University of West Alabama

5E Lesson Plan Template

Teacher: Rose Mary Ward

Date: 10/24/18

Subject area/course/grade level: Multiplication Tables/Math/Grade 3

Materials: Computer, Excel (spreadsheet) program, Multiplication Table, Spreadsheet (Mulitplicaiton),

5Ewordexample.pdf, Elmo, Projector

Standards (State and ISTE Standards for Students):

State: Mathematics MA2015 (2015) Grade: 3

1.) Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects
each. [3-OA1]

ISTE: 1 Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their
learning goals, informed by the learning sciences.

1a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and
reflect on the learning process itself to improve learning outcomes.

1b Students build networks and customize their learning environments in ways that support the learning process.

1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.

1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and
troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Objectives:

Student will demonstrate ability to explore the 0-5 multiplication table utilizing technology to aid in
calculations and use repetition for commitment to memory.

Differentiation Strategies (How will the lesson address the various learning styles of the students and the
needs of those with special needs?):

Enlarged writing/font for visual enhancement

Use of typing to aid the writing discrepancy
Use of videos for the audible learner
Approved January, 2013
Use of groups for those with study anxiety

ENGAGEMENT:

Here is your chance to catch the student’s attention. You must pose questions or design an activity to help the students build on what they already know in
preparation for learning something new. Provide specific details on your engaging activity and include hyperlinks or screen shots to videos, web resources, or
mobile applications. Also, include any presentations or documents used. You are not required to use technology for the engagement phase, but may choose to
do so.

How can you do your work without even touching a pencil?

Demonstrate how to use the spreadsheet and formulas. The demonstration will show them how easy it is
for the application to calculate and to help them to utilize technology to aid their learning and needs.

The children will create a full times table vs the traditional table.

Then the children will create a chart of the individual times group in comparison to the handwritten table.

The children will observe the difference between the standard multiplication table, a handwritten table, and
the ease of the computer-generated ones.

Assessment

3 2 1
Identify the columns Yes Partially No
Identify the rows Yes Partially No
Able to write the formula Yes Partially No
correctly

Approved January, 2013

EXPLORATION:

This is it, the heart of learning. Hands-on experiences are mandatory and should include chances for the
students to collaborate and experiment and be able to discuss their learning with others. Provide specific
details on the exploration activity in which your students will participate. Include hyperlinks or screen shots
to videos, web resources, or mobile applications. Also, include any presentations or documents used. You
are not required to use technology for the exploration phase, but may choose to do so.

YouTube lesson:

Multiplication Table 2-10

https://youtu.be/igoGDE5hLjw

Excel:

Define the excel application. Develop a spreadsheet for the times table. Comparison of the spreadsheet
to other tools – calculator, table, bookshelf, file cabinet. They will not only complete a complete times table
for 0-5 but will make multiple tables with the individual facts.

Multiplication table:

Explain how the times table works by taking top number and multiplying it by the side number. Premade
sheet to fill out by hand

Assessment

3 2 1
Correctly explains Yes Partially No
formulas
Correctly explains what Yes Partially No
a spreadsheet is and
how it works

Approved January, 2013

EXPLANATION:

This stage of the lesson is your part. You will cover vocabulary, concepts, ideas – whatever is necessary –
to help the students understand the lesson. Include higher order thinking questions to help the students
connect and comprehend the point of the lesson. Provide specific details of your explanation phase.
Include hyperlinks or screen shots to videos, web resources, or mobile applications. Also, include any
presentations or documents used. You are not required to use technology for the explanation phase, but
may choose to do so.

!. Introduction to excel spreadsheet and where to locate

2. Show the multiplication table and show the screen from excel that is exactly the same
3. Have the students to complete the sheet manually, then teacher complete using the computer. Show
how to use absolute cell reference and actual variable, show how to use fill feature to take the formula
across and down, show coloring and bordering, resizing.
4. Discuss the vocabulary: formula, row, column, differences of the symbols used versus calculator
5. Discuss similarities to calculator or pen/paper

Discussion Questions:

1. Calculator comparison
2. Real life uses: use chart to calculate individual and group cost for a burger combo

Assessment

3 2 1
Discuss differences of Yes Partially No
spreadsheet to
calculator
Discuss benefit of Yes Partially No
computer spreadsheet
vs paper
Correctly Yes Partially No
completes/understands
the vocabulary

Approved January, 2013

ELABORATION:

This is your chance to plan activities for the students to apply what they learned in the lesson to their lives
and new situations. You will need to be creative and allow your students to do the same. Design an
assignment that requires students to create a technology product (webpage, blog, brochure, game, etc.) to
demonstrate their understanding of the content taught. Provide a sample technology product for your
students to use as an example. You will upload or cite the URL of your student created technology
products on the Teaching & Learning page of your website.

Create your own multiplication table using excel:

1. Create the table in full format – as groups
2. Create the table in just the number family - individually
3. Use the table to add multiples – create a flyer with Word or Powerpoint

Assessment

3 2 1
Correctly sets up the Yes Partially No
table
Correctly sets the Yes Partially No
formulas

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EVALUATION:

Remember, assessment is part of each stage of the 5E lesson planning process. You will need to assess
each student on their participation and understanding and evaluate how close they have come to meeting
the objectives of the lesson. Create a checklist or rubric to grade the student created technology product,
paying close attention to the objectives of the lesson.

3 2 1
1a Students articulate and Yes Partially No
set personal learning goals,
develop strategies
leveraging technology to
achieve them and reflect
on the learning process
itself to improve learning
outcomes.

1b Students build networks Yes Partially No

and customize their
learning environments in
ways that support the
learning process.

1c Students use technology Yes Partially No

to seek feedback that
informs and improves their
practice and to
demonstrate their learning
in a variety of ways.

1d Students understand the Yes Partially No

fundamental concepts of
technology operations,
demonstrate the ability to
choose, use and
troubleshoot current
technologies and are able
to transfer their knowledge
to explore emerging
technologies.

Approved January, 2013

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for
teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
New York: Teachers College Press.

Approved January, 2013