s until time to rotate stations.
'ateria!s:
)mart,oard1 copy o& calendar !ith %lan2s1 4ne Grain o& Dice %y 5emi1 !hite %oards1 dry-erase mar2ers1 dice1 lar$e sheets &or dra!in$1 crayons1 mar2ers
(rocedures:
(oti)!tion: # will be using a read aloud to engage the students in the lesson. 2hey always love to be read to, no matter the reason. 6urthermore, they will be surprised to see that # am reading a boo0 &or math. 2his will help engage them as well as demonstrate that math can be used in a variety o& situations in li&e. 2he read aloud is entitled 4ne Grain o& Dice by +emi. "tudents will need to use multiplication and repeated addition to &igure out how many grains o& rice Dani will receive on a given day &rom the ra3a. *rouping: "tudents will be placed in heterogeneous groups with an intentionally broad mi. o& abilities. 2here will be about -;-=; minutes devoted to small-group stations, depending on how the mini lesson goes. 2here will be two rotations in small groups today. Groups will go to the two stations that they did not go to yesterday. Groups - and = will go to the teacher table today. 2he groups (1-=' are as &ollows (they are not listed in order o& s0ill level') o *roup 1: (ois, Fach 6., ,lden, Will, Aashunti, Eaedon o *roup 6: <annah, !onnor, Hanessa, ,lan, %ac0enIie, Jeiwan o *roup 3: !assidy, Eac0son, %e0ayla, Fach (., %adison, "hy o *roup 7: Dachel, Kuay, %elina, !hristian, ,le. 2he small-group stations are as &ollows) o 1e!cher 1!ble: "mall group session with teacher in which students will practice multiplication strategies by showing wor0 on a small white board o Independent 2or8: Wor0sheet &rom the %y %ath student edition (!hapter =, (esson 8' o (ultiplic!tion (onster: "tudents will roll dice to &orm a multiplication sentence, which determines how many o& a
Lander University Teacher Education Lesson Plan Template Rev. 2013 speci&ic body part their monster will have. 2hey will then draw and color the monster on paper given. o 9!ct $!sh: a multiplication &acts game on the "mart1oardL "tudents must quic0ly and accurately answer a variety o& multiplication &acts within 18. %robing +uestions: When we double a number mathematically spea0ing, what are we doing? What would truly ma0e the ra3a wise and &air? <ow did the ra3a change &rom the beginning o& the story? +id the ra3a learn his lesson? Why or why not? !an you e.plain your thin0ing behind that answer? Why did you choose to use that strategy? Instruction!l Str!tegies: # will begin the lesson by introducing the read aloud 4ne Grain o& Dice by +emi. 2he boo0 is mar0ed with strategically placed stic0y notes. # will periodically stop at each stic0y note and as0 probing questions such as those listed above. ,t the &irst stopping point, # will as0 students to discuss at their seating groups how they would &eel as one o& the people o& the village in the story. We will then share thoughts with the rest o& the class. # will then pose the question BWhat would truly ma0e the ra3a wise and &air?C and BWhat would you do as the ra3a?C "tudents will volunteer answers aloud by &irst raising their hand to be ac0nowledged. B<ow can we be &air to others?C ( SSCA= ,t the ne.t stopping point, # will as0 students the question, BWhat would you as0 &or &rom the ra3a i& you were Dani?C "tudents will volunteer answers aloud by &irst raising their hand to be ac0nowledged. ,s the story reveals the mathematical problem, # will stop and as0 students the question, BWhen we double a number mathematically, what are we doing?C 2his time students will discuss the question in their seating groups be&ore sharing with the whole group. # will be sure students come to the realiIation that to double a number, one must either multiply it by 8 or add the same number twice. ,t the ne.t stopping point, we will solve a mathematical problem &rom the boo0. 2he number o& grains doubles each day &rom the previous day/s total. # will as0, B<ow many grains o& rice did Dani receive on the 1- th day?C # will model how to solve the problem. # will &irst write a multiplication sentence on the board. # will thin0 aloud as # model. B# 0now that to double a number # can multiply it by two. # also 0now that each day the number doubled &rom the day be&ore. Well on the 18 th day, she received 8,0=N, so that is 8,0=N M 8. Well # don/t 0now how to multiply such a large number, so # will use repeated addition. 2hat would be 8,0=N O 8,0=N. # 0now # can solve that.C # will solve the problem using the addition sentence. B2he answer is =,0 >. 2his means she received =,0 > grains o& rice on the 1-th day.C We will continue reading and notice how quic0ly numbers can increase by simply doubling them. ,t the end o& the story, # will as0 students, B+id the ra3a change &rom his cruel ways? <ow did he change? <ow would you &eel now as one o& the people in the village? <ave you ever realiIed that you had treated someone un&airly and cruelly 3ust li0e the ra3a?C >SSCA= 6ollowing the reading o& the story, # will pass out a calendar o& the -0 days (see attached' in which Dani received rice grains. "ome o& the days will contain the number o& grains received while others will be blan0. "tudents will have to &ill in the blan0 days by writing a multiplication and addition sentence showing how to double the previous day/s total.
Lander University Teacher Education Lesson Plan Template Rev. 2013 We will &ill in the &irst blan0 together to ensure everyone understands. #& students do not understand, # will &ill in another blan0. "tudents will then complete the calendar by &illing in the remaining blan0s. ,t this point, the mini lesson will be over, and it will be time &or small-group stations. # will e.plain each station (which is posted on the board at the bac0 o& the room and above in this lesson plan'. # will also state my e.pectations &or noise-level, quality o& wor0, game time, etc. ("tudents will use level 1 voices-see anchor chart in room'. 4nce students understand e.pectations, # will as0 each group, one-by-one, to move to their &irst station. ,t the teacher table, # will assess students/ abilities to use the strategies that have been taught. # will simply present a multiplication problem. *ach student will have an individual white board and mar0er. ,s # present the problem, the students will solve it using all three strategies that have been discussed. 4nce &inished, they will hold their board to their chest as to not let others see. When # as0, they will show me their wor0. # will 3ot down anecdotal notes during this time, which will aid me in designing my instruction &or &uture lessons, including the &ormation o& homogeneous groups based on need. # will see groups - and = today. # saw groups 1 and 8 during the previous day/s lesson. 4nce groups have &inished the two rotations &or the day, students will be as0ed to clean up their stations and return to their seats. # will count down &rom 10 to 0, and students 0now that they must be in their seats sitting quietly with their calendar &rom the story on their des0 by the time # get to 0. Aow we are ready to move on to the lesson closure, which is described below.
'esson Closure: 2o close the lesson &or the day, we will loo0 at the calendar that students &illed in together as a whole group. "tudents will volunteer answers and come to the board to demonstrate their wor0 and their thin0ing. We will have another session o& :be the teacher/. "tudents will have to write the multiplication sentence and the addition sentence. 2hey will then have to solve the problem. "tudents will be allowed to respond to their peer/s e.planation with respect&ul comments or questions. # will rein&orce all accurate thoughts and strategies that the students have demonstrated to ensure students understand what we have learned today.
ctivit)
?e!d Aloud: -ow does this !cti)it, support the lesson ob"ecti)e. 2he read aloud is the per&ect e.ample o& a math word problem. #t is an entire boo0 that involves a math problem. "tudents must use reading comprehension s0ills throughout the lesson to &igure out which o& the learned strategies they could use to solve the problem being posed in the story. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. 2hese students love to read. 2hey also love to be read toL &urthermore, they hate &or me to 3ust teach them by long periods o& direct instruction (but who doesn/t?'. # chose to read to the students to meet their need and want &or reading as well as to demonstrate how math can be &ound almost anywhere. 2his will certainly engage students quic0ly and on a
Lander University Teacher Education Lesson Plan Template Rev. 2013 deeper level than me giving direct instruction. 2his activity also meets the need o& these students to connect math to real li&e situations. 2his read aloud is really great &or that. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. # will use the "mart1oard to display the calendar that we will &ill in at the end o& the read aloud. # would really li0e to gather the students in the &loor to read to them, but i& this isn/t possible, # will use the document camera to display the boo0 te.t and illustrations while reading the story aloud. Sm!ll group st!tions: -ow does this !cti)it, support the lesson ob"ecti)e. *ach small group station will require students to solve multiplication problems. 2hey can use one or more o& the strategies mentioned directly in the lesson ob3ectives. ,t the teacher table station, they will be required to use repeated addition, arrays, and equal groups (two o& these are directly in the ob3ectives'. +uring multiplication monster, they must write down how they solved the multiplication problems, which will be demonstrated through the strategies that have been taught. While 6act +ash does not provide ample time to write down your wor0 to solve, it does provide much needed practice with multiplication &acts. 2his will only aid students in being able to solve multiplication problems in various ways, including repeated addition and arrays. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. # have seen that these students are e.tremely social. 2hey love to wor0 in groups. Generally, they do a good 3ob with this and remain &ocused/on tas0. # have also learned that direct instruction lessons that last longer than the 80-minute mini lesson bore the students to no end. 9roviding small-group stations and rotations 0eep students engaged and helps me wor0 closely with students on speci&ic needs and di&&iculties. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. 2he "mart1oard will be directly involved in the station involving the game 6act+ash. "tudents will actually mar0 their answer using the touch screen capabilities o& the "mart1oard. 4ther stations will not directly involve technology, but they continue to rein&orce lesson ob3ectives.
*eferences:
4emi (0JJ=) ;ne grain of rice Few )ork1 'cholastic press 8atherine (2>02$ Ganuary 0>) H9eb log messageI Detrieved from http1&&yaythirdgrade blogspot com&2>02&>0&multiplication,monster,freebie html
Lander University Teacher Education Lesson Plan Template Ca!endar of *ani0s Grains of *ice 5ay 1 1 $rain o& rice 5ay @ 5ay 2 + $rains o& rice 5ay A 21 .rains o& rice 5ay 11 156+1 $rains o& rice 5ay 1@ ,+5823 $rains o& rice 5ay 21 156135482 $rains o& rice 5ay 2@ ,,544151,+ $rains o& rice .rains o& rice .rains o& rice 5ay 22 +5678514+ $rains o& rice 5ay 2A .rains o& rice 5ay 2B 1,15+1858+3 $rains o& rice .rains o& rice 5ay 1A $rains o& rice 5ay 12 5ay 3 1 $rains o& rice 5ay B 1+3 $rains o& rice 5ay 13 15672 $rains o& rice 5ay 1B 1,15 68+ $rains o& rice 5ay 23 5ay <
Rev. 2013
5ay = 12
.rains o& rice 5ay C +42 $rains o& rice 5ay 1<
$rains o& rice 5ay 10
.rains o& rice 5ay 1= 125,31
.rains o& rice 5ay 1C +2+5111 $rains o& rice 5ay 2< 35,335263 $rains o& rice 5ay 2C +2351,45142 $rains o& rice
$rains o& rice 5ay 20
.rains o& rice 5ay 2= 1258885+12 $rains o& rice 5ay 30
.rains o& rice
Brian +yda E4*% 6K0
2<
'u!ti#!ication 'onster
6ame+ 777777777777777777 5ate+ 777777777777777
5irections+ Roll the dice t!ice to &i$ure out your multiplication pro%lem. Then1 solve the pro%lem1 and use that num%er to help $ive your monster its %ody parts8 2. 9 o& eyes+ 777777777 : 777777777 ; 777777777 2. 9 o& horns+ 777777777 : 777777777 ; 777777777 3. 9 o& teeth-&an$s+ 777777777 : 777777777 ; 777777777 <. 9 o& arms+ 777777777 : 777777777 ; 777777777 =. 9 o& le$s+ 777777777 : 777777777 ; 777777777 To &ind out !hat %ody shape your monster !ill have1 roll the dice once and match the num%er to the shapes %elo!+
<
>nce you?ve &i$ured everythin$ out1 you may %e$in to create your monster on construction paper. ave &un8
Brian +yda E4*% 6K0 Teacher Candidate: ,rian Lyda ___1__ Subject/Grade: *ath-3rd .rade
2=
"tudents will be able to solve multiplication problems by using one or more o& the methods previously learned, including equal groupsL arraysL and repeated addition, with 0% accuracy.
##$A %erform!nce St!nd!rd &: !ooperative (earning (http)//www.ed.sc.edu/ois/**+,/de&ault.asp' , CCSS 3.S'.1: *ngage e&&ectively in a range o& collaborative discussions (one-on-one, in groups, and teacher-led' with diverse partners on grade - topics and te.ts, building on others/ ideas and e.pressing their own clearly. (http)//ed.sc.gov/agency/programsservices/1 0/documents/!!""#$*(,"tandards.pd&' CCSS ,/*L/1: ,s0 and answer questions to demonstrate understanding o& a te.t, re&erring e.plicitly to the te.t as the basis &or the answers.( http)//ed.sc.gov/agency/programsservices/1 0/documents/!!""#$*(,"tandards.pd&' ##ro#riateness or Cross$curricu!ar connections: /should parallel
Deve!o#menta!
"n third $rade1 students are capa%le o& readin$ and listenin$ &or meanin$. The read aloud is developmentally appropriate %ecause third $raders should %e a%le to comprehend te:t !ith enou$h accuracy to ans!er #uestions a%out the correspondin$ te:t. We !ill continue !ith small $roups in this lesson. These students have proven to have the emotional and social capacity to !or2 e&&ectively in these $roups. )tudents in this $rade level should also have the a%ility to apply their mathematical 2no!led$e to solve !ord pro%lems.
The use o& a read aloud causes the students to have to comprehend the te:t as !ell as use te:t evidence to support their thou$hts and ans!ers. The readin$ and solvin$ o& math !ord pro%lems
Brian +yda E4*% 6K0
2@
also causes students to have to comprehend a !ritten te:t. These s2ills %oth relate to EL3 (()) 3.RL.1.
Brian +yda E4*% 6K0
2A
ssessment%s& of the Objectives: /must support unit assessments identi&ied in TW) 30

