Halloween Multiplication

Topic: Multiplication Grade Level: 3rd BYU-I Student Name: Holly Gibson
Lesson Type: Performance Level: Group Size:
#_______in a series New Material Isolated Below On Above Whole Small Individual
Re-teaching Review
CCSS: CCSS.MATH.CONTENT.3.OA. A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7
objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA. C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and
division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all
products of two one-digit numbers.
Curricular objective/s: Students will be able to correctly find the products to multiplication facts. 0-5,9-10 with a 95% accuracy.

Curricular assessment: Students will be given an informal assessment during the class. I will walk around listening to each group and the students
to see if the students are understanding the game and correctly answering the problems. In class every day the students are assessed with a times
table fact for one minute.
Language objective: Students will be able to correctly state multiplication products aloud with a 95%accuracy

Language assessment: Students will be assessed by myself walking around during the game listening to their answers and assessing them.
Vocabulary terms and definitions: Communitive Property of Multiplication- 2x6=6x2

Materials: Wicked Witch Multiplication Game, Multiplication Coloring Page, Group Assignment List

Accommodations/ Differentiation: Giving more time. Frequent breaks. Use smaller range of times tables.
Management
Behavioral Expectations: No talking while I am Transitions: Count down from 10. Have a time Fast Finishers: Can choose to play the game again.
talking. Eyes to the front. Students will pay the limit. Given the option of multiplication facts that they
game appropriately. No Goofing Off. have not learned yet to the pile. Will be given
Halloween multiplication coloring packet.
Attention Signal (Regain Student Focus): Macaroni Material Management: I will have the packets that I Grouping: Whole and Small, if there is time
and Cheese, Everybody Freeze. Class Class, Yes will put in their box or hand out at the end or if the individual.
Yes, Hocus Pocus, Everybody Focus groups finish early. The game will be separated in
Ziploc bags sorted by groups. The groups will
already be put together.
Time Sequence of Lesson Materials
2 min. Orientation (Anticipatory Set, Attention Grabber, Gain Attention, Hook)
Who is excited about Halloween? Today we are going to play some Halloween multiplication games.

1 min. Accessing Prior Knowledge

 Ask the students? You have formally learned 0-5s, and 9s, and informally 10s. How do you feel about those time tables thumbs
up, thumbs down, in the middle?

5 min. Input & Modeling (Sequential step-by-step instruction)

-We are going to play Wicked Witch Multiplication today. -Wicked Witch
-I am going to explain the rules. Multiplication
-You are going to be put in a group of 3 people. The person whose first name initial comes first in the alphabet will go first Game
and so on. -Group
- You are going to draw a card from the bag. It will have a multiplication problem, be a wicked witch, or an extra. If you draw Assignment List
a multiplication card you need to state the answer. If you get it correctly you get to keep it. If you get it wrong you need to put it
back in the bag. If you draw a wicked witch card you get to put all of your cards back in the bag. If you draw an extra card, you
do what the card says. Ex. Keep this card, or give one card to another player. The person in your group who gets to 10 cards first
wins.
-I am going to go over the communitive property of multiplication as a review. They have not learned their 6s-8s times tables.
There are some cards that are 6x3, 7x1, 8x4. Is 6x3 = 3x6 YES! The communitive property of multiplication.
-I am going to walk around the room and say which group I want in that spot. I will also read the names of the students that are
in that group.
30 sec. Check for understanding (Needed throughout the lesson procedures, not just at this point, but also after guided practice.)
Class do you understand the rules. Thumbs up, thumbs down, middle?
If you get the answer to a multiplication problem right, do you keep the card or put it back?
If you get the answer to a multiplication problem wrong, do you keep the card or put it back?
What do you do if you get a wicked witch card?
15 min. Guided practice: -Wicked
-Students will play the game while I walk around the classroom and observe them. Witch
- I will be watching for student participation. Appropriate behavior. I will be checking for understanding. Multiplication
Game
-Group
Assignment
List

2 min. Closure/Summary: Today we played a game with our multiplication. Do you think it went well? Students were able to correctly
identify products of the multiplication facts of 1-5, 9, 10, and 1.

3 min Independent practice: -Multiplication

I have two multiplication coloring pages for you. After recess you will work on these pages. Make sure that you fill out the Coloring
answers to the multiplication problems before you answer. Pages
 5 min To be collected: Wicked Witch Multiplication Game, any coloring pages that are finished.

Reflection:

Topic: The main theme of the lesson.

CCSS: Common Core State Standards.
Objective: (SWBAT) audience, behavior, conditions, and degree.
Assessment: How to determine if the objective has been met—the evidence.
Accommodations: What will you do to give every student a chance at success? Especially those with special needs or IEPs? Will some students be given adaptations to complete the assignment? Maybe they will be allowed to perform the assessment orally instead of in writing. Maybe a certain
student needs to complete fewer problems than the regular assignment. Some students might need directions to be read to them, or have an audio recording. This will depend upon the individual needs of the specific students you are teaching.
Orientation: AKA-Anticipatory set, Gain Attention, Introduction—This should focus students’ attention on what you are about to teach. It doesn’t need to be complicated or lengthy, but should directly relate to the input and modeling portion of the lesson, and should engage their curiosity,
establish a question to be answered, and/or peak their interest.
Accessing Prior Knowledge: How will you determine what students already know about the material in this lesson? How will you help students connect that prior knowledge to the new material in this lesson?
Input & Modeling: The teacher directly instructs and models the principle being taught. AKA-“I DO” or “TELL/SHOW”
Check for Understanding: The teacher informally (formative) assesses the students’ understanding of the new concept, and adjusts input accordingly. This allows you to evaluate whether they are ready to take on responsibility themselves or not yet.
Guided Practice: The teacher works with the whole group to practice the new concept. AKA-“WE DO” or “HELP”
Closure: Review what has been learned. Students should be able to articulate how to perform the new objective. The objective should always be reviewed here.
Independent Practice: Students will perform the objective on their own (or sometimes with a partner or in a group). Independent practice should always be the same skill modeled by the teacher, and practiced with guidance. AKA-“YOU DO” or “MONITOR”
Reflection: Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the future? Were management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed?