Mathematics Methods Direct Instruction Lesson, Dr.

Won
EDMS 4121

Part 1: Math Lesson for Direct Instruction

GRADE LEVEL: 3rd
1. Common Core Math Content standard:
3. Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.
5. Apply properties of operations as strategies to multiply and divide.2 Examples:
If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of
multiplication.) 3 5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5
2 = 10, then 3 10 = 30.
Practice Standard: 4. Model with mathematics
2. What is (are) your academic learning goal(s), or CONTENT OBJECTIVE?
After a lesson on the commutative property of multiplication, the students will be
able to use manipulatives to show different ways to visually represent the
multiplication problem as well as complete the assigned worksheet that involves
drawing a visual, writing the commutative property, and completing the problem
by finding the product.

Clearly describe each of the following with specific details

I.
ANTICIPATORY SET (5 min.)
I will begin by writing a simple multiplication problem on the board. Example: 2x4=?
I will then ask my students who knows what this is called? (Correct Answer:
Multiplication problem). I will then circle the 2 and the 4. Does anybody know what
these numbers are called in this equation? These numbers are called factors. I will tape
a visual on the white board that says Factors: are numbers that you can multiply
together. (EL Adaptation) Today we will be learning about the communicative
property. We will learn that no matter what order your factors are in when multiplying,
our answer will always be the same. We will practice this property by using beans to
create a visual of the multiplication problem and to show that there are two ways to
visually represent the problem.

II.

TEACHER MODELING AND EXPLAINING (Prepare 1-2 examples.)

Example A: (I DO) with visuals, manipulatives

Make sure to explain the conceptual understanding as you model the procedures.

Mathematics Methods Direct Instruction Lesson, Dr. Won

As I said before we will be learning about the commutative property. What does it
mean to be commutative? Does anybody know? (If no one volunteers I will tape a
definition on the white board that says: An operation is commutative if you can
change the order of the numbers involved without changing the result. This means
that I am able to switch the factors in any order when multiplying and I will still get
the same product. I will then write the problem 3x4=? on the whiteboard. Do you
think that this problem is commutative? If I change the problem from 3x4 to 4x3 will
my answer be the same? Talk to your partner and discuss whether you do or do not
think the answer will be the same. The students will then share with the class whether
or not the answer is or is not the same. According to the commutative property in
multiplication, we can change the order of the factors without changing the result! One
way that we can write out multiplication problems is by drawing a visual. Today we
will be using beans to show a visual representation of how our multiplication problem
can be commutative. I will model (I DO): Lets look back at our first multiplication
problem 3x4. Does anybody know how I can use my beans to show how to solve this
problem? I will then begin and show to the class how to make 3 groups with 4 beans
in each group. How many groups do I have class? Answer: 3. How many are in each
group? Answer: 4. How many beans do I have total? Answer: 12. Thats correct!
Teacher writes on the white board 3x4=12. Now class, lets go back to our definition
of commutative. The definition says that we can switch the factors and still get the
same answer. That being said, what was another way that we decided we could write
this problem? Thats right, 4x3. How can I use my beans to show this problem? I will
show the students how to group the beans into 4 groups with 3 beans in each group.
How many groups do I have? Answer: 4. How many beans are in each group? Answer:
3. How many total beans do we have? Answer: 12. Thats correct! I will write on the
white board 4x3= 12. After solving the problem using beans, is 3x4 the same as 4x3?
(YES!) Did we get the same answer? (YES!) Now its your turn to practice!
III.

GUIDED PRACTICE 2 examples

Example B: (WE DO)

Example 1
The teacher will hand out a worksheet to the students. We will do the first problem
together. The problem is 3x5=? What should I do first class? The students will help the
teacher to group the beans? I will ask how many groups of beans will we have? Answer:
3. Lets draw three circles on our paper to show that we will have three groups. How
many beans will be in each group? Answer: 5. Thats right there will be 5 beans in each
group. We will all put 5 beans in each circle. How many total beans do we have? Answer:
15. Thats right our answer is 15! Is there another way we could solve this problem? How
do we begin? Wait for a student to share and if no one does, guide the students in the next
step. Lets remember that the commutative property states that we can switch our factors
when multiplying and still get the same answer. That means that 3x5 is the same as 5x3.
Ask a volunteer to share. 3x5 is the same as 5x3. That being said, how many groups will
we have to draw to solve 5x3? Answer: 5. There will be 5 groups. Lets each draw 5
circles on our paper. How many beans will be in each group? Answer: 3. There will be 3
beans in each group. I will ask the students why will there be 3 beans in each group? I
will gauge to see if they can explain their reasoning verbally. I will ensure that the

