Noriega Talissa LPfinal

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Elementary Education Program (EEP)
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Candidate Talissa Noriega Semester/Year Fall 2018
Date/Time October 31, 2018 Lesson Duration 3 hours

November 1, 2018
November 7, 2018
Lesson Title 5.3 Multiplication: Exploring patterns with the eight facts
5.4 Multiplication: Introducing the ones facts
5.7 Multiplication: Solving word problems
Subject Math Grade Level(s) 3

Overview
Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and
knowledge are important for students to develop. Include prerequisite student knowledge required to meet lesson
outcomes and relationship to future learning.
In this lesson, I will teach students to practice prior knowledge and learn new multiplication skills. I will guide
students in noticing patterns in their eight facts by using an engaging math game and introducing the double-
double-double strategy. The students’ prior knowledge in order to be successful in finding patterns is being
proficient in their eight’s facts and doubling numbers. The students have practiced their multiplication facts daily
using the Rolling Math song. Students will also learn with the use of relevant and real-life content to introduce the
ones facts. Prior knowledge the student will need is the ability to recognize turn around facts and how to read
rectangular arrays. Students’ knowledge of turn around facts are always reinforced in every multiplication lesson.
Students have already been exposed to rectangular arrays and creating equations to match the arrays. Lastly, I will
teach students how to solve multiplication word problems by identifying number of groups and number in each
group. The prerequisite student knowledge required to meet the lesson outcomes include labeling multiplication
equations with groups and number in each group. In addition, students will need to find important information in the
word problems that are needed to create an equation.

Enduring Understanding(s)
Important ideas or processes for the students to explore and uncover
Students gain an understanding of how multiplication can be relevant to real life situations and recognize patterns
and relationships.

Essential Question(s)
Promote inquiry to discover the enduring understanding(s)
How can patterns and relations be used as tools to best describe and help explain real-life situations?

pg. 1 - v1.01 (2018-08-16)

Content Standard(s)
Link to CDF 1c: Setting Instructional Outcomes
Standardized statements about what the students should know or be able to do (i.e., The Common Core State
Standards (CCSS) or Hawaii Content & Performance Standards III) that align with the enduring understandings,
essential questions, and student learning objectives.
OA.3.1: Represent and solve problems involving multiplication (groups and number in each group)
OA.3.3: Represent and solve problems involving multiplication (word problems including visuals)

I can create and solve multiplication problems by reading pictures.

I can create and solve multiplication problems by reading word problems.

I can create and solve multiplication problems by reading rectangular arrays.

OA.3.7: Multiply within 100

I can multiply multi-digit numbers.

OA.3.8: Solving problems involving the four operations, and identify and explain patterns in arithmetic
OA.3.9: Solving problems involving the four operations, and identify and explain patterns in arithmetic

I can find patterns in my multiplication facts.

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Knowledge of Students
Link to CDF 1b: Demonstrating Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)
the students’ interests, unique characteristics, and needs.
Students have practiced their multiplication facts every day to begin their math block and have proficient
understanding of how to create equations based on rectangular arrays, visuals, and word problems. The class
contains 6 MLL students who will need differentiation multiple modes of learning.

Student Learning Objectives/Instructional Goals
Link to CDF 1c: Setting Instructional Outcomes
What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple
lessons.
Students will be able to use identify patterns in multiplication and how multiplication can be used in real-life with the
use of visuals and word problems.

Student Assessments
Link to CDF 1f: Designing Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the
students have met the student learning outcomes including the evaluation criteria (summative assessments) and all
assessment tools.
Checks for student understanding throughout the lesson will be dictated through student responses and
participation throughout the lesson and in the guided practice segment of the lesson. Teacher candidate will use
anecdotal notes. For the summative assessment, teacher candidate will use the students’ Stepping Stones
workbook for each module for accuracy of strategy used and completion.

Academic Language Demands and Supports
Link to CDF 1a: Knowledge of Content and Pedagogy
Link to CDF 1b: Knowledge of Students
The ways that students will be required to use content area language during the lesson and the instructional
strategies to be used to help the students to meet the language demands.