(esson 4b3ective(s' "tudents will be able to solve multiplication problems by using one or more o& the methods previously learned, including equal groupsL arraysL and repeated addition, with 0% accuracy. ,ssessment(s' o& the 4b3ective(s' "tudents will be assessed through whole class and small group discussion during the mini lesson. "tudents will wor0 in groups to solve the problem given. 2hey will then e.press answers and e.plain reasoning aloud to the class. +uring small group, students will be assessed at the teacher table through discussion as well as written responses on a white board. 6ollowing the lesson, students will have a written assessment encompassing all that has been taught thus &ar in the unit. # will be loo0ing &or students to answer 0% o& the questions accurately by using the strategies previously learned. 5se o& 6ormative ,ssessment (2W" section 7' 1y listening to students wor0 in their small groups, # can get a good sense o& what they are thin0ing and their level o& understanding, conceptually spea0ing. 2his will help me decide where to go &rom here with the lesson. 2his is also true &or the whole class discussion &rom students. +uring teacher table discussion, # will 3ot down anecdotal notes loo0ing &or things that # may need to address whole group or deciding i& more intervention is needed &or certain students. 2he :!hec0 my 9rogress/ written assessment will be a great tool &or me to decide the direction o& the rest o& the unit. +o we need more days to wor0 on these strategies? !an # continue the unit as planned? Which speci&ic s0ills is the ma3ority o& students struggling with? 2hese are valuable questions that # can answer using this assessment.
Brian +yda E4*% 6K0
2B
ccommodations: /should parallel in&ormation in TW) 3 and sho! use o& TW) 1 data0 2hree o& the students in this class have an #*9 that states they must have oral administration o& anything to be graded. # will read the written assessment to each o& these students as they complete it. # will also read anything aloud to them during independent wor0 upon their request. *arly &inishers o& independent wor0 will be as0ed to study their multiplication &acts, which are glued in their math noteboo0s. *arly &inishers o& the written assessment will have the opportunity to play math dice and/or card games i& done so quietly. 2hose not completing the written assessment in the given time will have their papers mar0ed incomplete, and they will return to complete it during J(#! time (recreational time at the end o& the day'. 'ateria!s:
%ath 9otatoes %y .re$ Tan$1 !ord pro%lem !or2sheets1 dice1 playin$ cards1 !hite %oards1 dry-erase mar2ers1 copies o& the !ritten assessment to %e $iven1 scratch paper &or $ames and assessment
(rocedures:
(oti)!tion: # will begin the lesson using a boo0 called %ath 9otatoes by Greg 2ang. "tudents will wor0 in their seating groups to solve the word and picture problems posed by the boo0. 2here will be e.tra motivation because students will be competing to earn a 9opsicle stic0 &or their group. #& groups collect a given number o& 9opsicle stic0s, they earn a priIe. "tudents will immediately be engaged and ready to compete. *rouping: "tudents will be placed in homogeneous groups based on s0ill level &ollowing the mini lesson. 2here will be about -;-=; minutes devoted to small-group stations, depending on how the mini lesson goes. "tudents have been grouped heterogeneously &or 8 days prior to this lesson. 1ased on these small-group sessions, # have regrouped them homogeneously. 2he groups (1-=' are as &ollows (group 1 is the highest and so on') o *roup 1: Eac0son, !onnor, <annah, Dachel, (ois, !assidy o *roup 6: ,lden, Hanessa, Will, Kuay, Fach 6. o *roup 3: ,le., Fach (., ,lan, %elina, %e0ayla, !hristian o *roup 7: %adison, Aashunti, Jeiwan, Eaedon, %ac0enIie, "hy 2he small-group stations are as &ollows) o 1e!cher 1!ble: "mall group session with teacher o Independent 2or8: wor0sheet with math word problems o C!rd *!me: war multiplication, multiply cards and compare, winner ta0es the pot o& cardsL 4nce a student runs out o& cards, the game is over and students begin a new game. o $ice *!me: 4ne student rolls the dice, students then call out the product o& the two numbers that have been rolled. "tudents will compete &or several rounds. %robing +uestions: Why did you choose to use this strategy to multiply the two numbers?
Brian +yda E4*% 6K0

