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Practical Teaching Experience

Lesson Planning Template

This document is to be completed and submitted before you are scheduled to teach your lesson. Only
one copy per student pair (with both names on the template) need be submitted
Tim Wenger and Andrew Deitemyer

PLANNING FOR TEACHING

Math
Multiplication
In this area, list the applicable Common Core Standard
(http://mdk12.org/instruction/commoncore/index.html) that applies to your lesson:
CCSS.MATH.CONTENT.3.OA.A.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
In this area list the applicable Essential Skills/Knowledge within the Common Core Standard (what the
student needs to learn to be able to meet the standard) [ *note that some content areas are not aligned
with CCSs] that are ALIGNED with your lesson plans.
(http://mdk12.msde.maryland.gov/instruction/commoncore/index.html -- Look on the RIGHT side for
Frameworks and follow the content link to find the Essential Skills and Knowledge) (for your lesson you may copy and paste this to this section): The Essential Skills/Knowledge should be visible to
students and reviewed before you begin your lesson. They can be displayed on the white board or
via the projector:
Essential Skills:
Ability to use concrete objects to compose and decompose sets of numbers
Ability to use the inverse operation as it applies to given equation
Knowledge of fact families
Ability to find the unknown in a given multiplication or division equation, where the unknown is
represented by a question mark, a box, or a blank line
Ability to solve problems that employ different placements for the unknown and product/quotient
(Examples: 5 x ___= 15, 15 = 3 x ___ , 15 3 =___, 15 ___= 5, 15 = 5 x ____, ____ = 15 3, 3 =
___ 5)

planning:
What ONE aspect of the content will you focus upon for your lesson (remember that this is an
abbreviated session, so you dont want to crowd too much into your teaching time).
Students will understand the connection between repeated addition and multiplication

What method will you employ to teach the content (e.g. direct instruction, question/answer, have

students discover the information, or a combination of approaches)? (P/C)

The teachers will primarily use direct instruction to teach the content before letting students practice on
their own.

What role will technology tools play in your teaching of the lesson and/or student activity(ies)? (P/C/T)
The technology will help students to practice the skills that the teachers have taught them in this lesson

What specific technology tools will you need to use to teach the lesson and/or have students do
activities?
Kahoot
Internet (Interactive Websites)
Smart Board
Calculators
Technology Integration (Specific description of how you will use hardware, software and/or online
resources in the lesson.) What technology skills will students need to know to successfully complete
this lesson? List applicable Maryland Technology Literacy Standards for Students (one or two are
sufficient)
(http://mdk12.org/instruction/curriculum/technology_literacy/vsc_technology_literacy_standards.pdf )
that will be included in your lesson - find one or two that may apply to what youre doing/teaching
MD Technology Literacy Standards:
3.3.A.1 Use and explain how the technology enhances learning
Use technology tools, including software and hardware, from a range of teacher-selected options to learn new
content or reinforce skills
3.3.B.1 Use and explain how the technology enhances learning
Use technology tools to work collaboratively within the classroom
TEACHING THE LESSON
Introducing the Lesson: (Your lesson objective(s) MUST be visible to students before you begin
teaching) Describe how you will warm up - Will you do a KWL chart? Will you employ discussion
prompts to engage students in the lesson? Remember that this is an important part of helping students
with their Recognition Network as you are linking prior knowledge to the current content. If you are
using discussion prompts (questions) remember to list them on the board AND to read them aloud
(multiple methods of presentation).
Objective: Students will use repeated addition as a strategy to solve multiplication problems.
For our pre-assessment, students will be given a posted note and be asked the question what is
repeated addition. They will be given 3 minutes to post onto the board. Once complete, the teachers
will go over the answers the students gave. The teachers will remind students that repeated addition is
a strategy used to solve multiplication problems.
After the pre assessment, the teacher will introduce the lesson by writing the objective on the board and
having a student read it to the class.
Plans for Differentiation- Specify the activities you will use to teach the content and address the

needs of auditory, visual, and kinesthetic learners. Refer to the UDL Solutions document (attached in
the assignment folder) to incorporate varied strategies for learners.
UDL Solutions:
Auditory Strategies
Teachers will review the math content orally before having students practice on their own
Visual Strategies
Support Background Information: Key vocabulary for the lesson will be written onto the board
Multiple Versions of Content: Students will practice multiplication skills through multiple contexts online
Kinesthetic Strategies
When students are working on their math problems individually, teachers can provide manipulatives for
students to help with their repeated addition.

Procedures for teaching the Content - Describe (in steps) how you will teach the lesson.
Remember that both individuals in the team should present so pace yourselves accordingly. Include in
this section your plans for integrating principles of Universal Design for Learning (UDL). How will
students demonstrate what they have learned? Describe some options (even if you are unable to do
the activities due to time constraints)
1. Once the objective is read, the teacher will then begin explaining multiplication through repeated
addition. The teacher will state how multiplication is just adding the first number over again by the
second number. The teacher will provide an example of this by showing how when you add 2 together
three times you get a total of six. The teacher will then have the students test this by having them
multiply 2 times 3 on the calculators on their computers.
2. After the students have proven the equation. The teacher will then have them get out a sheet of paper.
The students will solve four multiplication problems through repeated addition. They will also be told to
check all their answers using the calculators. Once everyone is done, the teacher will call upon the
students to come up and show their work each problem on the smartboard.
3. Once all the problems are filled out, if time permits, the teacher will show the students
mathplayground.com giving them a fun way to grow their learning. Students will play one round of
Grand Prix Multiplication and write down their scores.
Summary and Lesson Closure Describe how you plan to end the lesson and prepare students for
further learning. (example: discuss what comes next in the unit or the next step in learning). This step
is important because it allows you to sum up the lesson and preview the next lesson.
The teacher will summarize the lesson by having a student reread the objective. To close the lesson,
the teacher will explain that along with repeated addition, there are many other strategies available that
can make multiplication easier. Another is Doubling which we will cover next class.
Formative Assessment - How will you conduct a quick assessment to determine who needs review or if this
lesson needs to be taught again in a different method. This need not be a test or quiz it can be a worksheet or
other activity or an opportunity for students to reflect on their learning (this could be oral, written, art, etc.)
A formative assessment will be administered by having the students take a 6 question quiz on Kahoot. The
problems will be slightly more advanced with one missing variable, and the students will have to use repeated
addition to solve the problem. Students may use manipulatives in order to solve the problem.

Extension of learning- describe activities students can do (homework, online sites with games/tests)
to practice their skills? What would the next step be in the lesson/content? This will probably NOT be

done in your lesson, but needs to be present to encourage students to continue their learning.
Students will go on to www.mathplayground.com and play the game Swimming Otters. In the game, for
every correct answer given for a multiplication problem, the car will move faster, and for every wrong
answer the car will move slower. Students will play this game for 10 minutes and record any problems
that they got incorrect on a piece of paper. Once they are done they can have a parent sign it so the
teacher knows that the student completed their work.
Definition of Terms:
Multiplication: the process of adding a number to itself a certain number of times
Repeated Addition: Adding the same number again and again in order to find the answer to a
multiplication problem.
Factor: Numbers that are multiplied to give a product.
Product: The result of two factors multiplied together.
Differentiating Instruction: To differentiate instruction is to recognize students varying background
knowledge, readiness, language, preferences in learning, interests, and to react responsively.
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
Formative Assessment: Measurements which allow one to determine the degree to which students know
or are able to do a given learning task, and which identifies the part of the task that the student does not
know or is unable to do. Outcomes suggest future steps for teaching and learning
www.journeytoexcellence.org/practice/assessment/glossary.phtml