UNLV/Department of Teaching & Learning

Elementary Lesson Plan

UNLV Student:

Ashley Singtalay

PSMT Name:

Minney

Lesson Plan Title

Unit 6

Lesson Plan Topic:

Math

Date:

Septmber 14-18, 2015 Estimated Time:

55 minutes

Grade Level:

3rd Grade

Bonner ES

School Site:

1. State Standard(s):
3.OA.A.1 Interpret products of whole numbers.
3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities by using drawings and equations
with a symbol for the unknown number to represent the problem.
2. Teaching Model:
Direct Instruction
Cooperative Learning
Whole group to small group with partner
3. Objectives(s):
Monday: Students will use patterns and properties to multiply with 0 and 1 as factors.
Tuesday: Students will solve for one problem and use the solution to complete a second
problem.
Wednesday: Students will use known facts to find products with 3 as a factor.
Thursday: Students will use known facts to find products with 4 as a factor.
Friday: Students will use known facts to find products with 6 and 7 as factors
4. Materials & Technology Resources:
Envision Math Books
Envision practice sheets, 5-9, 5-10, 6-1, 6-2, 6-3
White boards
Dry-erase markers
Tissues
Pencils
Projector or Elmo
5. Instructional Procedures: General Guidelines
Group 1: Sparkle NinjasJada, Liam, Bryce, Anya (GATE)
Group 2: Bonner BobcatsAyanna, Riley, Evan M., Samantha
Group 3: Awesome Ninja WarriorsAlex, Molli, Lamdon (ELL)
Group 4: Black WidowsMadison (RTI), Ameer, Jaelynn (GATE), Abdullah
Group 5: Sport TeamTyler, Emmy, Halle, Agraj
Group 6: Ender DragonsEvan W. (GATE), Nicholas, Ayesha, Justin

Multiplication Practice Daily 11:30-11:45

Knowledge Targets
Students must know their multiplication and division facts from 0 through 10 (products
up to 100).
Students must know multiplication and division have an inverse relationship.
Students must know multiplication strategies to fluently multiply and divide within
100.
Reasoning Targets
Students must use the properties of multiplication (associative, commutative, and
distributive) as strategies to multiply and divide within 100 (dividends and products
less than 100).
Students must use the relationship between multiplication and division to multiply and
divide within 100 (dividends and products less than 100).
Student must be able to choose an appropriate strategy to fluently multiply and divide
within 100 (dividends and products less than 100).
Students should be able to compare two or more strategies used to solve multiplication
and division problems.
1. T will model how to participate in the daily multiplication review
2. S models will demonstrate the practice for other S.
3. WC will discuss what was correct and what needed improvement.
4. S models will demonstrate the procedures again.
5. T will partner the S.
6. S will get 2 minutes to review their multiplication skills and tally them.
7. S will put away materials.
8. T will review the procedures for daily multiplication review.
Materials: Daily multiplication practice sheets, tally sheets for S, timer.
Grouping: WG for modeling, partners for activity.
Monday Section 5-9
A. Motivation/Engagement: (5 minutes)
T will explain that we have used patterns to create fact tables for multiplying with 2, 5 and
9. Today we will use the same ideas to discover patterns when you multiply with 0 and 1.
T will ask class to think back when we multiplied with 2, 5 and 9, Did you multiply with 0
and 1 when you created your fact tables? [Yes] tell me some examples of multiplication
fact you with 0 and 1. [0x2=0, 1x2=2, 0x5=0, etc] (DOK 1)
T will write on white board: Identify Property of Multiplication and Zero Property of
Multiplication.
B. Developmental Activities or Learning Experiences:
Guided Practice (5 minutes)
T will write following problem on white board and project on projector: Jackson has 6
bowls. He puts 1 apple in each bowl. How many apples does he use? [6] (DOK 1)