2C
!an you e.plain what you were thin0ing while wor0ing this problem? !an anyone restate what $$$$$$ said but in their own words? Why is it important to underline 0ey words and numbers when solving a word problem?
Instruction!l Str!tegies: 2he mini lesson will be shorter than usual during this lesson because at the end o& the lesson, students will be given a written assessment &rom the %y %ath series called :!hec0 my 9rogress/ to see where they are so &ar with the in&ormation in the unit. 2he lesson will begin with a review o& good problem-solving strategies that students learned bac0 in the addition unit and have used it &or each subsequent unit. #t consists o& 5nderlining 0ey words and numbers, 9lanning to write a number sentence or other method, and "olve the problem while showing one/s wor0. We will tal0 through this, but students should 0now these very well by now. With these strategies in mind, # will read a &ew pages &rom the boo0 %ath 9otatoes by Greg 2ang. # will in&orm students that we will be solving these word problems in groups and that the groups with the correct answer will earn a 9opsicle stic0 &or their entire group (see above in motivation section &or e.planation o& 9opsicle stic0s'. # will display the word problems on the "mart1oard using the document camera so that we can use our strategy o& underlining important words and numbers. 2he &irst problem # will read is accompanied by a photo o& music notes that are arranged in equal columns. 2he te.t goes li0e this, B#/d li0e to be a concert star,/1ut need more in my repertoire./# only 0now a single song --/,nd B!hopstic0sC isn/t very longP/<ow many notes are on this sheet?/2hin0 smart and you won/t miss a beat./#nstead o& adding row by row,/!olumns are the way to goPC 2ogether, we will underline the important words and numbers on the "mart1oard. # will then have the students wor0 in groups to complete the 9lan and "olve portions o& their strategy. When planning, they must come up with a multiplication sentence and an addition sentence that solves the problem. 2he correct answer is there are = groups o& 1;. "tudents should come up with = M 1; and 1; O 1; O 1; O 1;. 4& course both o& these equal >0. #& groups answer correctly, they will earn a 9opsicle stic0. # will then display and read one more problem &rom the boo0. 2his problem is accompanied by a photo o& several potatoes. 2he te.t goes li0e this, B1oiled and ba0ed and o&ten mashed,/9eeled and &ired and sometimes hashed./Ao wonder spuds hide underground --/(i&e is pain&ul when they/re &oundP/!an you add up these poor souls,/6or whom the bell already tolls?/#n groups o& ten you/ll hear their cries,//9lease don/t turn us into &riesP/C We will once again underline the 0ey words and numbers on the "mart1oard. We will then wor0 together to &orm the potatoes into groups o& ten, since that is what the te.t leads us to do. 2his will be done by circling every ten potatoes on the "mart1oard. "tudents will then wor0 in their groups to come up with a multiplication sentence and an addition sentence to solve the problem. 2he correct answer is there are ; groups o& 10. "tudents should come up with ; M 10 and 10 O 10 O 10 O 10 O 10. 4& course both o& these equal ;0. #& groups answer correctly, they will earn a 9opsicle stic0. ,t this point, the mini lesson will be over, and it will be time &or small-group stations. # will e.plain each station (which is posted on the board at the bac0 o& the room and above in this lesson plan'. # will also state my e.pectations &or noise-level, quality o& wor0, game
Brian +yda E4*% 6K0
30
time, etc. ("tudents will use level 1 voices-see anchor chart in room'. 4nce students understand e.pectations, # will as0 each group, one-by-one, to move to their &irst station. Groups &or this lesson are homogeneous based on need. # will meet with the two lowest groups today and the two higher groups tomorrow. ,t the teacher table, we will wor0 the speci&ic strategy/s0ill/or concept that is giving the group the most problem. Group = is having trouble applying their multiplication s0ills when given problems that are &ormatted di&&erently or written as a word problem. 2his is what we will wor0 on at the teacher table using our white boards to demonstrate thin0ing and problem solving. Group - is having similar trouble to group =, but it is more isolated to word problems. 2his is what we will wor0 on at the teacher table. # will 3ot down anecdotal notes loo0ing &or things that # may need to address whole group or deciding i& more intervention is needed &or certain students. "tudents will rein&orce multiplication s0ills and multiplication &acts during other small group games. 1y being grouped homogeneously, the students can wor0 at an appropriate pace while playing the games. 4nce groups have &inished the two rotations &or the day, students will be as0ed to clean up their stations and return to their seats. # will count down &rom 10 to 0, and students 0now that they must be in their seats sitting quietly by the time # get to 0. Aow we are ready to move on to the lesson closure, which is described below.
'esson Closure: 4nce we are bac0 together whole group, # will verbally go over the multiplication strategies we have learned thus &ar as well as the problem solving strategy that we practiced again today. "tudents will &ill in the blan0s as # spea0, and # will rein&orce the correct thoughts and ideas. Ae.t, # will have the students complete a written assessment to assess student progress thus &ar in the unit. 2his assessment comes &rom the %y %ath series and measures students/ abilities to use all o& the strategies taught and to solve word problems involving multiplication. "tudents will be given adequate time to complete this assessment. *arly &inishers will be given the opportunity to return to small group stations and play games with a partner i& it can be done so quietly. #& not, students will return to their seats and study their multiplication &acts.
ctivit)
*roup competition with word problems: -ow does this !cti)it, support the lesson ob"ecti)e. 2he word problems all involved multiplication problems. 2he ob3ective states that students will be able to solve multiplication problems using any o& the strategies already taught. "tudents wor0ed in groups to solve these problems. 2hey were not limited to one o& the strategies. 2hey were as0ed to use repeated addition, but they could have used more than 3ust that strategy. 2he ob3ective states the use o& one or more o& the strategies need be demonstrated. 2he students were given that opportunity in a more &un and engaging manner through the use o& these word problems &rom the boo0 %ath 9otatoes by Greg 2ang.
Brian +yda E4*% 6K0
31
-ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. 2hroughout this semester, in the classroom and on the playground, # have discovered the competitive nature o& this group o& 0ids. %any o& these 0ids are very intelligent, and they strive to prove their intellectual abilities when given the opportunity. Why not play on this competitiveness to practice a s0ill that we need to practice? ,lso, the motivational &actor o& winning a 9opsicle stic0 cannot be understated here. "tudents love that reward that comes along with earning enough 9opsicle stic0s. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. # will use the +5J,A* document camera to display the pictures and te.t within the boo0 being used &or the word problems. 2hese will be displayed on the "mart1oard screen. # will then use the "mart1oard and model the problem solving strategies by writing on the displayed te.t.
C!rd *!me: -ow does this !cti)it, support the lesson ob"ecti)e. 2his activity will require students to multiply to given values determined by the cards that they turn over. "tudents will then have to compare their numbers with their partner/s. "tudents will be able to use any strategy they would li0e to multiply the two given numbers. While many o& the higher students will be able to do it by memoriIing the &act, many o& the lower students will need to use the scratch paper provided to solve the multiplication problem. 2hey will no doubt have to use one o& the strategies mentioned in the ob3ective. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. #n prior units, students have played various games involving cards. 2hey have done well with this and also en3oy it. # have &ound, li0e most people, when these students en3oy the activity, they go at it &ull &orce. 2hey wor0 very hard on the multiplication s0ill to complete the game and beat their partner. 2his is another play on the competitiveness o& the students as well as providing young 0ids with a &un way to do math. 2hey do not want to sit and complete wor0sheets. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. Ao technology will be used during the playing o& the card game. "tudents will use actual playing cards and scratch paper to solve as well as 0eep score o& who has won the most times. 2here is no need &or technology to complete this activity success&ully. #t is more o& a hands-on activity.
*eferences:
Brian +yda E4*% 6K0