Mathematics Methods Direct Instruction Lesson, Dr. Won

students speak in complete sentences by using sentence frames. For example: I
have_______ in each group because________. (EL Adaptation).
Example C: (YOU DO TOGETHER) Have students Think-Pair-Share
Now ask students to explain the reasoning behind the procedures to a partner.
Example 2
Now students, you will do the next problem together. I will pair up each student with a
partner to work through the next practice example. Example: 2x7. Before you begin, talk
to your partner about how you will solve this problem. (1-2 minutes to think-pair-share). I
will gain the students attention by saying class class. After talking to your partner, how
will you solve this problem keeping in mind the commutative property? I will give the
students time to share with the class how they will solve the problem. I will use guiding
questions. Examples:
- How many groups will you draw?
- How many beans will be in each group?
- Are we able to switch the factors to write this problem another way?
- Why are you able to switch the factors?
After the students complete the problem I will ask the students to explain their reasoning
to their partner (1 min). If they are unsure what to discuss I will prompt them to discuss
why they drew the amount of groups that they did and why they put the number of beans
into each group.
Quick check of understanding (whiteboards/problem in journal/show
models)
I will then check for understanding by doing an informal assessment by asking my
students questions pertaining to the lesson. I will write on the white board 6x7=42. Who
can tell me what the factors are in this problem? Answer: 6, 7. What did we learn today
about factors when multiplying? Thats right, per the commutative property; we are able
to switch the factors when multiplying and still get the same answer. That being said, what
is another way to write 6x7? Answer: 7x6. Give a thumbs up if you are ready to practice
some more problems on your own.

Mathematics Methods Direct Instruction Lesson, Dr. Won

IV.

INDEPENDENT PRACTICE: (Should be similar to the instruction above,

can include application and further analysis. Describe the task students are
doing, and your expectations for how they should work independently.)
I will pass out a worksheet to the students and explain to them that they will be solving the
multiplication problems by using the commutative property. The worksheet will be
divided into four columns. The first column has the problem to be solved. I will explain to
the students that they will use the beans in order to solve the problem and create groups as
we did before. I will explain to the students that the second column is for the students to
draw a model (circles) as we did before to represent one factor and then draw the correct
amount of little circles, Xs, or smiley faces within the large circles to represent the other
factor. The students have the freedom to draw the model however they choose. The third
column is for the students to write the original multiplication problem in another way
using the commutative property. For example if the original problem is 2x7, then the
students will write 7x2. The last column is for the students to write their answers to the
multiplication problem. Before beginning the worksheet I will ask the students if they
have any questions or need clarification on the directions. The students will complete the
worksheet independently. I will walk around to informally assess and ensure that the
students understand what is being asked of them and are working quietly and
independently.
V.
CLOSURE (5 min.)
Brief summary of the lesson and objective. Dont forget to also address the
practice standard for this lesson.
Today we learned about the commutative property of multiplication. Talk to your partner
about what it means to be commutative. (1 minute). Ask a few volunteers to share with the
class. As we learned in todays lesson the commutative property means that we can switch
the factors in a multiplication problem without changing the product. We were able to use
beans to solve the multiplication problems. For example, in the problem 2x7, we were
able to show that we can use our beans or draw a model to show that this problem can be
shown as 2 groups of 7 OR 7 groups of 2. We learned that even though the groups look
different they still produce the same product.
ASSESSMENT PLAN
What is the product you will collect or observe that will demonstrate students level of
understanding? Provide rationale.

I will know the students have met the objective if they are able to draw a model for each
multiplication problem, write the commutative property of that problem and find the
product of the problem. I will use a grading rubric to assess the students work and to make
sure that each student receives the proper grade for their work. I will take notes in a grade
book of who is and is not participating during the lecture portion of the lesson. During the
independent practice I will informally assess the students by walking around the room to
ensure that the students are on task and understanding what is being asked of them. The
students will turn in their worksheet at the end of the lesson to be graded.
Rubric:

Mathematics Methods Direct Instruction Lesson, Dr. Won

Section 1: Participation/On Task
3= Participated in the classroom lecture, on task while completing the
worksheet, and shared with the class.
2= Somewhat participated in the classroom lecture, somewhat on task while
completing the worksheet, and somewhat shared with the class.
1= Did not participate in the classroom lecture, was not on task while
completing the worksheet, and did not share with the class.
Section 2: Work Sheet: Draw a Model, write the commutative property, and
find the product
3 = Student completed 3 models, wrote the commutative property for each
model, and found all 3 products.
2 = Student completed 2 models, wrote the commutative property for each
model, and found 2 products.
1= Student completed 1 model, wrote the commutative property for the
model, and found the product.

