LESSON PLAN

Name: April Cronin Content Area: Math Grade: 3rd Date: DAY 1
Instructor: Dr. Victoria Chiatula Course: Math Methods

LEARNING GOALS TARGETED

Meaning Goals (Essential Question(s)/Enduring Understanding(s))
-There are multiple ways to solve a problem

Knowledge Goals:
-same number can be represented in various different ways
-representing multiplication

Skill Goals:
-create and arrange arrays
-multiplication
-division

Key Academic Vocabulary:

-array
-row
-column

Lesson Model: TPT(s): Think, Pair, Share, Turn

and Talk with a neighbor, they will share their answers on the worksheet.
Direct Instruction1 : ___________________________ __________________________
Facilitative Teaching2 : Will guide students in learning. They will discover knowledge through
the problems I set for them.
Coaching3 : ___________________________

LESSON PLAN - Script each of the three major sections of your Lesson Plan
Into the Learning Time Allocation_________

1 lecture, advance organizers, graphic organizers, questioning,

demonstration/modeling, process guides, guided practice, feedback/corrections,
differentiation
2 Diagnostic assessment, using analogies, graphic organizers, questioning and
probing, concept attainment, inquiry-oriented approaches, problem-based
learning, Socratic seminar, reciprocal teaching, formative assessment,
understanding notebook, feedback/corrections, rethinking and reflection
prompts, differentiated instruction
3 Ongoing assessment, providing specific feedback in the context of authentic
application, conferencing, prompting self-assessment and reflection
Template based on Wiggins & McTighe template, Understanding by Design,
2011
 Spark motivation and interest by using a hook
and/or activating students prior knowledge
Class, today we will meet for math at the reading rug! Today we are going to read a
book that will help guide our lesson today but before we read it, lets warm up by
refreshing our minds with our times tables. What is 1x12? How about 12x1?, 2x6? 6x2?,
3x4? 4x3? 11x2? What do you notice about these answers? (there are many ways to
reach 1 number, if the order is switched it doesnt affect the answer) Does the order
matter? Does the order change the answer in multiplication? The book we are going to
read today is titled 100 Hungry Ants. It is about a group of 100 Hungry Ants that set off
on a march to sample some food from a nearby picnic. The ants arrange themselves
into different arrays on their walk to the picnic in an effort to get there differently. As we
read, keep the idea we just discussed in mind, note the different ways the ants arrange
themselves.
Read 100 Hungry Ants, stopping throughout and asking for clarification such as
1x100=100, 2x50=100 etcAfter completion.why did the ants arrange themselves
differently? (to get to the picnic more efficiently, quicker). As we have learned before,
we can arrange multiplication visually through arrays. Today we will create our own
arrays. An array displays multiplication by taking the multiplication problem and making
each number represent a number of rows and columns. So if the problem is 5x6 it would
be 5 rows by 6 columns (display this with pieces) Rows go across, or horizontally,
columns go up and down, just like when you think of a column from ancient Rome. Now
if the problem is 6x5, would the array change? (have a student display 6x5 next to the
5x6 array). So 30 pieces can be arranged several different ways.

Through the Learning Time Allocation _________

One or more activities that cognitively challenge and engage students participation to acquire knowledge
and skills, make meaning, and practice transfer
Now you will act as the littlest ant, and arrange a rival ant hill into different arrays. Pass
out worksheet for DAY 1 with tiles. You are just learning to grasp the idea now, so try
your best on the worksheet and we will go over the ideas together after completing this
worksheet as well as tomorrow. Be sure to use your tile pieces to help you answer the
question! Walk around tables as students work on problem based assessment,
encourage them to use their array pieces and once they are done, share their problem
solving strategy and answer with a partner. Can I have a volunteer come up to the
overhead and display one of the ways you found to arrange the rival ant army and
share your problem solving strategy. Ask for 2-3 more to share. These are all different,
yet all correct ways to arrange a 20 ant army. You all found multiples of 20 and
arranged them

Beyond the Learning Time Allocation __________

Lesson closure and lead-in to next lesson: students summarize, articulate, analyze, extend their learning,
set goals and next steps

Template based on Wiggins & McTighe template, Understanding by Design,

2011
Arrays visually represent our multiplication problems.
Does the order of the multiplication effect our answer? Does the order of our outcome effect the way we
arrange an array? We will dive deeper into this idea in tomorrows lesson. Before we end, think about different
places or situations you may notice arrays in our world? (Possibly arrangement of desks, line to go to
lunch/recess, library, army..etc)

Reminder:
What Formative Assessment will give you information on each of your students learning of the lessons learning
outcome(s)? The worksheet is the formative assessment and will provide feedback for how well the students are
learning the lesson. I will look over how everyone does and adjust my lesson for the next day as needed.
Be sure to integrate formative assessment into one of the above major sections of your Lesson Plan.
Attach sample (and grading rubric if applicable)

DIFFERENTIATION FRAMEWORK
How will you adapt or differentiate your lesson to meet diverse students needs?
Language Support for ELLs
Using the SIOP Model of Sheltered Immersion, list 1) the General Category of Key Components of Teaching
Language and Content Effectively and 2) the Specific Instructional Strategy/Strategies used in this lesson. Be sure
to add these labels in bold in your lesson plan.
This lesson is naturally better adjusted for ELL students because it is very visual. ELL students will use
manipulative pieces or geo boards to arrange the arrays. The addition of a grip paper for students that may
need additional help will allow students to take the tiles and arrange them ontop the grid to assit this idea
further.

Exceptional Learning Needs

Using the Tomlinson Framework of Differentiation, list 1) the General Approach (Content, Process, Product.
Affect/Environment, and 2) the Specific Strategy related to that General Approach. Be sure to add these labels in
bold in your lesson plan
This differentiation will be similar to the ELL students. I will provide a grid sheet that students may place the tiles on to
help arrange the arrays visually. During the worksheet time I would have a teacher aid, or I would spend some one on
one time with the students to make sure they are not too frustrated to attempt the problem. However, I believe the use of
the tiles will be a great help, I will just help them find arrangements.

CLASSROOM MANAGEMENT
How will you foster a positive learning environment that will enhance all students learning and growth?
Seating/ Classroom Arrangement (only if special arrangement is needed for this lesson)
We begin with reading at the rug, then move back to our seats for the Problem Based Assessment.

Special Rules/ Procedures (only if special rules/procedures required for this lesson)

Materials Needed for this Lesson:

-tiles
-possibly geoboard or sheets with grids (as needed)
-worksheet
-book 100 Hungry Ants

Template based on Wiggins & McTighe template, Understanding by Design,

2011
Template based on Wiggins & McTighe template, Understanding by Design,
2011