Tang$ C $ L Briggs$ : (2>>5) 3ath potatoes Few )ork1 'cholastic press
32
33
"tudents will use multiplication to &ind the total number o& combinations that can be made when given two groups o& ob3ects with 0% accuracy.
##$A %erform!nce St!nd!rd &: !ooperative (earning (http)//www.ed.sc.edu/ois/**+,/de&ault.asp' , CCSS 3.S'.1: *ngage e&&ectively in a range o& collaborative discussions (one-on-one, in groups, and teacher-led' with diverse partners on grade - topics and te.ts, building on others/ ideas and e.pressing their own clearly. (http)//ed.sc.gov/agency/programsservices/1 0/documents/!!""#$*(,"tandards.pd&' CCSS ,/*L/1: ,s0 and answer questions to demonstrate understanding o& a te.t, re&erring e.plicitly to the te.t as the basis &or the answers.( http)//ed.sc.gov/agency/programsservices/1 0/documents/!!""#$*(,"tandards.pd&' ##ro#riateness or Cross$curricu!ar connections: /should parallel
Deve!o#menta!
in&o in TW) )ection 30 The a%ility to !or2 cooperatively is an important s2ill &or all students to learn. ,y third $rade1 students should %e a%le to complete such a tas2 !ith less supervision than &rom previous $rades. While " !ill still %e supervisin$ closely1 students can !or2 more independently to reach the $oal !ithout havin$ to %e $uided every step o& the !ay. 4or these reasons1 the cooperative $roup !or2 is developmentally appropriate. 4urthermore1 readin$ and solvin$ the created !ord pro%lems is developmentally appropriate &or third $rade %ecause they should have the a%ility to read and comprehend te:t enou$h to ans!er #uestions a%out said te:t.
Brian +yda E4*% 6K0
3<
)tudents have to !or2 cooperatively in small $roups to create math !ord pro%lems. This calls &or the a%ility to spea2 and listen e&&ectively. This a%ility is directly addressed in the EL3 (()) 3.)L.1.
Brian +yda E4*% 6K0
3=

