USF Elementary Education Lesson Plan Template (S 2014) Name: __Claire Meitzner_________________

Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 9/26/2017
Math/Multiplication 19

Lesson Content
What Standards (national or MAFS.3.OA.1.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
state) relate to this lesson? objects in 5 groups of 7 objects each. For example, describe a context in which a total number of
(You should include ALL objects can be expressed as 5 7.
applicable standards. Rarely do
teachers use just one: theyd never MAFS.3.OA.1.3 Use multiplication and division within 100 to solve word problems in situations
get through them all.) 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.

LAFS.K12.R.1.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.

Essential Understanding
(What is the big idea or essential
question that you want students to How can I use models to solve multiplication problems?
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching? Students will be able to use objects, words, pictures, and numbers to provide an explanation reflecting
(Student-centered: What will their understanding of multiplication, with at least two different explanations per multiplication
students know and be able to do problem.
after this lesson? Include the
ABCDs of objectives: action, Students will be able to describe a realistic situation in which a total number of objects can be
behavior, condition, and degree of expressed using multiplication, with minimal errors.
mastery, i.e., "C: Given a sentence
written in the past or present tense,
USF Elementary Education Lesson Plan Template (S 2014) Name: __Claire Meitzner_________________
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 9/26/2017
Math/Multiplication 19

A: the student B: will be able to re- The student will be able to draw pictures or use manipulatives to solve multiplication situation
write the sentence in future tense problems and write related number sentences to solve problems.
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions: This lesson is important to the building students knowledge and experience with multiplication.
Why are you teaching this
objective? The use of the book Each Orange Has 8 Slices helps students to understand realistic instances of
Where does this lesson fit multiplication in everyday life.
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

Evaluation Plan- How will you

know students have mastered 1) I will discuss with my CT the students prior knowledge with multiplication and where the
your objectives? students struggle most with the concept.
2) Since this will be the second day that the students will have been exposed to multiplication I
Address the following: will perform a formative assessment with the students to see where they are by having them
What formative evidence will answer an problem before I start my lesson.
you use to document student 3) During the lesson as we go through an example I will gauge how many of the students are
learning during this lesson? understanding the content and if I need to spend more time on it by doing an extra example.
What summative evidence will 4) At the end of the lesson I will have the students participate in a summative assessment on a
you collect, either during this post-it note or a flashcard that will be collected before the end of math time. I will be able to
lesson or in upcoming lessons? see from the students explanation and execution of the problem if the students were able to
find the correct answer and use multiplication strategies to solve the problem.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Claire Meitzner_________________
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 9/26/2017
Math/Multiplication 19

What Content Knowledge is

necessary for a teacher to teach Knowledge of multiplication strategies and basic multiplication facts.
this material?

What background knowledge is

necessary for a student to Students should have some knowledge or experience using repeated addition to find the total
successfully meet these number of objects.
objectives? Students should be able to write an equation to express the total as a sum of equal addends.
Students should be able to fluently add within 20 using mental strategies.
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?

What misconceptions might

students have about this
content? Misconceptions that students might have during this lesson is to add the numbers in the original
equation together instead of multiplying them.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Claire Meitzner_________________
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 9/26/2017
Math/Multiplication 19

Lesson Implementation
Teaching Methods
(What teaching method(s) will you Team work
use during this lesson? Examples Gallery Walk
include guided release, 5 Es, direct Accountable Talk
instruction, lecture, demonstration, Demonstration
partner word, etc.) Literature incorporated into Math

Step-by-Step Plan Time

(What exactly do you plan to do in Students 1) Have students sitting at their desk
teaching this lesson? Be thorough. Students 2) Have students get out math notebook
Act as if you needed a substitute to Students 3) Have students work on formative assessment question that is similar to
carry out the lesson for you.) a problem that they did the previous day. This will help me see how
much they grasped from the day before
Where applicable, be sure to Teacher 4) Walk around the classroom as they work on the problem, check for
address the following: general understanding. Use clipboard with names of students on it to
What Higher Order Thinking check-off if I see that the students are correctly answering the question,
(H.O.T.) questions will you if they are almost there, and if they arent getting it at all.
ask? Students 5) Ask the students to raise their hand and tell me what their answer was
How will materials be Teacher 6) Pick a student and ask the class if they agree by putting their thumb up
distributed? or down
Student 7) If students disagree allow student to use accountable talk to ask why
and explain their thinking
USF Elementary Education Lesson Plan Template (S 2014) Name: __Claire Meitzner_________________
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 9/26/2017
Math/Multiplication 19