 T will alter problem and state that Jackson has 0 apples in each bowl. How many apples
does he use? [0] (DOK 1)
T will Cold Call (Lemov) on students to provide their answers for both solutions and then
T will ask students to Take a Stand (Lemov) by giving a thumbs up if the solution is
correct or a hands flat if the solution is incorrect.
T will state that the Identity Property of Multiplication says that when you multiply a
number by 1, the product is the number.
T will then state that the Zero Property of Multiplication says when you multiply a number
and 0, the product is always 0.
Group Practice (10 minutes)
T will project Envisions book on projector and assign problems 1-8 on pg. 130 of
Envisions to the four members of each team. Person 1 will be responsible for 1&5, person
2 - 2&6, person 3 - 3&7, person 4 4&8. Each student will work on problems independently
on their white boards for 3 minutes. When it comes to their numbers, students will have to
stand and be the spokesperson for that team with each question rotation.
T will use Lemov strategy of Tight Transitions and give students 10 seconds to clear their
white boards.
Independent Practice (25 minutes)
Students will pair up with their face or shoulder partner (Kagan).
Partners A and B will be established for the week. Partner A will grab one practice 5-9
sheet. Partner B will get one pencil and be ready to work. Partner A will have the lightest
color hair and do the odd problems, Partner B will have the darker color hair and do the
even problems.
Students will use Rally Coach (Kagan) to complete the Envisions 5-9 practice sheet in
pairs.
1. Partner A sits in chair and then solves the first problem on the handout.
2. Partner B will watch and listen as this is done, standing to the side of their partner
with their hand on the chair to ensure they are focusing on their partner. Partner B
will then either coach if the problem is answered incorrectly or praise if it is right.
3. Students need to either high five or do the cheer for the week in between
rotations.
4. Partner B will then solve the next problem on the worksheet.
5. Partner A will then watch and listen, check the answer, and either coach or praise.
C. Closure: T will review answers with the class.
D. Extension: Student may choose to do the extension sheet. If turned in and completed
100% by end of day, student will receive Minney Bucks.
E. Homework: 5 minute multiplication practice & review Unit 5 notes and worksheets in
preparation for summative assessment.
Tuesday Section 5-10
A. Motivation/Engagement: Group Practice
T will quickly review major components of Unit 5 in Envisions.
T will go over questions with students to ensure understanding.

B. Developmental Activities or Learning Experiences:

Independent Practice
Unit 5 Summative Assessment TBD 9/9 during grade level meeting.
Students will work independently on Unit 5 Summative Assessment.
C. Closure: S must meet minimum time requirement of 15 minutes. They may not turn in
their tests until this time period is met. If students finish early, they must check their
answers.
D. Extension: Students will write a problem with more than two operations and solve the
problem and explain their reasoning. Then, students may choose to silent read or silent
write on any topic.
E. Homework: Skip Count Multiplication 1-5.
Wednesday Section 6-1
A. Motivation/Engagement: T will re-state that the students have learned how to multiply 1
and 2. Today, we will use multiplication facts you know to help find new facts. T will
remind students that we can use arrays to figure out facts we dont know. T will ask
students, What is an example of an array we have seen? Why was that array
used? (DOK 1)
B. Developmental Activities or Learning Experiences:
Guided Practice:
T will pose the problem, There are 3 rows of pictures on a wall. Each row has 6 pictures.
How many pictures are on the wall?
T will model making an array to model 3 x 6. How many rows are in the array? [3] How
many counters are in each row? [6]
T will ask, How can the array help you find 3 x 6? [Add 6 three times]
T will state that we can use facts we already know to find other facts.
T will model 2 x 6 = 12. To multiply 3, we just need to add one more group of 6, 12+6 =18.
T will ask class to use facts they know to find 3 x 7 and 3 x 8 and allow think time.
Spokesperson from every group will discuss their strategies. (Kagan)
T will model breaking up 3 x 6, and using 2 x 6 and 1 x 6.
T will ask, Why is it okay to break apart the array? [The number of items does not
change.] (DOK 2)
Group Practice:
T will project #7 pg. 140 on white board. How can you use 2 x 8 = 16 to find 3 x 8?
Students will work in their teams to explain why. The group spokesperson will write on the
white board and present to the class. (Kagan)
S will then work with face or shoulder partner to answer part a and b of #30 on pg. 141.
S will be allowed Think Time (Lemov).
T will Cold Call (Lemov) on students to provide their answers for both solutions and then
T will ask students to Take a Stand (Lemov) by giving a thumbs up if the solution is
correct or a hands flat if the solution is incorrect.
T will use Lemov strategy of Tight Transitions and give students 10 seconds to clear their
white boards in between problems.