(esson 4b3ective(s' "tudents will use multiplication to &ind the total number o& combinations that can be made when given two groups o& ob3ects with 0% accuracy. ,ssessment(s' o& the 4b3ective(s' "tudents will be in&ormally assessed through whole class discussion. We will tal0 through e.amples during the guided instruction portion o& the lesson. # will as0 speci&ic questions to see i& students understand the strategies being taught. # will also as0 students to solve the problem, while e.plaining their thin0ing aloud. #ndependent wor0 will be a written assessment. While we will review it in class, # will still ta0e it up to see student wor0 and to see i& students are &ollowing along with what we are doing. # will be loo0ing &or students to accurately answer 0% o& the problems given. "tudents will also be assessed through group wor0. 2hey will be required to wor0 together to write a multiplication word problem. 2hey will also be required to wor0 together to answer a given problem &rom another group. # will be loo0ing &or the &ormation o& appropriate questions and the accurate 5se o& 6ormative ,ssessment (2W" section 7' +iscussion is always a valuable &ormative assessment because it allows me to lead the lesson in the proper and most e&&ective direction. # want to 0now i& students can articulate their thin0ing and do so while solving the problem accurately. 2his will help me decide whether to do more practice or move on with the lesson and unit. #ndependent written wor0 will be ta0en up to see students/ independent thin0ing. 2his assessment will let me see which students may need more individual help prior to the unit assessment. 2he group wor0 helps me see i& students can e&&ectively wor0 together, but it also helps me see i& students can apply their learning in a di&&erent &orm. #t requires higher-level thin0ing s0ills. # can now 0now i& my students are at that level or not.
Brian +yda E4*% 6K0

