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2013-2014 UMU Lesson Plan Template

Name: Brittany Moore Date: 11-12-13 Grade Level: Third Grade Class Period: 1:30-2:15 Subject: Mathematics Lesson # & Title: Lesson #1, Multiplication Big Idea/Lesson Focus: Creating multiplication number sentences and finding the product Essential Question: What is my multiplication number sentence? Context for Learning: 20 students (9 boys and 11 girls), low socio-economic status, 7 students on IEPs Function of the Lesson (check all that apply): Introduce New Skill or Content X Practice

X Review Remediation/Reteaching

Content Standards: CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 7 . Learning Objectives: The students will be able to create a multiplication number sentence from the amount of paper sheep and balls of yarn they receive and then write the product of the number sentence achieving 80% accuracy. Academic Language (or A.L. Demands, A.L. Objectives): The students will be able to use and understand the words: multiply, count, number sentence, and product. Instructional Materials and Support: Construct paper, glue, paper sheep, balls of yarn, pencils, markers, SMARTboard, and Amanda Beans Amazing Dream book Prior Knowledge: The students have been learning about multiplication and have been practicing these skills. This lesson is a review of putting the numbers into a multiplication number sentence. This is also practice of the multiplication facts. Assessments: Pre-Assessment for the unit: Use this information to design your lessons Assessment(s) during the lesson: Only assess what was taught During structured practice, I will be observing the students while they are creating number sentences from the book. During guided practice, I will be observing the students while they are working in groups to see if they can create a number sentence. Assessment(s) at the end of the lesson: Clear up misconceptions During independent practice, the students will be turning in their papers to me when they are finished. I will be making sure the students number sentence and product is correct. Post-Assessment for the unit: Assess all that was taught in the unit

Strategies & Learning Tasks

Introduction: I will tell the student we will be reviewing multiplication. I will ask the students what all they know about multiplication. Presentation/Explicit Instruction: I will read the book Amanda Beans Amazing Dream by Cindy Neuschwander. While I am reading the book, I will stop at some parts and ask the students questions about the book. Structured Practice/Exploration: I will go through the book with the students and find multiplication problems that are in there. I will re-read these parts of the book aloud and have the students tell me what the multiplication problems are and as they tell me I will write them on the board. After the students say the number sentence, I will have them say the answer to the multiplication problem. Guided Practice/Specific Feedback: I will give each group a word problem. As a group, the students will have to read the problem and write a multiplication number sentence for that problem. They will have to write the product along with the number sentence. Each group will have a different problem. Then, each group will read their word problems aloud to the rest of the class and say their number sentence and product. Independent Practice/Application: I will give each student a certain number of paper sheep and paper balls of yarn. The students will have to glue the sheep onto a piece of paper and then glue the balls of yarn onto the sheep. After they are done gluing, the students will write a multiplication number sentence using the amount of sheep and yarn they have. Closure: I will have some students share their pictures and equation with the rest of the class. Differentiation, Individualized Instruction, and Assessment: The lower level students will receive less sheep and yarn so their multiplication problem is less difficult. The higher level students will receive more sheep and yarn so their multiplication problem is more difficult. Also, I will be assisting the students one-on-one if needed.