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Lesson Plan #1

Where is the school where you are teaching located? City: ____X___ Suburb: _______ Town:_______ Rural: ______

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your

instruction in this learning segment.

IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent

Classifications/Needs Students IEP Goals

2 Short breaks when needed, strategic seating, frequently check

ADHD for understanding

Autism Spectrum Disorder 1 Teacher aid, personal schedule, direct & simple instructions,

using transition time

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications

Students

English Language Learners 2 Frequent checks for understanding, visual aids, ENL teacher

available

Other Learning Needs Numbers of Supports, Accommodations, Modifications

Students

0

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Lesson __1____ of a ____4_ Day Learning Segment

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many

as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within

the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this lesson will being able to have students identify parts of multiplication problems such 5x7=35, or 7x5= 35 and that they

can be put into words and used as a comparison.

Students will understand that multiplication fact problems can be seen as comparisons of groups (24=4x6 can be thought of as 4 groups of 6 or 6

groups of 4).

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

In 3rd grade, students have learned multiplication problems. They should have learned how to for example how to describe in context in which a

total number can be expressed by 5x7 or 7x5 (commutative property).

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students will apply their understanding of multiplication facts and recognizing and identifying that 5x7=35, or 7x5= 35 and how it can be used

as a comparison.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

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The students like to explore and ask questions about their favorite sports or favorite animals when we come across them in class so as the lesson

is taught, the teacher can add questions on the board such as “30 soccer balls is 5 times as many as 6 soccer balls or 30 dogs is 5 times as many

as 6 dogs.” Some students have pets or have different hobbies, so it would be a great idea to add how many more or less there are of something

of the student’s favorite things.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

As the teacher, I will encourage my students by providing manipulatives such as number blocks to have understand see the comparisons that

something “is more than” something else. The teacher will make connections by relating to the student’s values and hobbies such as sports, or

animals.

Curriculum Standards

Math NYS Standard 4.0A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many

as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt

identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to

the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.

above. (edTPA Task 1, Prompt 5b)

Student can identify a multiplication equation Teacher will formatively assess through Allow extra time in class to complete

teacher observation, activity worksheets, and assignments

and how it can be interpreted as a comparison exit ticket, which will give the teacher the Provide an example

using words and visuals. opportunity to look over students work to see Supply key concepts and vocabulary in

what needs to be reviewed the following day. advance

Verbal vs. written response

Allow students to show knowledge with

hands-on materials and/or pictures.

Student can write an equation for a situation Teacher will formatively assess through teacher will review concepts and check

involving multiplicative comparison teacher observation during think-pair-share, for understanding frequently

class discussion and collaborative group

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activity and written responses on students

white boards.

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the

concepts (edTPA Task 1, Prompt 4d)

Function Identify Teacher will support the students by scaffolding information,

Looking at your standards and objectives, modeling, pre-teach vocabulary, provide images and manipulatives

choose the one Bloom’s word that best

describes the active learning essential for

students to develop understanding of

concepts within your lesson.

Vocabulary “More than” -Teacher will provide anchor charts with visuals

Key words and phrases students need to be Factor -Teacher will work with ELL teacher to provide handouts similar to

able to understand and use Interpret anchor charts, for additional support

multiplicative comparison

Product

Commutative Property

Syntax The teacher will provide a The teacher will use number block manipulatives, whiteboards and

Describe ways in which students will specific equation and students markers to the students to assist them with conceptual

organize language (symbols, words, will use their number block understanding.

phrases) to convey meaning.

manipulatives to help them solve

it.

How members of a discipline talk, write, identify and verbalize which The teacher will model this process and provide reinforcement as

and participate in knowledge construction quantity is being multiplied and needed.

and communicate their understanding of

the concepts

which number tells how many

times and discuss their math

reasoning.

when they see the visual, the first

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set contains a certain number of

items. The second set contains

multiple copies of the first set.

They will be able to tell that any

two factors and their product can

be read as a comparison.

and/or Supports

Anticipatory Set/Motivator

-visuals will be provided for ENL’s

-The purpose of this lesson is to learn the language of multiplication problems and how they can (attached)

be put into words.

The teacher will then say, “Ladies and Gentlemen, today we are going to talk about how -Student with autism will work with aide in

multiplication problems can be seen as comparisons”. The teacher will put on the board 6= 2 x 3. the classroom

The teacher will explain that the equal sign can be translated as “is”. The multiplication sign can

be translated as “times as many as”. Therefore, the equation can be translated as “6 is 2 times as

many as 3, or 6 is 3 times as many as 2”

The teacher will then put on the board 6 footballs. The teacher will then put a football on the board

with the number 2 on it. Then will put 3 more footballs with the number 2 under it to show that 3

groups of 2 is 6. The teacher will also do the same example but have a number 3 on a football and

then put 2 more under it to show that 2 groups of 3 is also 6.

1. Students will gather to sit on the carpet for the lesson can bring their chair to sit on in back or use

2. The teacher will discuss the anchor chart and manipulatives, and vocabulary (commutative a wobble chair.

property) to introduce Multiplication as a comparison. The teacher will talk about how the

equal sign can be translated as the word “is”, and the multiplication sign can be translated -Students will be able to participate at the

as “times as many”, (Appendix A) board, on their white boards and on the

3. The teacher will then provide a multiplication facts sheet on the SMART board so provided worksheet at their desk.

everyone is familiar with them.

4. The teacher will then model an example on the board such as “, (8= 4x2 or 8= 2x4) the

equation can be translated as “8 is 4 times as many as 2, or 8 is 2 times as many as 4” on -Frequent checks for understanding.

the board.

5. As a class, the teacher will provide the same example of a comparison using number

blocks. The teacher will show the 2 number blocks alone. Then will set 4 more of the 2

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number blocks under it to show that there is 4 groups of 2 which when it is counted the

students will see that (2+2+2+2= 8).

6. The teacher will then show more examples with the number blocks and have students

come up and participate in displaying ways.

7. Once the teacher has finished modeling and students have practiced at the board, the

students will be asked to show the teacher 21= 7 x 4 as a multiplication comparison on

their whiteboards. Teacher will scan the whiteboard to check if they understand. They

should write “21 is 7 times as many as 4”. The teacher will also ask 21= 4 x 7 and will also

ask to model on whiteboards.

8. The teacher will then write a comparison such as “ 20 cats is 5 times as many as 4 cats”.

Teacher will ask students to write the multiplication equation on the white board.

9. Once the students have shown understanding, the teacher will ask students to go back to

their seats and give them different multiplication comparison worksheets to assess them.

(see Appendix C).

10. The teacher will walk around the classroom and make observations as students work

independently and provide guidance if needed.

11. Students will have 15 minutes to work on their assessment.

12. Students will hand in their work to be evaluated.

Closure

-The teacher will say, “Today you learned how to write a multiplication equation as a

multiplication comparison by replacing the symbols with words.

-An exit ticket will be provided to the students to evaluate their abilities and decide which part of

the lesson will need to be touched on again tomorrow.

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-The exit ticket will be collected upon dismissal of math class.

List all materials and/or technology tools required for the lesson.

Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-

board images.

SMART board

-manipulatives (number blocks)

-anchor charts (appendix A)

-white board, markers

-Assessment worksheet (Appendix B)

-Exit ticket (Appendix C)

AppA

Appendix A (3 Photos)

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(APPENDIX A- 3 PHOTOS)

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2017-18

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APPENDIX B – 2 WORKSHEETS

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(APPENDIX C)

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