Lesson Plan

Year Level: 3 Date:03/04/2019 Duration of lesson: 30 Minutes

Learning Area: Mathematics Key inquiry question: What are the different types of Multiplication?

Year level description:

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content
strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically
within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of
mathematics. The achievement standards reflect the content and encompass the proficiencies.

At this year level:

• understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit
fractions, using appropriate language to communicate times, and identifying environmental symmetry
• fluency includes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance
experiments, interpreting maps and communicating positions
• problem-solving includes formulating and modelling authentic situations involving planning methods of data collection and representation, making
models of three-dimensional objects and using number properties to continue number patterns
• reasoning includes using generalising from number properties and results of calculations, comparing angles and creating and interpreting variations in
the results of data collections and data displays.

Year level achievement standard/s:

By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They
model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on
maps with given information. Students recognise angles in real situations. They interpret and compare data displays.
Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students
correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for
length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments
and list possible outcomes. They conduct simple data investigations for categorical variables.

Student Prior knowledge:

• Year 3 students understand the concept of “groups of” multiplication and are fluent in the Children’s Language Stage. Most can use Arrays, Groups Of and
mental grouping strategies to solve multiplication problems

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 Learning Outcomes: (What will the students know, do and understand):
• Students will know that there are many different ways to do multiplication and communicate multiplication. They will be able to read different word problems and
numerical problems, identifying that all are multiplication based, yet are worded or presented differently. They will understand that there is more than one way
for multiplication problems to be presented.
Learning intentions: (Written in language for the students to comprehend at their language stage (what they will know, do and understand…)…THINK CHILDREN’S
LANGUAGE

• In this lesson, we will be learning about Multiplication, (or groups of) and we will be learning about the different ways we can use “Multiplication”. After this lesson,
the class will all understand what multiplication is and what other phrases we use to multiply.
•
Strands of the learning area: Content Descriptors (include codes):

Number and Algebra Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies
(ACMNA057)

Cross-Curriculum Priorities and General Capabilities (only highlight the pertinent ones):

Aboriginal and Torres Strait Islander histories and cultures Literacy

Comprehending texts through listening, reading and viewing
Asia and Australia’s engagement with Asia • Interpret and analyse learning area texts
• Navigate, read and view learning area texts
Sustainability • Comprehend texts
Word Knowledge
• Understand learning area vocabulary
Composing texts through speaking, writing and creating

Literacy
• Compose texts
• Compose spoken, written, visual and multimodal learning area text
Numeracy
Numeracy
Estimating and calculating with whole numbers
ICT Capability • Estimate and calculate
Information and Communication Technology (ICT) Capability
Creating with ICT
Critical and Creative Thinking
• Generate solutions to challenges and learning area tasks
Critical and Creative Thinking
Personal and social capability Generating ideas, possibilities and actions
• Consider alternatives
Ethical Understanding
• Seek solutions and put ideas into action
Inquiring – identifying, exploring and organising information and ideas
Intercultural Understanding
• Organise and process information
• Identify and clarify information and ideas
Reflecting on thinking and processes
• Reflect on processes

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 LESSON SEQUENCE

Timing Teaching Learning experiences Assessment of, for or as Resources (include ICT/online)
(mins) strategies and What the students will do… learning – what
organization data/evidence - linked to
What the learning outcomes
teacher will do… [constructive alignment]

INTRODUCTION – ORIENTATING PHASE

SPECIFIC LEARNING OUTCOME FOR THIS SECTION: Students should be able to…

Mini-Lesson Discuss the work to be done. Students will learn how to use Discuss the previous work Activity cutouts
5 mins different language when dealing with multiplication. we have done on
multiplication.
Divide students
into learning They will use knowledge and skills to answer math problems, Arrays, groups of, etc.
groups using their own learned methods.

Discuss why we use strategies.

DEVELOPMENT – ENHANCING PHASE

SPECIFIC LEARNING OUTCOME FOR THIS SECTION: Students should be able to…

20mins Work in small Students work independently in their groups solving the Assessment of learning will
Pencils
ROTATIONS groups. sums. be dependent on the
student’s ability to Math Workbook
Students will develop their mathematical language stage of understand language use.
Counters or MAB blocks as needed.
Attend to learning.
students as they Whiteboards made available.
need. Misconceptions surrounding multiplication will be addressed Students will be successful
and mended. once they can recognize
Observe at-risk and react to mathematical
students who will language related to
need more multiplication.
assistance.

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 CLOSURE – SYNTHESISING PHASE
SPECIFIC LEARNING OUTCOME FOR THIS SECTION: Students should be able to…

5mins Assemble Students will pack up the rotation for the next group and Whiteboard
students together gather on the floor for a discussion. Assessment of students Whiteboard Markers
learning, observe and note
Verbally Students will communicate what they have learnt in their students who will need more
communicate rotation. revision on the topic.
different
language used Students who completed this activity will tell the class about Assessing students on their
for multiplication. what language can be used for multiplication. understanding and
successfulness based on
Ensure every how they are able to show
student has Students will participate in a group discussion about why we understanding.
attempted the might use different language.
rotation.

Make sure the

rotation is ready
for the next
group.

Catering for Diversity: (provide accommodations/ modifications for any particular students’ needs…
Activity will cater for diversity with certain mathematical problems worded differently and altered difficulty. The use of Counters, MAB Blocks and Whiteboards is specifically included to assist
NCCD, ASD or IEP Students to complete this activity. Students that do not require these tools should be able to complete task in their workbook. The utilisation of small groups is imperative
so students who require these tools or any more accommodations can be catered to without disrupting other students. This lesson is designed for a teacher to be supervising and available for
assistance.

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