 Individual Practice
Students will pair up with their face or shoulder partner (Kagan).
Partners A and B will be established for the week. Partner B will grab one Envisions 6-1
practice sheet. Partner A will get one pencil and be ready to work. Partner A will have the
lightest color hair and do the even problems, Partner B will have the darker color hair and
do the odd problems.
Students will use Rally Coach (Kagan) to complete the Envisions 5-10 practice sheet in
pairs.
1. Partner A sits in chair and then solves the first problem on the handout.
2. Partner B will watch and listen as this is done, standing to the side of their
partner with their hand on the chair to ensure they are focusing on their partner.
Partner B will then either coach if the problem is answered incorrectly or praise
if it is right.
3. Students need to either high five or do the cheer for the week in between
rotations.
4. Partner B will then solve the next problem on the worksheet.
5. Partner A will then watch and listen, check the answer, and either coach or
praise.
C. Closure: T will review answers with the class.
D. Extension: Student may choose to do the extension sheet. If turned in and completed
100% by end of day, student will receive Minney Bucks.
E. Homework: 15 pre-selected problems Multiplication 0-3.
Thursday Section 6-2
A. Motivation/Engagement: T will state that we have practiced multiplying by 2, today we
will use facts we know to find multiplication facts for 4. T will ask class, What things
come in groups of 4? [legs on a dog, wheels on a wagon, etc.] (DOK 1)
B. Developmental Activities or Learning Experiences:
Guided Practice
T will pose the problem, Ed made 8 keychains each week for 4 weeks. How many
keychains did Ed make in all?
T will model creating an 8 x 4 array [because there are 4 equal groups of 8]
T will ask How can the array help you find 4 x 8? [Add 8 four times, Add 4 eight times]
(DOK 2)
T will model separating the top twos of array from the bottom two rows. How can you use
what you already know about multiplication by 2 to show the total number for each part of
the broken array? [Each section represents 2 x 8] What do you notice about each fact for
the broken for the broken array? [They are the same.] Why can you double the product of 2
x 8 to find the product of 4 x 8? What is the answer? [2 rows of 2 x 8 is the same as 4 rows
of 8; 32 keychains]
Group Practice
T will ask students to use their multiplication facts of 2 and break apart arrays to find 4 x 7.
S will then work with their face or shoulder partner (Kagan).

 S will use 1 white board and 1 marker, using Rally Coach (Kagan).
S will divide their whiteboard into quadrants and number them 1- 4.
Partners A and B will be established for the week. Partner A will grab one Envisions 6-1
practice sheet. Partner B will get one pencil and be ready to work. Partner A will have the
lightest color hair and do the odd problems, Partner B will have the darker color hair and
do the even problems.
S will be allowed Think Time (Lemov) to solve their problems by breaking up arrays.
T will Cold Call (Lemov) on students to provide their answers for both solutions and then
T will ask students to Take a Stand (Lemov) by giving a thumbs up if the solution is
correct or a hands flat if the solution is incorrect.
T will use Lemov strategy of Tight Transitions and give students 10 seconds to clear their
white boards in between problems.
Individual Practice
Students will pair up with their face or shoulder partner (Kagan).
Partners A and B will be established for the week. Partner A will grab one Envisions 6-2
practice sheet from the white bin at the front of the room. Partner B will get one pencil and
be ready to work. Partner A will have the lightest color hair and do the odd problems,
Partner B will have the darker color hair and do the even problems.
Students will use Rally Coach (Kagan) to complete the Envisions 6-2 practice sheet in
pairs.
1. Partner A sits in chair and then solves the first problem on the handout.
2. Partner B will watch and listen as this is done, standing to the side of their
partner with their hand on the chair to ensure they are focusing on their partner.
Partner B will then either coach if the problem is answered incorrectly or praise
if it is right.
3. Students need to either high five or do the cheer for the week in between
rotations.
4. Partner B will then solve the next problem on the worksheet.
5. Partner A will then watch and listen, check the answer, and either coach or
praise.
C. Closure: T will review answers with the class.
D. Extension: Student may choose to do the extension sheet. If S completes sheet 100%,
they will receive extra Minney Bucks at the end of the day.
E. Homework: Multiplication Facts Crossword Puzzle
Friday Section 6-3
A. Motivation/Engagement: T will state that we have learned how to use multiplication facts
for 1 and 2 to find multiplication facts for 3 and 4. Today, we will use the facts you know
to find multiplication facts for 6 and 7. T will ask, what things come in groups of 6?
[canned drinks, fruit snacks, juice boxes, etc.]
B. Developmental Activities or Learning Experiences:
Guided Practice

