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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. Williams
November 14, 2014

Subject/ Topic/ Theme

Math: Equal Sharing & Equal Grouping

Grade ___3rd___

I. Objectives
How does this lesson connect to the unit plan?
Teaches students what each number in a multiplication fact stands for.
cognitiveR U Ap An E C*

Learners will be able to:

Define equal sharing and equal grouping.


Demonstrate equal sharing and equal grouping multiplication problems through counters.
Generate a multiplication fact from a story problem.
Compose an equal sharing or equal grouping story problem.
Communicate with a partner.

physical
development

socioemotional

R
Ap
C
C
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8 ? = 48, 5 = 3, 6 6 = ?.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

Basic multiplication facts.


Pre-assessment (for learning):

Test given at a previous date.


Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Observing students using their counters to do the multiplication problems. Having the students show
Mr. Teacher and I their worksheet before moving onto the game.
Formative (as learning):

Students creating their own word problem for their partners to solve.
Fist 4.
Summative (of learning):
Test
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Saying what is on the PowerPoint


slides and going over what the
students need to do on the
worksheet.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Students using counters to show


problems.

Defining equal grouping and


equal sharing.

PowerPoint on the smart board.

Provide options for comprehensionactivate, apply & highlight

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

I can statement at the end of


the PowerPoint.

Fist 4 is self-assessment.

Having the students use


counters (manipulatives) to
visualize the problem.
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Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction

Provide options for expression and


communication- increase medium
of expression

Letting students write their own


story problem.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Working with partners fosters


collaboration and community.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

Counters (ones from curriculum center)


PowerPoint on the Smart board
Worksheet
10 packs of cards

The usual desk groups.


Students can move around room with partners at the beginning of lesson.

III. The Plan


Time

Components

5 min.
Motivation
(opening/
introduction/
engagement)
45
min.

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Good morning class. Please get together with
Get together with partners.
your partners, you can stay at the desks or you
can go to other places in the room, as long as
you dont start messing around.
Now, Paper passers please help me pass out 18
counters to each set of partners.

Paper Passer of the week will help teacher pass out


18 counters to each pair of partners.

Together, I would like you to each take one or


two counters at a time from the 18 counters
until the counters are all gone. Then count how
many counters you each have. So how many
counters do each of you have? 9 What we
essentially just did was 2 x n = 18. And n=9.

Doing the activities, worksheets, and answering


questions.

In this example, you all knew the # of groups the


counters were going into (you and your partner,
so 2) and the total # of counters. You had to find
out the # of counters that went into each group.
This is called equal sharing, because you know
the total number of counters, and you are
sharing them between a certain number of
people.
Lets do a different one.
You and your partner count out 16 counters and
put them in the middle, you should put the
remaining counters off to the side, as we wont
be using them. Now you and your partner count
out 4 counters and put them into a group, then
count another 4 counters and put them into a
different group, continue this until all the
counters in the large group are gone. How many
groups of 4 counters do you each have? 4. Now,
what you just did was you knew the total
number of counters, 16, and how many counters
went into each group, 4, but you had to figure
out how many groups of counters there would
be. This can all be written into a multiplication
fact like this: n x 4 = 16.
In this example, you all knew the # of counters
going into each group and the total # of
counters. You had to find out how many groups
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of counters there were going to be. This is called


equal grouping, because you know the total
number of counters, and you are putting a
certain number of counters into groups.
Paper Passer, please pass out these papers to
your classmates.
Lets go over the definitions at the top of your
papers. Someone please read the first definition
and tell me what you think belongs in the blank.
Sharing. And the second one. Grouping.
Now lets go over the first problem on the
worksheet. _____ x 3 = 21. Can anyone tell me if
this is an equal sharing or equal grouping
problem? Equal Grouping. Now, how would you
draw a picture to help you solve this? Draw
groups of 3 objects until you reach a total of 21
objects. Now how many groups are there? 7. So
the problem is 7 x 3= 21.
Your I Can Statement for today is: I can tell
the difference between equal sharing and equal
grouping and apply it to multiplication facts.

5-10
min.

Closure
(conclusion,
culmination,
wrap-up)

Lets do the fist 4. Everyone stand up and face


me. Put a 4 on your fingers if you think you
understand it so well you can teach someone
else. 3: you know it well. 2: you know it, but
might need some help. 1: you do not understand
at all.

Fist 4.

Continue to do the rest of the worksheet by


yourselves. As you will notice, for problems 4
and 5, you must take the numbers from the
problem story and plug them into a
multiplication problem. Then, you will draw a
picture to illustrate it. For problem number 6,
you must write your own story problem to have
your partner solve when you are both finished.

Doing worksheet.

When you are done, bring your paper to Mr.


Teacher or I to look over and stamp.

Bringing worksheet to teachers after done, so it can


be checked over.

When students are done, have them pair up with


someone else who is done for the card game played
after lesson 1. (The students who are ready to do
this will vary and we wont spend much time on it
because they will have to go to their specials.)

Pairing up with a peer who is also done with the


worksheet, to work on the card game.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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My lesson went decently well. Seeing as I taught it on a Monday, which we dont usually aid on, I forgot to get counters
from the curriculum center. Thankfully I had those decks of cards and we used those instead, which worked well. When doing the
examples of using the cards together at the beginning of the class, some pairs of students understood very well and could do exactly
as was needed. Other pairs of students got confused because they were either not listening well enough or they got confused. I
repeated the instructions several times, so I believe that many of the pairs that didnt understand or they confused each other. In the
future, to clear this up, I would make sure I had a deck of cards for myself and then I would show them what they had to do.
Other than the little mix-ups with the cards, I would say that my lesson went well. Working with partners was definitely
hard for some people because their partner was slower and they didnt want to wait. But I would explain to them how they are
partners and need to work together; if one partner doesnt understand what to do, then the other partner should help them to
understand it.
For most partners, there was enough time to finish the worksheet and start the game. A few partners just finished the
worksheet or had one or two questions left before we had to conclude so they could go to their specials.

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