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# Lesson Plan 2.

Name: Anfal Mohammed. Grade Level: CCSS Math Strand: Operations and Algebraic
3B. Thinking

## CCSS Standards: Chapter 5; Factors: 2 & 5.

Main Lesson Aims (Concepts, Procedures, & Processes): At the end of the lesson students will be
able to:
Use the 100 chart to identify the factors of 2 and 5 by highlighting both factors using two different
colours (red; factors 2 & blue; factors 5).
Practice by using patterns to multiple by 2 and 5 as a factor; (24= 8 / 25=10), (51=5/ 5 2= 10).
Identify that there are lots of factors that are repeated in both factors 2 and 5; (10, 20, 30).
Materials:

## student Yes, (R 5.1).

book(s)
worksheets/ Yes.
papers
teacher White board/ smart board/ smart board pen/ markers/ cards/ points/ gifts (pencils).
materials
student Small white boards/markers/ worksheets/ books/colors.
materials/
manipulatives
technology smart board/ smart board pen

## other You tube :

2 factors (https://www.youtube.com/watch?v=850t1vjTZGg).
5 factors (https://www.youtube.com/watch?v=2KyDZ7f1RfE).
Game ( http://www.multiplication.com/games/play/snowball-fight)
Key vocabulary with definitions (and pictures if appropriate):

number.

## Students Prior Knowledge:

Some students may memorize the two table factors and they will be able to figure out the factors.
Some Students may know the factors from the previous lesson which was adding to find out the times.
(2+2+2+2= 8/ 42=8)
Some students may able to identify that in the multiplication they should start with the groups, but they
might not differentiate that 23= 6 and 32=6.
Possible Problems :
Students may not be managed in the class.
Students may attempt to be quiet.
You tube videos may not work.
Solutions for the Possible Problems:
Teacher will use the green, and the red points to rewards and punish the students.
Teacher will try to do different activities, so the students will be active with her.
Teacher will download the videos in case if the You Tube videos were not working.
Misconceptions:
The student has overspecialized his knowledge of multiplication facts and restricted it to fact tests or
one particular problem format.
The student may know the commutative property of multiplication but fails to apply it to simplify the
work of multiplication.
The Student cannot explain why he should multiply or connect multiplication to actions with materials.
Solutions for Misconceptions:
The teacher will practice with the students different multiplication equations, then she will apply the
multiplications in the word problem solving.
The teacher will clarify for the students that 52= 10 it same as 25=10 by using the hundreds chart.
The teacher will clear that if the students have 5 books in a box, so if they count the books in 3 boxes
they will found that they are 15 books, so 5+5+5= 15, and 35= 15.

Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Main Tasks or Activities. T&S Time
interaction
Engage (warm up, review prior knowledge): T-S 5
The teacher will start the lesson by greeting the students, then she will ask the mins.
students to empty their groups and pay attention to her. She will pretend that there is
a message coming from someone, she will read the message; the message will say
Hi miss Anfal & Ms Trudy, I hope you are fine. Today both of you and your class 3B
students are going to take the flight number 449 thats going to the multiplication
city. You are going to visit factor 2 and 5 villages. Dont forget to ask your students
to get ready for the flight it will be at (and she will say the time when she is reading
the message). The engagement part will introduce the students for the lesson, so the
students will be able to figure out the lesson by using the message.
Core (introduce and practice new concepts & procedures): T-S 30
Explore: the teacher will ask the students to start counting in 2s, 3s, 5, 10s, then mins
she will give the students a hundreds chart , then she will ask them to take out two
colors and color the numbers two and five while they are counting them. After that
she will ask them to put the chart in front of them and pay attention to the board.
Explain: the teacher will present the time table of 2 and 5 in the board, then she will
ask the students to figure out what is the key pattern of both schedules, so the
students will say in each time we add 2 or 5. Then she will explain that factors are
numbers that we can multiply together to get another number, she will show the
students an example of factors in both tables. For example, 29= 18, so 2 and 9 are
the factors of 18. Also, she will explain that if we changed the places of two factors
that will not effect on the answer. For example, 23= 6 and 32=6. Then she will
write in the board different equations and she will ask the students to answer using
their boards in the group, and finally she will ask them to colour the factors, then she
will say to colour the patterns you should skip one number and colour the other
number in table 2 schedule, however, in the five schedule they should count by
fives.
Elaborate: the teacher will distribute a worksheet that has examples of different
multiplication equations and the worksheets will be in three levels; camels group,
falcons group, and Oryx group, so the camels represent a low level students, falcons
present the middle level students and the Oryx are the high level students, then she
will say you will have five minutes to finish the worksheet, then she will ask the
students to open their book page R 5.1, she will choose the equations for the students
to choose, then she will move around the groups to check students work and help
students who needs help.
Evaluate: the teacher will divide the class into three groups. She will say that you
need to have your own board. In this game you will be like the dumbness people, you
will only write the answer on your board, she will as the students different equation
from her mind or using the internet snow ball fight game, and the students needs to
write the answer on their whiteboard, then raise the board. If on student talked in
stated of writing the answer the group will lose one point from their points.
Close (wrap up, discussion, brief review activity or assessment): T-S 5
mins
The teacher will ask the students to stand behind their chairs, and she will ask the
students different questions. For example, she will say Noora 21=? If Noora
answered correctly her group will get a point if she didnt her group member should
helped her, if they answered incorrectly the other group will get the point.