Lesson Plan Teacher: Brittany Bootka Length: 30 min CCSS: CCSS.Math.Content.3.OA.B.

5 Apply properties of operations as strategies to multiply and di ide.! Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative propert of multipli!ation." # $ 2 !an %e foun& % # $ = '$, then '$ 2 = #(, or % $ 2 = '(, then # '( = #(. ()sso!iative propert of multipli!ation." *nowin+ that , $ = 4( an& , 2 = '6, one !an fin& , - as , ($ . 2" = (, $" . (, 2" = 4( . '6 = $6. (/istri%utive propert ." LTO: By "une !0#$% &hen gi en fi e story pro'lems the students &ill 'e a'le to multiply #( 'y #( 'y using dra&ings or tou)h points &ith *0+ a))ura)y as graded 'y the tea)her By "une !0#$% &hen gi en fi e story pro'lems the students &ill 'e a'le to di ide !( 'y #( 'y using tally marks &ith *0+ a))ura)y as graded 'y the tea)her STO: By (e) !0#3% &hen gi en fi e pro'lems the students &ill 'e a'le to multiply #( 'y #( 'y using dra&ings or tou)h points &ith *0+ a))ura)y as graded 'y the tea)her By (e) !0#3% &hen gi e fi e pro'lems the students &ill 'e a'le to di ide !( 'y #( using tally marks &ith *0+ a))ura)y as graded 'y the tea)her LO: ,he students &ill 'e a'le to listen to me e-plain ho& to skip )ount 'y $ ,he students &ill 'e a'le to orally tell me ho& to skip )ount 'y $s HOT: ,he students &ill 'e a'le to e-plain ho& they skip )ounted 'y $ Goals: ,he students &ill 'e a'le to skip )ount 'y $s Behavioral expectations: .espe)tful% .esponsi'le% and .eady to /earn 0 1se S2PBS 3Blue Plan if minor and .ed Plan if ma4or5 and )lassroom 'eha ior management system 3Che)k marks on point )ard for 'eing respe)tful% responsi'le% and ready to learn5 Outline of Lesson Materials Nee e : School: Pine Creek Date:__________

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!"Pa #hite$oar s%&ar'ers%erasers Caterpillar Ga&e Multiplication Boo'

(nticipator) Set: Count 'y $ using the $s song .ead the $s stories *ationale: 6no&ing ho& to skip )ount 'y four &ill help you &hen you7re multiplying !nput: On the +hite$oar 8 &ill demonstrate ho& to skip )ount 'y four 9-: $% ;% #!% ___ 8f &e look at the num'ers &hat is the pattern< 2e are adding four ea)h time. =our plus four e>uals eight% eight plus four e>uals t&el e% and t&el e plus four e>uals si-teen. ,he missing num'er is si-teen. Chec'ing for ,n erstan ing: 9-: ;% #!% #?% ___ 2hat do &e noti)e a'out these num'ers< /et7s )he)k: eight plus four e>uals t&el e% t&el e plus four e>uals si-teen and si-teen plus four e>uals t&enty. 2hat is the missing num'er< ,&enty Gui e Practice: On the +hite$oar s 8 &ill put out a num'er se>uen)e from $ to $0. 8 &ill ha e the students turn around and then 8 &ill take one of the num'ers a&ay. 8 &ill ha e the students turn 'a)k around and together &e &ill figure out &hat num'er is missing. 9-: $% ;% #!% #?% !0% ___% !;% 3!% 3?% $0 /et7s sing our song together: $% ;% #!% #?% !0...!$% !;% 3!% 3?% and $0 !n epen ent Practice: On the +hite$oar s 8 &ill put out a num'er se>uen)e from $ to $0. 8 &ill ha e the students turn around and then 8 &ill take one of the num'ers a&ay. 8 &ill ha e the students turn 'a)k around and &rite do&n on a &hite'oard the missing num'er. 9-: $% ;% #!% #?% !0% !$% !;% ___% 3?% $0 2hat is the missing num'er< @o& do you kno& that is the ans&er< 2hat strategy did you use< Closure: Aou all did great todayB thank you for &orking so hard to learn ho& to skip )ount 'y $.

-valuation: Tic'et Out The Door 8 &ill gi e the students a num'er pattern and they &ill ha e to tell me the missing num'er.