Part 2: Lesson Adaptations for Two Focus Students: ELL an

*Write this prior to teaching lesson.
Directions:
Consider what you have learned about the two focus students you selected for your K-8
Classroom observation and the implications for instruction that were identified for each
of them. For the two students, determine what adaptations you will make to this lesson.
Describe those adaptations for each of the two focus students. If you determine that no
adaptations are needed for a part of the plan of instruction, indicate that decision, with
convincing rationale. Complete the table below. For each question include:
a. your decisions about lesson adaptations, and
b. a rationale for those decisions-you must connect decisions with specific
information about student

Student 1: An English Learner

Robert (alias name) is an Expanding English language learner that I taught in my small
group. Robert is very advanced as an English learner but is very timid and shy. For this
reason I created several adaptations that would help Robert to feel more comfortable in
communicating and sharing with the class. In the math lesson I begin by activating prior
knowledge of multiplication, factors, and products. Although expanding ELs are
generally fluent, they often still struggle with complex words or academic vocabulary.
For this reason I will create several adaptations to help Robert with this struggle. The first
adaptation I will make will be to provide visuals for the academic vocabulary in the
lesson. For example, rather than orally explaining factors, product and commutative
property, I will provide a visual definition that I will post on the board with a model to

Mathematics Methods Direct Instruction Lesson, Dr. Won

match it. For example: commutative property: factors can change positions in a
multiplication problem without changing the product. I will pair this definition with a
visual example of 4x7=7x4. This will serve as a visual for my EL student to reference at
any point throughout the lesson. This is an appropriate adaptation to help Robert in his
struggle with complex and academic vocabulary. My second adaptation for Robert is
something that will benefit not only him but also the entire class. I will tape sentence
frames onto the board to help promote academic language and to promote speaking in
complete sentences. For example: I have ___________ in each group
because_________. I know that this is the correct answer because___________. Due to
the fact that Robert is very shy and quiet, I will use this adaptation to help Robert to feel
more comfortable sharing in class. This adaptation is appropriate for his CELDT level of
expanding. Although expanding EL students can communicate effectively, Robert
appears to need more guiding and prompting due to his quiet personality. The sentence
frames will help provide structure in his oral communication as well as give him
confidence while speaking in front of the class. My last adaptation for Robert is to
incorporate realia and manipulatives into the lesson by way of using beans. By giving
Robert manipulatives to work with he is able to construct a visual of a concept that may
be more difficult to understand. This not only will help Robert in his ability to understand
the concept of commutative property but it will also be a fun way to learn a difficult
concept. This is an appropriate adaptation for an Expanding EL student as the use of
manipulatives helps the student to breaks down a complex concept by creating their own
visual. This will help them to better understand the concept being taught rather than only
relying on direct instruction from the teacher.

Student 2: (SN) A student with special needs/different

instructional challenge
The special needs student that was a part of my small group was Anna (alias name).
Anna is below grade level and is slower than the average student. She has an IEP but this
is the only information received from the teacher. In this math lesson I will create
adaptations to help support Anna in this instructional challenge. One adaptation that I
created for Anna was a certain type of scaffolding when she was completing the
worksheet. For each problem on the worksheet I gave Anna the correct number of Dixie
cups needed to group the beans in. This served as scaffolding for Anna to help guide her
in grouping the beans. Anna needed only to figure out how many beans would go in each
cup. This adaptation will serve as scaffolding to Anna to help her follow along with the
lesson as she is below grade level but will still give her the opportunity to problem solve
how many beans with go in the cups. The second adaptation that will benefit Anna greatly
are the sentence frames. Because Anna is below grade level and is slower, she may have a
harder time putting her thoughts together when orally explaining her work. The sentence
frames will be a perfect adaptation for Anna as they will give her the structure she needs
to participate in the classroom lecture/discussion. Even though she may be a little bit
slower than the average student, these sentence frames will help her to participate in the
classroom discussion. My last adaptation that Anna will benefit from is the visuals that I
will provide for all of my students. Because Anna may need more time to complete the

Mathematics Methods Direct Instruction Lesson, Dr. Won

worksheet it will be beneficial to have something to reference throughout the lesson. If
she becomes confused or needs guidance the visual examples and definitions will be
present to help her. This adaptation will be beneficial for not only Anna but also my entire
group as they complete the worksheet at their own pace.