● Multiplication
Academic Vocabulary ● Double-double-double strategy
● Rectangular Array
● Visual Aids (Stepping Stones lesson is

Language Supports projected onto the whiteboard)
● Synonyms

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Lesson Procedures
Link to CDF 1e: Designing Coherent Instruction
A description of the sequence of learning experiences (what the teacher will do and say and what the students will
do during the lesson) including the launch of the lesson, the ways the materials will be presented, the ways the
students will actively engage in learning, the questions posed, and the lesson closure.

Day 1:

Teacher says/does (Before) Students say/do (Before)

● Say, “Good morning class!” ● Say, “good morning!”
● Say, “Today we are going to be working with ● Students complete their math practice
multiplication where we explore patterns with worksheets and rolling math song
your eights facts.” ● Student responses to patterns in multiplication
● Ask students, “What patterns have we already can be: multiplication with tens digit in the ones
seen when multiplying?” place is always a zero;; when multiplying by five
● Say, “Before we start the lesson, let’s practice the digit in the ones place alternates between
our eights facts.” zero and five.
● Mention lesson objective to student: I can find ● Students practice their eights facts.
patterns in my multiplication facts.

Teacher says/does (During) Students say/do (During)

● Introduce question: What are patterns and how ● Students play the game and notice patterns
can they help us in multiplication? (answer such as
after lesson) ● Students are allowed to play the game with
● Introduce pattern game: partners for 10 minutes
o Predict a product and place a counter ● Students come together for a class discussion
on the number. and answer questions:
o Roll a cube that has numbers 3-8. o Are there certain squares, rows, or
Multiply rolled number by 8 and place columns that increase your chances of
a counter on the number on the game scoring points?
board. o What patterns do you notice?
o Points are earned based on if the o Did you use those patterns to decide
counter was placed in the same row as where to place the counters?
the predicted product, etc. o What digits do the products end in?
● Model how to play the game with the students. (0,2,4,6,8)
● Allow students to play game for 10 minutes. o Is there a pattern to the position of
● Ask questions to students after the game: those squares? (They fall on a
o Are there certain squares, rows, or slopping line)
columns that increase your chances of ● Students are allowed to work in pairs to
scoring points? complete their step in/step up/step ahead in
o What patterns do you notice? their Stepping Stones workbooks.
o Did you use those patterns to decide ● Students compare answers with a partner
where to place the counters? before checking in with the teacher.
o What digits do the products end in?
(0,2,4,6,8)
o Is there a pattern to the position of
those squares? (They fall on a
slopping line)
● Ask students if they have any questions before
moving onto their Stepping Stones workbook.
● Teacher(s) monitor students as they work
independently or with a partner.
● Teacher(s) pulls small groups (MLLs).
pg. 4 - v1.01 (2018-08-16)

Teacher says/does (End) Students say/do (End)

● Bring group back together ● Student answers can be:
● Go back to question, “what are patterns and o the patterns can help us with our
how can they help us in multiplication?” multiplication facts with the ones digit

Day 2:


● Introduce question:“Why is it important for us to ● Say, “good morning!”
know our ones facts?” ● Students complete their math practice
● Say, “Good morning class!” worksheets and rolling math song
● Ask students to take their math notes books ● Students write down title and date of lesson in
when they are sent back to their desks. their notebooks
● Say, “Today we are going to be working with ● Students write down lesson objectives in their
multiplication again, but we will be introducing notebooks
the ones facts.
● Allow students time to copy down the title of
the lesson and date in their notebooks
● Tell students the lesson objective:
o I can create and solve multiplication
problems by reading rectangular
arrays
problems by reading pictures.
o I can multiply multi-digit numbers.


