LESSON PLAN Lesson #___8___

Format and Cooperating Teacher Feedback Form

Name: Jessica Wewers Content Area: Math

Date: 5/2/17 Grade Level: 4th

Goal(s):

CCSS.Math.Content.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and
division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade
3, know from memory all products of two one-digit numbers.

These students never mastered their multiplication tables from 3rd grade like they were
Planning: supposed to. The learners have gotten better with multiples of 0-5 and are working on
multiples of 6. Shawn has been doing quite well with his multiplication recently so he
may be an asset to whichever team he is on. Jayden, Amy, and Aeilani may need extra
assistance because they struggle with multiplication at all. They tend to count on their
fingers to come to the correct answer. Some students understand that multiplication is
either x groups of x or vice versa. It is important to assist students when they mistake
multiplication for addition in the smaller multiples. With the basketball game the students
may be squirrely but I think that with some patience they will calm back down enough to
function.

Objective(s):
Students will practice their multiplication tables by using mental math to verbally solve
: multiplication problems.
Vocabulary: times, multiplication, product
Language function: problem solving

Informal:
Assessment: Students will verbally answer the multiplication problems that are asked of them.
Formal:
I will fill out a chart to mark which questions they got correct and which problems they
struggled with.

Materials Needed:

(List all of the materials you will need to teach this lesson)e ne
Basket
Paper basketballs
Multiplication flash cards
Dry erase board and marker
Recording chart
Pen
Procedures:
(2 min) Introduction
- First I will have the students divide up into two groups of three. From there I will have the students sit
on opposite ends of the table with their groups.
- After they have settled in I will introduce the game with the rules. The rules are as follows:
o Each person in each team will answer a multiplication question from one of the flashcards.
o If the person answers correctly, they will have an opportunity to shoot the basketball into the
bucket to score an extra point.
o Team members are not allowed to help their teammate answer the question.
o If the person answers incorrectly, the other team has a chance to steal. At this point the students
may work together to come up with the answer on the flashcard.
o Each correct answer is 2 points, a score counts as one additional point.
o Students can only earn 1 point on a steal and are not allowed to shoot on the steal.
o The first team to score 25 points wins.
(20 min) Steps for instruction
- Begin the game going back and forth asking each team member in sequence the problem on the flash
card, letting them shoot as situation permitting. Allow cheering and excitement so long as it is not too
disruptive. Cheering should be positive and encouraging.
Strategies for students requiring additional assistance:
- If students are struggling I will prompt them to remember what multiples they know that is close to this
one and see if they can figure out the product from there.
(1 min) Closure
- Tell students the final scores and the multiples that they worked on during the learning segment. Have
students line up by the door and bring them back to their classroom to work on their main class work
and take the next group of six.
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