solving o& the given question.
3@
ccommodations: /should parallel in&ormation in TW) 3 and sho! use o& TW) 1 data0 2hree o& the students in this class have an #*9 that states they must have oral administration o& anything to be graded. # will read anything aloud to them during independent wor0 upon their request. 2hey will be partnered with someone in their seating groups that is a higher-level reader as to avoid a lac0 o& comprehension with the word problems. 2hose completing independent wor0 early will study their multiplication &acts that are pasted in their math noteboo0s. 'ateria!s:
)mart,oard1 *y *ath %oo2 /student edition and teacher edition01 *y *ath PPT1 Popsicle stic2s1 paper
(rocedures:
(oti)!tion: # will begin the lesson with a story that leads to a multiplication problem involving combinations. 2he problem will involve %rs. 1eaty because the students li0e when # tal0 about her. #t will go something li0e this, B%rs. 1eaty went shopping yesterday. "he loves to go shopping i& y/all didn/t 0now. Well, she went to 1el0 and bought = di&&erent shirts and 8 di&&erent pair o& pants. <er shirts were red, blue, pin0, and purple. <er pants were white and brown. Aow she wants to 0now how many di&&erent out&its could she ma0e with these items. <ow many di&&erent combinations could %rs. 1eaty ma0e with these = shirts and 8 pair o& pants?C # will provide students with time to thin0 independently. We will then discuss the problem as a class. # will have students that answer correctly e.plain their thin0ing and possibly demonstrate on the board. *rouping: "tudents are already grouped by seating arrangement. 2hese groups consist o& > students with des0s pushed together to &orm a small group area. 2hese seated groups will be used &or discussion during whole group, including the motivating story at the beginning o& the lesson. 2hey will also be used later in the lesson during the activity &ollowing the mini lesson. %robing +uestions: <ow can you use multiplication to &igure out the number o& combinations you can ma0e &rom given ob3ects? !an you create your own multiplication word problem involving combinations? !an you e.plain what you were thin0ing while wor0ing this problem? !an anyone restate what $$$$$$ said but in their own words? Instruction!l Str!tegies: # will begin by telling the story described in the motivation section above. # will provide students with time to thin0 independently. We will then discuss the problem as a class. # will have students that answer correctly e.plain their thin0ing and possibly demonstrate on the board.
Brian +yda E4*% 6K0

3A
# will then use this problem to model &inding combinations through the use o& a chart. 2hen, # will use the same problem to model &inding combinations using a tree diagram. ,s a class, we will discuss how we get our answer &rom both models. We will then discuss the di&&erences between the two models as to avoid con&usion. 6or more modeling and practice, we will move to the %y %ath boo0 and wor0 in !hapter =, (esson >. # will model the &irst &ew problems &or students while thin0ing aloud. Ae.t, we will wor0 number 1 in the guided practice section as a whole group. "tudents will provide answers and e.planations as we wor0 together. #& students do not comprehend, based on discussion, # will create e.tra problems, which we will use, in guided practice. #& students do comprehend, # will instruct them to independently wor0 the remaining problems in the section o& the boo0 labeled independent wor0. ,&ter adequate time has been given, students will come bac0 together whole group to review the independent wor0. 1e&ore we review whole group, students will con&er with a partner. 2he partners will chec0 each other/s wor0 and question any di&&erences they may have. #& an agreement cannot be reached, students will prepare to as0 the question in whole group. Aow, in whole group, # will review the questions on the "mart1oard. "tudents will provide answers and will sometimes come to the board to complete the wor0. ,ny questions or disagreements that arose during partner time will be discussed now. #& a disagreement is raised in &ront o& the class, the students will respond to the disagreement, and # will sit bac0 and observe the discussion. # will intervene when necessary (i& students become rude, i& incorrect thin0ing is agreed upon, etc.'. 5pon completion o& this review, students will remain in their seating groups. "tudents will be directed to create their own math word problem involving combinations. 2hey will have to write this word problem and prepare to give it to another group to solve. "tudents will be given the opportunity to earn 9opsicle stic0s &or their group i& they can &orm a proper word problem and solve the one given to them. (9opsicle stic0s lead to group rewards and are earned &or positive decisions and good academic wor0.' # will monitor the groups as they &orm their questions. # will ma0e sure that the questions are proper and appropriate. 4nce # have deemed them to be so, groups will trade questions. Aow groups will wor0 together to solve the question given to them. 2hey can use either strategy taught in the mini lesson (chart, tree diagram'. #t is now time to move on to lesson closure, described below.
'esson Closure: We will review the questions as a class. 4ne group at a time will read the question given to them and solve the question on the "mart1oard while showing their wor0. 2hey will also e.plain their thin0ing. "tudents will have the opportunity to respect&ully respond with questions or comments. #& we all agree as a class that the problem was solved accurately, the group will earn a 9opsicle stic0. We all must agree on the question being accurate and appropriate. #& we do, then the group that has written the question will earn a 9opsicle stic0 as well. ,t the end o& all presentations, # will verbally rein&orce the ideas learned in today/s lessons. "tudents will respond to my questions, and # will rein&orce their accurate thin0ing.
ctivit)
Brian +yda E4*% 6K0