● Project slide 1 of power point with rectangular ● Students write down example problems in their
array and matching equation: notebook from the power point
6x10=____=10x6= ● Students complete problems from slides 2 and
● Ask questions such as: 3 as a group using the whiteboards
o What do you know about this array? o Students hold up their answers
o How could we cut the array in half? ● Students practice “one row of ___” by writing
(6x5=___=5x6) down a phrase using numbers 5-12 and draw a
o What could we write? matching picture in their notebooks.
● Repeat discussion for slides 2 and 3 with ● Students are allowed to work in pairs to
whiteboards complete their step in/step up/step ahead in
o Slide 2: 6x2 their Stepping Stones workbooks.
o Slide 3: 10x2 ● Students compare answers with a partner
● Project slide 4 and use ones cubes to create a before checking in with the teacher.
row of 9. Ask students, “what do you see
here? What story can we write to match how I
have joined the cubes?”
o Encourage students to describe cubes
as “one row of nine cubes.”
o Have students identify situations from
pg. 5 - v1.01 (2018-08-16)

their experiences (rows of cars, trees,

stamps, etc.)
o Write each example on the board.


● Go back to question: “Why is it important for o we can visualize the equation using
us to know our ones facts?” things we already know (cars, trees,
bugs, etc)

Day 3:

● Introduce question: ● Say, “good morning!”
● Say, “Good morning class!” ● Students complete their math practice
● Ask students to take their math notes books worksheets and rolling math song
when they are sent back to their desks. ● Students write down title and date of lesson in
● Say, “Today we are going to be working with their notebooks
multiplication again, but we will be solving word ● Students write down lesson objectives in their
problems. notebooks
● Allow students time to copy down the title of
the lesson and date in their notebooks
● Tell students the lesson objective:
problems by reading pictures.

problems by reading word
problems.

problems by reading rectangular
arrays.


● Review the structure of multiplication problems ● Students write down multiplication problem
o Example: 3x5=15 structure in notebook
o Which number represents the number o 3 represents the number of groups
of groups? (3) o 5 represents the number in each group
o What does the 5 represent? (the o 15 represents the total amount
number in each group?) ● Students write an equation or model their
o What does the 15 represent? (the total thinking using a number line or picture for slide
amount?) 3 word problem.
pg. 6 - v1.01 (2018-08-16)

o Can you think of a word problem that o For 8x3, the double-double-double
would match this multiplication strategy can be used.
equation? ● Students are allowed to work in pairs to
● Practice reading a word problem and find what complete their step in/step up/step ahead in
parts are important their Stepping Stones workbooks.
o What is the problem asking you to do? ● Students compare answers with a partner
o What information will you use? Which before checking in with the teacher.
information is not helpful?
o Which operation will you use to solve
the problem? How do you know?
o What number represents the number
of groups?
o What number represents the number
in each group?
o What multiplication equation would we
write?
● Project slide 3
o What would be a turnaround strategy
for finding the total amount?
● Project slide 4: two step word problem
o Ask, “what is different about this
problem? (two steps)
o Emphasize multiplication as a strategy
instead of repeated addition.


● Go back to question: “How can visualizing o we can see the important parts of the
word problems help us solve them?” word problem
o we can picture in our minds the story
of the problem

pg. 7 - v1.01 (2018-08-16)

Differentiation According to Students’ Needs
Link to CDF 1b: Knowledge of Students
Link to CDF 1e: Designing Coherent Instruction
Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to
ensure that all students (e.g., students who have IEPs/504 plans, students who are speakers of other languages,
students who have advanced or emergent proficiency with the content and concepts) have access to and are able
to engage actively in the lesson.
● Visuals (lesson is projective on smart board)

● Small group of MLLs and struggling learners with manipulatives (counters) during independent work time
● For MLLs with limited English language abilities, provide other content to practice on.

