ED 345 Calvin College Teacher Intern Lesson Template

Teacher Intern: Sophia Kim Date: September 12, 2018

Grade Level: 3rd Grade Subject/ Topic: Math – Review strategies and 2s
Approx. time spent planning this lesson: 1 hr
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: This is a lesson for the students to identify and use patterns to multiply with the 2s.
Brief Context: Now that the students have learned some of the strategies to figure out the multiplication problems, we
will review as we enter the world of patterns to the 2s.
Prerequisite Knowledge/Skills: Students has an idea of the strategies to solve a multiplication problem.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Be able to explore and practice patterns in 2s 1. Going over the practice pages in the student’s
count-bys Math journals.
2. Starting to learn to work on their own with the
pages.
3. Self-assess with the flashcards and flipbook of 2s.
Standards Addressed in Lesson:
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects
each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when
56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal
shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be
expressed as 56 ÷ 8.
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the
problem.1
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 8 × ? = 48, 5 = _ ÷ 3, 6 ×
6=?
CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when
multiplied by 8.
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.
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using
properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number
can be decomposed into two equal addends.
Instructional Resources:
 Doc Cam
 MacBook
 Math Journal
 Class Math Board (To show the patterns of the 2s)
 Whiteboard and Whiteboard markers
  Flashcards (5s and 2s)
 Easel board (rug area)
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
- Grace - Have students or the teacher aid sit by Grace who can help them focus. Grace will also participate in the
array making process. (Because it was time for G to transition into the school setting, she had to stay in the
classroom instead of going to room 101.)
- If the students don’t understand the finger method, use connecting cubes for an alternative this time.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
Teacher to students
 If a student is doing an excellent job like doing what they are supposed to do, teacher will appreciate the
students by giving a high five or a compliment like “Way to go!”
 Smiles will assure the students that they are doing a great job!
 Teacher will be going around making sure they are doing their work.
 When the teacher is going around the class, if a student makes mistake, say the sentence “That’s okay!
Everybody makes mistakes!” – We are all here to learn not to be perfect.
Student to Student
 Students will be working at their seats and will be asking questions to each other questions in a spy voice.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
ENCOURAGEMENT IS THE KEY!
 Clapping rhythm
 Raise your pinky! Raise the other pinky! Wiggle your pinky!
 Whisper the instruction once and let the students work. Students will for sure ask what the instruction was, and
then the teacher will remind the students that listening will help if they listen.
 Flatt tire! – Teacher Shhhhh! – Students
 Encourage the students to be quiet while they are working on their student reading page. Model by saying the
reminder in a careful voice.
Strategies you intend to use to redirect individual students:
 If the student is distracting, teacher will ask “Are you distracting or listening?”
 If a student is blurting, stop a minute and remind them to raise their hands if they have something to say.
 Say “It would be really nice if you are participating…” instead of calling names.
CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.
 Going to the bathroom: Knocking signal from the student and the teacher replies back with the same signal!
 Everybody should have listening ears whenever a teacher and other peers are talking. Their hands should be
down when someone is talking.
 The Class Math Board has already been filled out for there is an introduction of multiplication in this lesson.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
 Students will be on the rug area for the discussion of the patterns of 2s.
 After the instruction is done, students will be asked to go back to their seats for further instructions.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro:
 Teacher will ask the students to come back to the rug area by rows from their seats facing the easel board.
 Once the students are settled in, Then, the teacher will ask for ideas asking the following question:
  Can anyone give an example or a strategy to find out the product for multiplication? Groups
of (equal groups), pictures, repeated addition, skip counting, arrays
 Teacher will then draw the equal groups with the factors of 5 and 3 and point out that this is what the teacher
means when she says equal groups.
 Teacher will also show repeated addition by putting the + sign right next to the groups and write the equation
of addition under the picture.
 With the whole class, teacher will lead in skip counting the 5s.
 Then, teacher will ask for a volunteer to come up the easel and draw an array of 5 groups of 3. Good job!
 Teacher will then introduce the 2s. Now that we have learned about the 5s and the strategies to solve a
multiplication problem, let’s learn about the 2s.
Development:
 Teacher will then bring out the Class Math Board that has been filled out already in advance.
 Teacher will circle the sequential groups by 2s and say X group of 2 as the circle builds as a class.
 Teacher will then point out the set of multiplication equations of 2s and circle all the 2s that serves as a factor.
 Then, teacher will point out the repeated addition for the 2s and ask the following:
 What does the multiplier; the number we are multiplying 2 by, tell us again? The answer
should be how many 2s we have.
 Teacher will now ask the students that the teacher is wondering about any patterns that we can find in the 2s.
 Can you guys tell me what they are?
1. All the products are even numbers.
2. The pattern of the ones digits of the products is 2, 4, 6, 8, 0, 2, 4, 6, 8, and 0.
3. The count-bys skip a number between them.
Good Job!
 Now, teacher will ask the students to figure out the multiplication problem by skip counting.
 Teacher will start counting by 2s as the fingers go up and encourage the students to follow with their mouth
and fingers.
 Once reached to 2 X 10, ask the students to find the product for 2 X 5 and more. (Teacher should decide which
product to ask.)
Closure:
 Teacher will ask the students to go back to their seats and take out their Math journals quietly.
 Teacher will go over the box form on page 28 of the Math journal and answer together with numbers 5 and 6
with giving hints to 7 through 9.
 Once the teacher is done with demonstrating, teacher will ask the students to continue on their own.
 Teacher will ask the students to take out their 2s flashcards from the pile and instruct the students to cut them
out.
 And then, instruct the students to bring out their 5s flashcards and go through them twice along with the 2s.
 After they are done with the flashcards, students will come up to the front table and grab one flip book and
continue working on building their knowledge with the 2s.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
 I went around as the students were working on their math journals.
 I am planning on continuing to build on to the consistency where the students will learn the facts in the same
format every time we learn about basic facts.
REFLECTION AFTER TEACHING THE LESSON:
I like how I am trying to build on the knowledge of the facts in the student’s brain. It is likely that the students will
have a hard time getting use to the facts but as they get the chance to get used to the routine of learning the facts,
they will be also experts in these facts. I am so glad that I am getting along with the students to learn about the facts.

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