Who will work together in Teacher 8) Go through the example and how the student solved the problem with
groups and how will you the entire class as the student explains their answer
determine the grouping? Students 9) Have students come to the carpet to read the book Each Orange Has 8
How will students transition Slices.
between activities? Teacher 10) Go over that math is everywhere in everyday life and that includes
What will you as the teacher multiplication
do? Teacher 11) Explain that we are going to use this book to go over the concept of
What will the students do? multiplication
What student data will be Teacher 12) Read a few pages from the book
collected during each phase? Teacher 13) Pass out white boards and markers
What are other adults in the Students 14) Pick one of the pages that we read
room doing? How are they 15) Ask the students what they noticed in the problem
supporting students learning? What numbers do we have to work with?
What model of co-teaching are Students What is it that we are looking for?
you using? 16) Ask them how they think we should set it up if we know what the parts
Teacher of the equation are?
17) Have the equation written out on a large piece of chart paper and then
Teacher go through the process of solving the equation with the students
Teacher 18) Give students time to solve the problem on their white board
19) Go over the problem with the whole group. Work with the students
Techer explanations and have them explain their thought process.
Teacher 20) Solve the problem as the student explains on the chart paper.
21) Gauge if the students need more whole group practice, if so do another
example with the group
22) Go through another example if necessary
23) Explain to the students that they are going to be put into groups and
they will work together to solve their own problem from the book.
Each group will get a printout of a problem in the book and then they
Teacher will write an explanation of their problem on a large piece of paper
(that is provided for them). They will be also given a set of
Teacher manipulatives to help them solve the problem using multiplication
strategies
Teacher
USF Elementary Education Lesson Plan Template (S 2014) Name: __Claire Meitzner_________________
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 9/26/2017
Math/Multiplication 19

Students 24) Explain that students will work out their problem individually in their
notebook first then transfer it to their large piece of paper
Teacher/stu 25) Assign the students to their groups
dent 26) Release students to
Get word problem on chart paper and marker from me
Get manipulatives from back table
Students Start working
27) As the students work I will walk around and work with them.
Students 28) The students will have ____ minutes to work on their groups problem
Students 29) Once the time is up and each group has an answer, they will be told to
move as a group around to each group and provide feedback to their
Teacher solving of their problem (gallery walk). Each group will have 3
minutes to work on their comment to the group
30) Once each group has gone to each group they will return to their
Teacher problem and see the comments left
Students 31) They will be given 3 minutes to correct or keep their original answer.
Students 32) Then I will ask one or two groups to come up and explain their answer
to the class.
33) I will intentionally choose a group that did it correctly and one group
that did not find the correct answer or a group that did not find the
correct answer at first, but decided to change their answer.
34) I will collect each groups work to look at later
35) Have students return to their desks
36) Pass out an exit ticket that gives the students a problem to solve and
asks them to self-reflect.

What will you do if a student struggles with the content?

Individually work with the student to help them understand the content better.
Go over another example with the student and guide them as they work on answering it.

Students who I notice are struggling will be placed in a specific group and I will join up with their
group first when they are released to work on the group problems
USF Elementary Education Lesson Plan Template (S 2014) Name: __Claire Meitzner_________________
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 9/26/2017
Math/Multiplication 19

What will you do if a student masters the content quickly?

If a student masters the content quickly I will have them work with me to explain one of the story
problems in the book, while still incorporating the rest of the students. They will be my partner in
explaining the problem.

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
This lesson connects to the interests of my students because my students have explained to me that
they enjoy working in pairs or groups.

If applicable, how does this lesson connect to/reflect the local community?

The skill they learn from this lesson will help them understand how to effectively count large sums of
objects quickly without just adding them individually. Which can help them when they are doing an
array of things in the community.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

If a student finished quickly I will give them the extra assignment of writing their own multiplication
story problem similar to the book and show how to solve it.

How will you differentiate instruction for students who need additional language support?

N. will be given her own set of manipulatives to work with in her group.
Using nonverbal responses allow me to check for understanding without asking her to respond
verbally.
N. will be purposely placed in a group with other English and Spanish speakers
USF Elementary Education Lesson Plan Template (S 2014) Name: __Claire Meitzner_________________
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 9/26/2017
Math/Multiplication 19

Accommodations (If needed)

(What students need specific G. struggles with vision I will have her sit at the front of the group when reading the book. I will also
accommodation? List individual allow her to sit close to the Elmo as I work out the problem
students (initials), and then explain
the accommodation(s) you will N. is ELL will be paired with a student who speaks both English and Spanish (N. or S.). I will also
implement for these unique exclusively go over to her group and make sure that she was explain what is going on in their question
learners.) and is being included in the solving of the problem

Materials
(What materials will you use? Why Each Orange Has 8 Slices by Paul Giganti Jr.
did you choose these materials? Large chart paper
Include any resources you used. Markers
This can also include people!) Students math notebooks
Sticky notes
Timer
Manipulatives

Name:______________________________________
1) Jenny has 6 boxes full of books for her library. Each box has 6 books in it. How many books does she have
in all?
Show me your answer with a drawing, a repeated addition number sentence, and a multiplication number
sentence.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Claire Meitzner_________________
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 9/26/2017
Math/Multiplication 19

2) Did you like using the book during math? Yes or No. Why?