Instructional Materials/Resources
Link to CDF 1d: Demonstrating Knowledge of Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson.
● Stepping Stones workbook

● Math notebook
● Smart Board
● Pencil
● Multiplication game handout
● Counters
● White board
● Expo marker
● Game Board and cube
● Ones cubes

Lesson Plan Reflection (if lesson is carried out)
Link to CDF 4a: Reflecting on Teaching
An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student
learning and the extent to which the instructional outcomes were achieved based on specific evidence from the
lesson and references to evidence-based practices and theories of student learning. A description of how you will
use what you learned from reflecting on this lesson in your future teaching.
After teaching the unit plan, the overall effectiveness of the lessons was successful. At the end of each lesson, the
students were able to show their learning through the completion of their Stepping Stones workbook. The students
were able to work with a partner or a group to complete their Stepping Stones workbook and were given the
opportunity to redo incorrect problems. According to Himmele & Himmele (2009), group work/pair work is an
effective strategy for student engagement and motivation. Although the students were able to successfully
complete their Stepping Stones workbook, student engagement throughout the lessons weren’t evident. In lessons
2 and 3, student engagement during whole group instruction was low, whereas in lesson 1, student engagement
was high. I believe this was due to the activity the students were asked to accomplish in lesson 1 which included a
math game to assist students in learning their eight’s facts. The students showed enthusiasm and produced more
quality word and answers to questions after they were able to practice their eight’s facts math skills. Due to this
fact, I will attempt to incorporate more math games into the classroom for a more enriching and engaging lesson.

Reference
pg. 8 - v1.01 (2018-08-16)

Himmele, P., & Himmele W. (2009). The language-rich classroom: A research-based framework for teaching english
language learners. Alexandria, VA: ASCD.
pg. 9 - v1.01 (2018-08-16)

Students’ First Eight’s Facts Game Stepping Stones

Name workbook: Eight’s
Facts
1. Sherdonn ME ME ME
2. Tehani DP MP 10 points
3. Solomon DP MP
4. Danny ME ME
5. Jayson ME ME
6. Ander ME ME
7. Leila ME MP
8. Adelie DP MP MP
9. Jessica ME ME 8-‐9 points
10. Zhijie ME ME
11. Blazen ME MP
12. Kahiau ME ME
13. Anthony ME ME
14. Christman DP DP
15. Josh ME ME DP
16. Curtis MP DP 6-‐7 points
17. Giovanna ME ME
pg. 10 - v1.01 (2018-08-16)

18. Trysten ME ME
19. Tiana MP ME
20. Nathan ME ME WB
21. Lehua DP DP 5 points and below
22. Anterson N/A N/A
Overall class performance: Students were able to grasp the patterns in the eight’s facts from playing the eight’s facts
game. Using higher-order questions, students identified the patterns in the debrief after the game.
Student performance: Students who usually struggle with noticing patterns were able to participate in the debrief
discussion and point out a pattern they noticed. For example, one said they noticed the ones digit ends in a 0,2,4,6, or 8.
Reflection for next lesson: Eight’s facts are usually an obstacle. One’s facts should be easier for students.

Students’ First Stepping Stones
Name workbook: One’s
Facts
1. Sherdonn MP ME
2. Tehani DP 10 points
3. Solomon DP
4. Danny ME
5. Jayson MP
6. Ander MP
7. Leila MP
8. Adelie MP MP
9. Jessica ME 8-‐9 points
10. Zhijie ME
11. Blazen DP
pg. 11 - v1.01 (2018-08-16)

12. Kahiau MP
13. Anthony MP
14. Christman DP
15. Josh ME DP
16. Curtis DP 6-‐7 points
17. Giovanna ME
18. Trysten ME
19. Tiana MP
20. Nathan ME WB
21. Lehua DP 5 points and below
22. Anterson N/A
Overall class performance: Students performed successfully as expected. Some students needed to check their work and
resolve some problems in their Stepping Stones workbook.
Student performance: Student who usually meets expectations were challenged in creating their own word problem using
a one’s fact equation.
Reflection for next lesson: This was a good practice for the word problem lesson. Students will be challenged and will
have to learn to point out important parts of a word problem.

