RU Teacher Education Lesson Plan Format

Candidate Name:
Molly Shifflett

Date:
11/17/15

Grade Level:
3

Lesson Title/Topic:
Multiplication Equal Groups
Standards:
Computation and Estimation
Specific Observable Objective(s):
3.6 The student will represent multiplication and division, using area, set, and
number line models, and create and solve problems that involve multiplication of
two whole numbers, one factor 99 or less and the second factor 5 or less.
Essential Vocabulary:
Multiplication, multiply, factor, product, multiplication strategies
Assessment:
The students will turn in their papers that they completed with their group
Student Considerations:
The higher groups could have more than just the multiplication that weve been
over.
The lower groups could have one or two of the ones that weve been over and have
those be the ones that they are struggling with mixed with one that they know.
Instructional Resources, Materials, and Technology:
Equal group strategy worksheet, Lilly pads, frogs, dice (homemade), the spinners,
and the data collection sheets that go along with each of those games. The sheets
for
PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (Specify time)
Start off by reviewing the multiplication that we have already done.
So someone raise a hand and tell me what numbers we practiced on
Friday
Does anyone remember what was special about the 0s?...About the
1s?
Now were going to give you a new way to look at multiplication. The strategy
is called equal grouping. Model the first problem on the worksheet. The
numbers that are being multiplied are called factors. And the solution to those
is called what does anyone know? If no, - its called a product. So the first
factor in the problem tells you the amount of groups that you have (while
pointing to the fist problem call on someone quiet) in this problem? Great!
Now draw ( ) amount of circles for the groups that you have. The second

number in the problem is also called a factor, this is the number that tells you
how many dots to put in that group (draw ( ) <that many inside of each
group). Now we get to count how many are in each of these groups and that
will give us the total and whats the special multiplication word for that?
(Product)

The Middle: (Specify time)

After we finish going over the 3 or 4 questions on the sheet together, gather
their attention and then say Now you guys are going to get some options
about what you can do next. There is the frog game, which is rolling the dice
and then putting choosing the number of lily pads (the groups) that you want
which can be 1,2,5,or 10. Then you roll the dice and see how many frogs are
going to go onto that lily pad. You then write down the multiplication equation
that goes with the lily pads and frogs that you created. (Show example) The
spinner game you spin the spinner that only has 1, 0, 10, 2, 5 for he first
factor then use the other spinner to for the second factor and then you write
down what you spun. Then there is the classroom find, where you go around
and find your own ways to make groups with things in the classroom. Ex: Like
5 groups of 2 pencils. Then you draw a picture and write the multiplication
equation for that picture on a piece of paper
The End (a.k.a. Closing): (Specify time)
Take the work that you did finish and put them into the classwork place and
put the work that you guys havent finished into your math folders.
Teacher Reflection on Practice (following the lesson):
1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
2. Based on the result of your assessment, what will you do tomorrow? Can you
go ahead as planned or will you need to reteach concepts from todays
lesson? (Explain how you will reteach and/or connect and feed forward.)
3. If you have to teach this lesson again, what might you do the same and what
might you do differently?