(!th stor,telling: -ow does this !cti)it, support the lesson ob"ecti)e.
3B
2he story has a multiplication problem in it that lends itsel& to be solved by &inding the number o& combinations. 2he story and group wor0 that &ollows are to add a new level o& thin0ing that students must use. #t is also to provide a common e.perience to all students. ,s the lesson and unit now continue, # can call bac0 on that e.perience, and all o& the students will 0now what # am tal0ing about. 2his will aid in the solving o& problems later in the lesson, which directly relates to the lesson ob3ective. #t also leads into my modeling o& the strategy o& &inding combinations using charts and tree diagrams. 2his will then lead to students solving problems on their own. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. # have used this strategy in many previous math lessons. *ach time # &ind that # have the students more engaged than when # begin the lesson in any other manner. 1ased on this, # decided to introduce this new strategy and use &or multiplication in the same manner. 1y engaging the students, they will now be more li0ely to participate in the problem solving process. 2hey &eel a purpose in solving it, especially since it involves someone they 0now and care about (%rs. 1eaty'. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. # will display the story problem on the "mart1oard &ollowing the telling o& the story. 2his is so students can re&er bac0 to a te.t when thin0ing about the problem. # will also use the "mart1oard to demonstrate the proper way to solve the problem using a chart and a tree diagram. 1eyond that, # will not use technology with this activity within the lesson. 9orm!tion of m!th <uestions in groups: -ow does this !cti)it, support the lesson ob"ecti)e. 1y having students &orm their own multiplication word problem, they are &orced to use higher-level thin0ing. 2he problems that they are creating must involve the need to &ind the number o& combinations in a given situation. 2his is li0e wor0ing the ob3ective in reverse. #& they can &orm such a question, # 0now the depth o& their understanding is enough that they can solve given problems involving &inding combinations. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. 2here are several students in this class identi&ied as G2 (gi&ted and talented'. 2hey require such activities to challenge the level o& their thin0ing. "imple rote activities do not interest nor challenge this group. 1y giving this activity, it will engage and e.cite them. 2his also allows those that are lower-level thin0ers to have good models to &ollow. 2he lower-level thin0ers will be challenged and will most li0ely respond while wor0ing with the higher-level thin0ers. 2here is also an element o& competitiveness that the students love because there is a 9opsicle stic0 at sta0e here. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,.
Brian +yda E4*% 6K0
3C
"tudents will use the "mart1oard to display their wor0 during the lesson closure. 2hey will use "mart Aoteboo0 to write and display their mathematical thin0ing and problem solving &or all the class to see.
*eferences:
<0
100% o& students will be able to solve various multiplication problems using any o& the previously learned strategies, including equal groupsL arraysL repeated additionL and combinations.
##$A %erform!nce St!nd!rd &: !ooperative (earning (http)//www.ed.sc.edu/ois/**+,/de&ault.asp' , CCSS 3.S'.1: *ngage e&&ectively in a range o& collaborative discussions (one-on-one, in groups, and teacher-led' with diverse partners on grade - topics and te.ts, building on others/ ideas and e.pressing their own clearly. (http)//ed.sc.gov/agency/programsservices/1 0/documents/!!""#$*(,"tandards.pd&' ##ro#riateness or Cross$curricu!ar connections: /should parallel
Deve!o#menta!
(ommon (ore )tate )tandards state that third $raders should understand multiplication and 2no! all multiplication &acts !ithin 12 %y the end o& third $rade. .ivin$ this postD assessment on this unit is developmentally appropriate %ecause this is in&ormation third $raders need to and are re#uired to 2no!. 3llo!in$ students to play math $ames independently !hile " !or2 !ith a small $roup is appropriate &or this $roup o& students. They have proven the maturity to !or2 independently !hile " !or2 !ith a $roup. They have the capa%ility o& stayin$ on tas2 !ithout much intervention &rom the teacher. Whole $roup discussion is al!ays a %i$ part o& my math lessons. )tudents need to %e a%le to e:plain their thin2in$ as !ell as listen to and understand the thin2in$ o& others. These types o& necessary s2ills connect per&ectly !ith spea2in$ and listenin$ standards &ound in the EL3 (()).
Brian +yda E4*% 6K0
<1

(esson 4b3ective(s' 100% o& students will be able to solve various multiplication problems using any o& the previously learned strategies, including equal groupsL arraysL repeated additionL and combinations. ,ssessment(s' o& the 4b3ective(s' "mall group discussion at the teacher table will be used as an assessment. # will be listening to see i& this session has helped these struggling students with the concepts with which they struggle. 2he post-assessment is a written assessment that will test the students on all concepts/strategies/in& ormation that we have covered in the unit. 5se o& 6ormative ,ssessment (2W" section 7' 2his small group discussion will help me decide i& more instruction here is bene&icial or i& the students have understood as much as they are capable at the present time. # may decide to hold o&& on the postassessment, but # may decide that the ma3ority is ready and it is time to move on. 2he post-assessment will help me decide on the e&&ectiveness o& the unit as a whole. #t will also help me identi&y which students are ready to move on and which students are still going to need support in the &uture as we begin a new unit.
ccommodations: /should parallel in&ormation in TW) 3 and sho! use o& TW) 1 data0 2hree o& the students in this class have an #*9 that states they must have oral administration o& anything to be graded. # will read the post-assessment to each o& these students as they complete it. *arly &inishers o& independent wor0 will be as0ed to study their multiplication &acts, which are glued in their math noteboo0s. *arly &inishers o& the post-assessment will have the opportunity to quietly play some o& the math games that we have played previously in the unit. 2hose not completing the post-assessment in the given time will have their papers mar0ed incomplete, and they will return to complete it during J(#! time (recreational time at the end o& the day'. 'ateria!s:
(opies o& the postDassessment1 dice1 cards1 !hite %oards1 dry-erase mar2ers1 )mart,oard1 4act5ash $ame online
(rocedures:
Brian +yda E4*% 6K0
<2
(oti)!tion: "tudents that # have deemed ready &or the post-assessment will have the opportunity to begin the lesson by playing math games that we have played in previous lessons in the unit. "tudents are always motivated by math games. 2his will get them in the right &rame o& mind by thin0ing about multiplication because the post-assessment will be given at the end o& this lesson. *rouping: "tudents will be divided during the ma3ority o& the lesson based on previous per&ormance in the unit. 2hose that are ready (based on &ormative assessments' can play the math games &rom previous lessons. 2hose that are not ready (based on &ormative assessments' will be pulled to the teacher table &or e.tra help. %robing +uestions: !an you show me on your tree diagram how you counted the number o& combinations? !an you e.plain what you were thin0ing while wor0ing this problem? !an anyone restate what $$$$$$ said but in their own words? Why is it important to underline 0ey words and numbers when solving a word problem? Instruction!l Str!tegies: @2he ma3ority o& this lesson time will be set aside &or students to complete the postassessment &or the unit. @ # will begin the lesson by e.plaining the plan &or the day. # will tell students that # am going to divide them up and allow them to play some math games &or review. +uring this time, # am going to pull some students to the teacher table to provide e.tra help with certain strategies and concepts. # will now split the students up based on previous per&ormance. 2hose students playing games have the choice o& which game to play and who to play it with. #& they cannot handle this responsibility, they will be as0ed to return to their seat and will be provided with written practice as opposed to math games practice. 4nce students have settled into games and groups, # will call students bac0 to the teacher table. 2hese students that are struggling are as &ollows) Eaedon, Jeiwan, "hy, %ac0enIie, Aashunti, and %adison. ,t the teacher table, we will wor0 on drawing arrays properly, tree diagrams to &ind number o& combinations and word problem strategies. 2hese are the areas that these students have shown to need e.tra help in. ,s usual, students will have their white boards to demonstrate their wor0 and their thin0ing. We will also have small group discussion. # will also as0 speci&ic questions to speci&ic students such as, BEaedon, can you show me on your tree diagram how you counted the number o& combinations?C 6ollowing this teacher table session, # will call the group bac0 together. "tudents will have the opportunity to as0 and discuss anything about the unit they would li0e. #& questions arise, we will wor0 them as a class i& they will prove to be bene&icial. #& students begin to as0 silly, pointless questions to avoid having time &or the postassessment, # will cut the review time o&& and administer the post-assessment. 'esson Closure: ,t this point, # will administer the post-assessment to the students.
Brian +yda E4*% 6K0

