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    Lesson Plan Teacher: Dana Pablo, Melynda San Luis, Jenny Maluwelmeng, Vaughn Baisa Grade Level: 3 Grade

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    This lesson plan is for a 3rd grade math class focusing on interpreting whole number quotients. The lesson will use direct instruction, collaborative discussion, and cooperative learning to help students understand division as equal groupings. Students will work individually and with peers on problems involving multiplication strategies and accurately adding and subtracting with or without regrouping. Progress will be monitored through formal and informal assessments, work samples, and notes. Adaptations include using manipulatives and multiplication tables.

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    Lesson Plan Teacher: Dana Pablo, Melynda San Luis, Jenny Maluwelmeng, Vaughn Baisa Grade Level: 3 Grade

    Uploaded by

    api-287241324
    90 views2 pages
    This lesson plan is for a 3rd grade math class focusing on interpreting whole number quotients. The lesson will use direct instruction, collaborative discussion, and cooperative learning to help students understand division as equal groupings. Students will work individually and with peers on problems involving multiplication strategies and accurately adding and subtracting with or without regrouping. Progress will be monitored through formal and informal assessments, work samples, and notes. Adaptations include using manipulatives and multiplication tables.

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    This lesson plan is for a 3rd grade math class focusing on interpreting whole number quotients. The lesson will use direct instruction, collaborative discussion, and cooperative learning to help students understand division as equal groupings. Students will work individually and with peers on problems involving multiplication strategies and accurately adding and subtracting with or without regrouping. Progress will be monitored through formal and informal assessments, work samples, and notes. Adaptations include using manipulatives and multiplication tables.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    90 views2 pages

    Lesson Plan Teacher: Dana Pablo, Melynda San Luis, Jenny Maluwelmeng, Vaughn Baisa Grade Level: 3 Grade

    Uploaded by

    api-287241324
    This lesson plan is for a 3rd grade math class focusing on interpreting whole number quotients. The lesson will use direct instruction, collaborative discussion, and cooperative learning to help students understand division as equal groupings. Students will work individually and with peers on problems involving multiplication strategies and accurately adding and subtracting with or without regrouping. Progress will be monitored through formal and informal assessments, work samples, and notes. Adaptations include using manipulatives and multiplication tables.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    LESSON PLAN

    Teacher: Dana Pablo, Melynda San Luis, Jenny Maluwelmeng, Vaughn Baisa
    Grade Level: 3rd GRADE

    Subject Math- Geometry: Interpret Whole Quotients of Numbers


    Date/Timeline December 10-January 20- These skills will also be taught and reviewed in 3rd Quarter

    SLO
    X Motivated Lifelong Learners
    X Effective Communicators
    X Successful Individuals
    Learning Goals/Objectives(GDOE& Common Core State Standards)

    GDOE:
    3.2.1 Develop an initial understanding of multiplication as repeated addition (e.g., 3 × 5 = 5 + 5 + 5) or as equal
    groupings (e.g., 3 × 5 as 3 groups of 5) and of division as the number of equal groupings (e.g., 15 ÷ 5 as the
    number of groups of 5 we can make with 15).

    Standards:

    3.OA.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.

    I Can Statements

    I can understand division by thinking about how one group can be divided into smaller groups.

    Proficiency Scale for Collaborative Discussion


    Score 4.0 More Complex Learning Goal – The student will be able to find the quotient with remainders.
    Score 3.0 TARGET LEARNING GOAL – The student will be able to understand division by thinking
    about how one group can be divided into smaller groups. The student will be able to solve one-
    step word problems using the four operations.
    Score 2.0 Simpler Learning goal - The student will be able to complete a fact family. The student will be
    able to find the quotient using equal groups. The student will be able to identify the parts of a
    division problem.

    Score 1.0 With help, Partial success at score 2.0 content but not at score 3.0 content.
    Instructional Strategies/Lesson Activity
    Whole Class: Direct Math Instruction, Collaborative Discussion (Reinforcing effort and
    providing recognition), and Cooperative Learning
    Focused Learning: Multiplication Strategies
    1. Anticipatory Set: Mirror teaching and review. Demonstrate and reinforce identifying different factors and
    using them in groups, arrays, and repeated addition sentences. Students will repeat and teach peers on key
    concepts.
    2. Post (As Needed): I Can statements
    3. Direct Math Instructions, Math Vocabulary Words with Collaborative Discussion: On the chalkboard write
    down key concepts and notes.
    Students will take notes in their notebooks with practice samples.
    4. Direct Math Instructions with Collaborative Discussions: Teacher will give examples on the board.
    Students will work with the teacher on a few giving feedback as to how to solve the problem. Student will then
    be given more practice problems to solve individually and then with peers.
    5. Direct Math Instructions with Collaborative Discussion for student seat work: Teacher determines the
    practice needed and will scaffold based on what the majority of the students need. Work on board and
    worksheets will be based on prerequisite skills needed, on target work, and a higher-leveled problem.
    7. Instruction Closure and Student Remotivation: Can anyone tell me what we learned today? Go over I
    Can statements and encourage student to take home and practice.
    8. Remove I CAN Statements

    Instructional Strategies/Lesson Activity

    Small Group: Direct Math Instruction, Math Accuracy, Cooperative Learning, with
    Collaborative Discussion and Feedback

    Focused RtI Learning: Improving Math Skill(s): Accuracy


    Adding and subtracting with and without regrouping.
    Teacher will use drills, manipulatives, small groups, and math centers to monitor progress
    Assessment and Monitoring
    Formal/informal assessments
    Tests/Quizzes
    Notes/Participation
    Student produced work samples
    Adaptation for Unique Student Needs
    Manipulatives (base ten blocks, counters) multiplication tables
    Assignment and Guided Practice
    Board work, worksheets, interactive notebooks
    Resources and Materials
    Textbooks if available (texts to be shared among Grade – less than 2 class sets available)
    Online resources
    Teacher made work

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