Part 3: Direct Instruction Lesson Teaching Reflection

How did you develop CONCEPTUAL UNDERSTANDING (relevance, prior knowledge

connections, understanding the reasoning behind the procedures) in this lesson? Do you
think your students developed a deeper knowledge of mathematics from this lesson?
Why/why not? Provide evidence from your assessment product to support your analysis.
(1 paragraph)
I began the lesson by activating prior knowledge that the students had already been taught prior to this
my anticipatory set by drawing a multiplication problem on the whiteboard and by asking the students what t
represented. I wanted the students to understand the difference between factors and products. The students ne
what factors were in order to understand the concept of the commutative property. After activating this prio
students were able to understand and grasp the concept that the commutative property states that both factors
switched/flipped without changing the product. Although this lesson had already been taught to the students b
teacher, I believe that this lesson helped the students to further develop their understanding of the commutativ
this to be true because all of the students were able to fully complete the activity and worksheet that I provide
they needed guidance and direction while completing the worksheet, I informally assessed through observatio
were able to grasp the concept of commutative property and grow in their knowledge of this concept.

How well did your ADAPTATIONS support your focus students learning in this lesson?
How much did they participate in the lesson? How well do you think they met the
learning objectives? How do you know? (1-2 paragraphs)
After reflecting, I believe that my adaptations were very beneficial for my focus students. Throughout m
quiet EL student had a difficult time participating in classroom discussion. At first it was hard to gauge wheth
confusion of the concept or due to his shy, quiet personality. However, the sentence frames were very benefic
was able to gauge that he understood the concept of the commutative property of multiplication. This was hel
in meeting the learning objectives. Although he did not participate freely in the classroom discussion, when I
room and individually asked him questions, he was able to answer correctly. After grading his work per the ru
conclude that the adaptations greatly helped Robert in having a deeper understanding of the concept taught.
I found the adaptations to be extremely helpful for Anna, my below grade level special needs student.
believe helped her the most were the Dixie cups used as scaffolding. This helped Anna and served as a type o
figuring out how many beans were to be divided into each group. This was helpful for Anna as it appeared th
understanding the concept. It was helpful to give her this stepping stone in the right direction by providing th
cups and limiting the variables. By doing this she was able to participate in the classroom discussion and mee
objectives. Even though using the cups made the activity easier than the other students, this was the scaffoldi
to complete the assignment. I know that she met the learning objectives because she was able to correctly com
that was a part of the lesson.

Mathematics Methods Direct Instruction Lesson, Dr. Won

Overall, how will you use what you have learned in the experience of planning and
teaching this lesson that you will use in the future as you plan instruction? (1
paragraph)
After planning this lesson I have learned the importance of creating adaptations for students that have spe
something that I realized takes much more time then I had expected but will help meet the needs of each stud
whether high, low, EL emerging, expanding, or bridging deserves to have the tools and scaffolding needed in
successful in the classroom. Preparing this lesson helped me to better understand the time, energy, and money
teacher. Although lessons will not always be this detailed and extensive, I have learned through the planning
want to grow and be the best teacher that I can be and that it takes time and dedication. I know that by planni
lesson I have grown in my abilities as a teacher and have learned the importance of taking the time to make a

*Submit Parts 1-3 on Bb Assignments as MS Word document.

Scan and submit Teaching Signature Form and 5 samples of
student work.

Mathematics Methods Direct Instruction Lesson, Dr. Won

Mathematics Methods Direct Instruction Lesson, Dr. Won

Mathematics Methods Direct Instruction Lesson, Dr. Won

Mathematics Methods Direct Instruction Lesson, Dr. Won

Mathematics Methods Direct Instruction Lesson, Dr. Won

Mathematics Methods Direct Instruction Lesson, Dr. Won

Mathematics Methods Direct Instruction Lesson, Dr. Won