<3
2he three students with #*9s calling &or oral administration will come to the teacher table with me. <ere # will read all directions and problems to the three students. *arly &inishers will have the opportunity to quietly play more o& the math games. #& this cannot be done quietly, they will be as0ed to quietly study at their seat.
ctivit)
(!th g!mes: -ow does this !cti)it, support the lesson ob"ecti)e. ,ll o& the math games that students will be playing involve multiplication. 2hey must be able to solve a multiplication problem, by some method, to participate in and complete the game. 2he lesson ob3ective calls &or the ability to do 3ust that. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. #n prior units, students have played various math games. 2hey have done well with this and also en3oy it. # have &ound, li0e most people, when these students en3oy the activity, they go at it &ull &orce. 2hey wor0 very hard on the multiplication s0ill to complete the game. 2his is providing a &un way &or 0ids to do math. #t becomes more relevant to them because games are something they 0now and care about. 2hey do not want to sit and complete wor0sheets. 2hey want to play games. 2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. #& students choose to play the game 6act+ash, they will do so by the use o& the computer and the "mart1oard. 2hey can record their answers using the touch screen ability o& the "mart1oard. 1e!cher 1!ble: -ow does this !cti)it, support the lesson ob"ecti)e. # am providing e.tra intervention &or these students that are struggling. 2his intervention involves solving various multiplication problems by using the strategies we have discussed. 2his directly correlates with the lesson ob3ective. 2he problems that they will complete on their white boards will require them to use the various strategies that we have previously discussed. -ow does this !cti)it, stem from student ch!r!cteristics, needs, !nd/or conte0tu!l f!ctors identified in 12S 1. 2hese students need e.tra help. 2his activity directly addresses that need. 2hese students have shown in the past that they tend to &all behind the others with math concepts. 2hat is why # decided to provide them with e.tra instruction. # am hoping it will provide them with the boost they need to learn the content. 2hey do not need to necessarily catch the others, but they need to learn the content. , small group setting is a great way to address this need.
Brian +yda E4*% 6K0
<<
2h!t technolog, will ,ou use to implement the !cti)ities, how will ,ou use the technolog,, !nd who will use the technolog,. Ao technology will be used in the implementation o& this activity. White boards and mar0ers will be used instead.
*eferences:

Tws 5 Instructional Design Integrated Unit

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Tws 5 Instructional Design Integrated Unit

Transféré par

Droits d'auteur :

Formats disponibles

Lander University Teacher Education Lesson Plan Template

Lander University Teacher Education Lesson Plan Template

Lander University Teacher Education Lesson Plan Template

Lander University Teacher Education Lesson Plan Template

Teacher Candidate: ,rian Lyda __1___ Subject/Grade: *ath-3rd .rade

Lesson # Date and Time of Lesson:

Learning Objective: /must support unit o%'ectives identi&ied in TW) 30

in&o in TW) )ection 30

Lander University Teacher Education Lesson Plan Template

Teacher Candidate: ,rian Lyda __+___ Subject/Grade: *ath-3rd .rade

Lesson # Date and Time of Lesson:

Learning Objective: /must support unit o%'ectives identi&ied in TW) 30

in&o in TW) )ection 30

Lander University Teacher Education Lesson Plan Template

Lander University Teacher Education Lesson Plan Template

Lander University Teacher Education Lesson Plan Template

Teacher Candidate: ,rian Lyda __,___ Subject/Grade: *ath-3rd .rade

Lesson # Date and Time of Lesson:

Learning Objective: /must support unit o%'ectives identi&ied in TW) 30

in&o in TW) )ection 30

$rains o& rice 5ay 10

.rains o& rice 5ay 1= 125,31

$rains o& rice 5ay 20

.rains o& rice 5ay 2= 1258885+12 $rains o& rice 5ay 30

.rains o& rice

Brian +yda E4*% 6K0

Lesson # Date and Time of Lesson:

Learning Objective: /must support unit o%'ectives identi&ied in TW) 30

in&o in TW) )ection 30

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

ssessment%s& of the Objectives: /must support unit assessments identi&ied in TW) 30

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

Lesson # Date and Time of Lesson:

Learning Objective: /must support unit o%'ectives identi&ied in TW) 30

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

ssessment%s& of the Objectives: /must support unit assessments identi&ied in TW) 30

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

Lesson # Date and Time of Lesson:

Learning Objective: /must support unit o%'ectives identi&ied in TW) 30

in&o in TW) )ection 30

Brian +yda E4*% 6K0

ssessment%s& of the Objectives: /must support unit assessments identi&ied in TW) 30

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

Brian +yda E4*% 6K0

Vous aimerez peut-être aussi

Teacher Candidate: ,rian Lyda 1_ Subject/Grade: *ath-3rd .rade

Teacher Candidate: ,rian Lyda +_ Subject/Grade: *ath-3rd .rade

Teacher Candidate: ,rian Lyda ,_ Subject/Grade: *ath-3rd .rade