 T will pose the problem, Students set up 6 rows of seats for a music concert. They put 6
seats in each row. What is the total number of seats? T will allow students think time to
figure out the solution on their white boards.
T will model the array projected on Elmo. T will ask, How does an array help you solve
the problem? [It makes the problem easy to see]
T will model drawing a 6 x 6 array. How can the array help you find 6 x 6? [ Add 6 six
times]
Model drawing a line above the last line in the array, creating a 5 x 6 array and a 1 x 6
array.
T will ask, How can you combo these facts to find 6 x 6? [Add the total, 30 + 6 = 36.
Group Practice
Within groups, S will make and break apart an array, using facts of 2 and 5 to find 7 x 7.
Students will draw the array they used and record the product [49].
S will be allowed Think Time (Lemov) to solve their problems by breaking up arrays.
T will Cold Call (Lemov) on students to provide their answers for both solutions and then
T will ask students to Take a Stand (Lemov) by giving a thumbs up if the solution is
correct or a hands flat if the solution is incorrect.
T will use Lemov strategy of Tight Transitions and give students 10 seconds to clear their
white boards in between problems.
T will display Envisions pg. 145 on board. S will work with their face or shoulder partner.
Partners A and B will be established for the week. Partner A will grab one Envisions 6-2
practice sheet. Partner B will get one pencil and be ready to work. Partner A will have the
lightest color hair and do the even problems, Partner B will have the darker color hair and
do the odd problems.
S will work with their face or shoulder partner using Rally Coach to solve problems 1-6.
1. Partner A sits in chair and then solves the first problem on the handout.
2. Partner B will watch and listen as this is done, standing to the side of their
partner with their hand on the chair to ensure they are focusing on their partner.
Partner B will then either coach if the problem is answered incorrectly or praise
if it is right.
3. Students need to either high five or do the cheer for the week in between
rotations.
4. Partner B will then solve the next problem on the worksheet.
5. Partner A will then watch and listen, check the answer, and either coach or
praise.
T will review answers with class.
T will ask students to Take a Stand (Lemov) by giving a thumbs up if the solution is
correct or a hands flat if the solution is incorrect.
T will use Lemov strategy of Tight Transitions and give students 10 seconds to clear their
white boards in between problems.
Individual Practice
Students will pair up with their face or shoulder partner (Kagan).

 Partners A and B will be established for the week. Partner A will grab one Envisions 6-3
practice sheet from the white bin at the front of the room. Partner B will get one pencil and
be ready to work. Partner A will have the lightest color hair and do the even problems,
Partner B will have the darker color hair and do the odd problems.
Students will use Rally Coach (Kagan) to complete the Envisions 6-2 practice sheet in
pairs.
C. Closure: T will review answers with class.
D. Extension: Students will play I Have Who has game as a whole class for 10
minutes. (10 minutes)
1. T will distribute cards randomly to students.
2. T will select one student to begin by reading their card aloud. (I have 35, who has 4 x
4)
3. S who has card with the correct answer to the previous students Who Has..
questions reads their card aloud. [I have 16, who has 10 x 3] and so on.
4. S must listen for their turn and try not to break the chain.
5. When the chain circles around to the first student, the game is over.
E. Homework: 5 minutes multiplication facts practice.
6. Accommodations: S will be able to view modeling on projector. T will be able to use
visuals of either counters or drawings on their white boards to create a visual for their
problems.
7. Modifications: Mr. Minney or T will monitor students while working in their small groups
and/or partners and assist students with on-the-spot help if necessary.
8. Differentiations for Diverse Learners: Students will work in small groups or partners
instead of whole class instruction. Students will be able to work with others through
collaborative learning.
9. Assessment and Evaluation of Learning:
F. Formative: S will answer questions throughout lessons. S will complete formative
assessment halfway through unit after 6-4.
G. Summative: S will work independently on grade level summative assessment at the end
of Unit 6.