USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

3
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Group
Size: 21

Name: Brooklyn Westfall

Date of Lesson: 10-13-16

Lesson Content
MAFS.3.OA.2.5: Apply properties of operations as strategies to multiply and divide.
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. (Associative property of multiplication.) Knowing that 8 5 = 40
and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56.
(Distributive property.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

What happens when you multiply a number by 1 or 0?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,

SWBAT solve multiplication problems with 1 and 0 with 90% accuracy.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3

Group
Size: 21

Name: Brooklyn Westfall

Date of Lesson: 10-13-16

A: the student B: will be able

to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

The zero and identity properties are part of the larger multiplication unit in math.
Students have already learned the commutative property and know that there are
various rules for multiplication. This concept is important to learn because students need
to have their multiplication facts memorized and these properties help students
remember those facts.

Evaluation Plan- How will

you know students have
mastered your objectives?

My CT and I will be monitoring students as they complete the problem of the day in their
notebooks as the formative assessment. Students will also be asked to rate their level of
understanding as a formative assessment. Finally, I will be collected their classwork and
homework pages as a formative assessment.

Address the following:

What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

I will collect two summative assessments from this lesson including the end of lesson exit
ticket and their end of unit assessment.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3

Group
Size: 21

Name: Brooklyn Westfall

Date of Lesson: 10-13-16

What Content Knowledge

is necessary for a teacher
to teach this material?

Teachers need to know their multiplication facts, as well as the zero and identity property
rules.

What background
knowledge is necessary for
a student to successfully
meet these objectives?

This lesson is part of a bigger unit plan that students are working through. They have the
prior knowledge of multiplication necessary to be successful during this lesson.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

This group of learners is advance, so they will need a quick lesson that is to the point and
allow room for enhancement. I believe most students will pick up this concept quickly
and will need enrichment activities for afterwards.

Some students still confuse addition and multiplication rules so we will review
multiplication beforehand

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?

Group
Size: 21

Name: Brooklyn Westfall

Date of Lesson: 10-13-16

Lesson Implementation
This lesson will be guided release. The lesson will begin as whole group instruction and
then break into individual and group work.

Time

20
min

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher
1. Have students pull their practice pages and homework. They
also will need their math notebooks.
2. Have studies copy the EQ in their notebooks and review
multiplication rules and facts.
3. Show students the Identity and Zero Property Posters made
for the lesson.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if

25
min

Students

Group
Size: 21

Name: Brooklyn Westfall

Date of Lesson: 10-13-16

4. Show students the POTD and check and go as they complete

their practice pages.
5. Review the answer to the POTD and ask for a student to share
their answer.
6. Ask students to display their understanding level 1-4 under
their chins and release students to complete their class
practice page.
7. Levels 1 and 2 know to come to the back table for support.
8. Level 3 students group work and check their practice pages.
9. Level 4 students partner work and check their practice pages.
10.Students finished with their practice page and had it checked
are welcomed to complete their exit ticket and begin
enrichment work.

a student struggles with the content?

Support is provided at the back table for anyone who requires further support
from the lesson.

What will you do if

a student masters the content quickly?

Students have math enrichment folders to work with when they finish their
math practice pages. There are also several multiplication enrichment games
to choose from and multiplication wrap ups to practice their facts on.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
All students need to be mathematically literate to function in society today.
Learning multiplication facts and properties is essential to that literacy.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3

Group
Size: 21

Name: Brooklyn Westfall

Date of Lesson: 10-13-16

If applicable, how does this lesson connect to/reflect the local community?
In order for students to make an impact on their communities, they need to
become mathematical literate.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Enrichment folders have been compiled by me, my CT, and the AGP teacher
with activities that require some higher order thinking for students who finish
quickly and need to more challenge. Students have various options to choose
from within the folders.
How will you differentiate instruction for students who need additional
language support?
There is a presentation that goes along with my lesson to provide visual
support. There are also posters demonstrating the properties for visual aid as
well.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

L.G. will need to move and benefits from teacher proximity control
A.S. Needs reminders to not blurt out (combat with student name sticks)
A.R. struggles with math so attention to her notebook work and knowledge assessment

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
3
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Group
Size: 21

21 GoMath practice pgs. 355-356

21 GoMath homework pgs. P134-P135
Zero Property Poster
Identity Property Poster
Math enrichment folders
Elmo/Computer for Presentation Slides

Name: Brooklyn Westfall

Date of Lesson: 10-13-16