ED 345 Calvin College Teacher Intern Lesson Template

Teacher Intern: Sophia Kim Date: September 17, 2018

Grade Level: 3rd Grade Subject/ Topic: Math –3s
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 3s.
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 3s.
Prerequisite Knowledge/Skills: Students has an idea of the strategies to solve the 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 3s 1. Self-assess with the flashcards and flipbooks of 3s.
count-bys 2. Asking questions to students while the discussion
is going on.
3. Filling out the missing products of 3s on the easel
board.
4. Playing the 369 product game altogether as a
class.
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 3s)
 Whiteboard and Whiteboard markers
 Flashcards (5s, 2s, 4s and 3s)
 Easel board (rug area)
 MacBook (For students) – laptop cart
 Video from YouTube – School house of rocks of 3s
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.)
- G will start to go down to room 101 because she is getting used to the routine. She will be spending her time
for Math in room 101.

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 3s.
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 think of things in the real world that come in groups of 3?
 Teacher will then show the video of school house rock 3s to the students with the teacher’s laptop.
 Teacher will review the following:
 Teacher will write 4 X 3 on the easel board.
 Teacher will then draw the equal groups with the factors of 4 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. 4 + 4 + 4
 With the whole class, teacher will lead in skip counting the 4s.
 Then, teacher will ask for a volunteer to come up the easel and draw an array of 4 groups of 3. Good job!
 Teacher will then introduce the 3s. Now that we have learned about the 4s and the strategies to solve a
multiplication problem, let’s learn about the 3s.
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 3s and say X group of 3 as the circle builds as a class.
 Teacher will then point out the set of multiplication equations of 3s and circle all the 3s that serves as a factor.
 Then, teacher will point out the repeated addition for the 3s and ask the following:
 What does the multiplier; the number we are multiplying 3 by, tell us again? The answer
should be how many 3s we have.
 Teacher will now ask the students that the teacher is wondering about any patterns that we can find in the 3s.
 Can you guys tell me what they are?
1. The sums of the digits of the count-bys follow the pattern 3, 6, 9, 3, 6, 9 …
2. The products follow the pattern odd, even, odd, even…
Good Job!
 Now, teacher will ask the students to figure out the multiplication problem by skip counting.
 Teacher will start counting by 3s as the fingers go up and encourage the students to follow with their mouth
and fingers.
 Once reached to 3 X 10, ask the students to find the product for 3 X 6 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 flashcards quietly.
 Teacher will ask the students to cut out the flashcards for the 3s and start practicing twice the 5s, 2s, 4s, and 3s.
 After students are done practicing the flashcards, instruct them to work on the flipbooks with the 3s.
 Once the students are done with their flashcards and the flipbook accordingly based on their ability, gather up
the students back in the rug area and have them fill out the missing products of 3s on the easel board.
** Teacher will draw lines for each of the products for the students fill out while the students are
working on their tasks.
 When the students are all settled in, go over the products with the whole class.
 Teacher will then introduce the game called the 369 product game.
 Here is how it goes:
 First, tell the students that we are going to count from 1 to 30.
 However, whoever has the products like 3, 6, 9… should say the word “product” instead of the
number.
 Once everything makes sense to all the students, play the game and enjoy!

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
  I tried my best to make a different lesson every time where I created various activities for each lesson.
 I went after for including everybody in the learning environment by doing the task all together.
REFLECTION AFTER TEACHING THE LESSON:
“I like the 369 game, Ms. Kim!” said one of my students. This totally made my lesson and teaching. I was so pleased
that the students are learning from me. The routine of the flipbooks and the flashcards seemed to smoothly be part of
their learning ownership. When I ask the students to do it, they take the ownership and complete the work. I am
starting to learn that there is an importance of the word “Funderstand” with the students. Funderstand means that
we can have fun when we are learning and nothing will stop them from learning.