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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