Students’ First Stepping Stones
Name workbook: Word
Problems
1. Sherdonn MP ME
2. Tehani DP 10 points
3. Solomon DP
4. Danny ME
5. Jayson MP
pg. 12 - v1.01 (2018-08-16)

6. Ander MP
7. Leila MP
8. Adelie MP MP
9. Jessica ME 8-‐9 points
10. Zhijie ME
11. Blazen DP
12. Kahiau MP
13. Anthony MP
14. Christman DP
15. Josh ME DP
16. Curtis DP 6-‐7 points
17. Giovanna ME
18. Trysten ME
19. Tiana MP
20. Nathan ME WB
21. Lehua DP 5 points and below
22. Anterson N/A
Overall class performance: Although students did well in their Stepping Stones workbook, I had to review/model more
questions than anticipated in order for the students to fully grasp the content.
Student performance: I had to pull a small group to provide them more guided practice on labeling/decoding the word
problems in order to solve it. They did well on the rest of the problems independently.
Reflection for next lesson: Continue to review word problems and noticing what the important and unimportant parts of the
word problems.
pg. 13 - v1.01 (2018-08-16)

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Date/Time October 31, 2018 Lesson Duration 3 hours

Subject Math Grade Level(s) 3

Promote inquiry to discover the enduring understanding(s)

pg. 1 -­ v1.01 (2018-­08-­16)

pg. 2 -­ v1.01 (2018-­08-­16)

● Visual Aids (Stepping Stones lesson is

pg. 3 -­ v1.01 (2018-­08-­16)

Teacher says/does (During) Students say/do (During)

pg. 4 -­ v1.01 (2018-­08-­16)

Teacher says/does (End) Students say/do (End)

Teacher says/does (During) Students say/do (During)

pg. 5 -­ v1.01 (2018-­08-­16)

their experiences (rows of cars, trees,

Teacher says/does (End) Students say/do (End)

Teacher says/does (During) Students say/do (During)

pg. 6 -­ v1.01 (2018-­08-­16)

Teacher says/does (End) Students say/do (End)

pg. 7 -­ v1.01 (2018-­08-­16)

● Visuals (lesson is projective on smart board)

● Stepping Stones workbook

pg. 8 -­ v1.01 (2018-­08-­16)

language learners. Alexandria, VA: ASCD.

pg. 9 -­ v1.01 (2018-­08-­16)

Students’ First Eight’s Facts Game Stepping Stones

1. Sherdonn ME ME ME

2. Tehani DP MP 10 points

3. Solomon DP MP

4. Danny ME ME

5. Jayson ME ME

6. Ander ME ME

7. Leila ME MP

8. Adelie DP MP MP

9. Jessica ME ME 8-­‐9 points

10. Zhijie ME ME

11. Blazen ME MP

12. Kahiau ME ME

13. Anthony ME ME

14. Christman DP DP

15. Josh ME ME DP

16. Curtis MP DP 6-­‐7 points

17. Giovanna ME ME

pg. 10 -­ v1.01 (2018-­08-­16)

19. Tiana MP ME

20. Nathan ME ME WB

21. Lehua DP DP 5 points and below

22. Anterson N/A N/A

2. Tehani DP 10 points

9. Jessica ME 8-­‐9 points

10. Zhijie ME

11. Blazen DP

pg. 11 -­ v1.01 (2018-­08-­16)

13. Anthony MP

14. Christman DP

15. Josh ME DP

16. Curtis DP 6-­‐7 points

17. Giovanna ME

18. Trysten ME

19. Tiana MP

20. Nathan ME WB

21. Lehua DP 5 points and below

22. Anterson N/A

2. Tehani DP 10 points

pg. 12 -­ v1.01 (2018-­08-­16)

9. Jessica ME 8-­‐9 points

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9. Jessica ME ME 8-‐9 points

16. Curtis MP DP 6-‐7 points

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9. Jessica ME 8-‐9 points

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16. Curtis DP 6-‐7 points

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9. Jessica ME 8-‐9 points

16. Curtis DP 6-‐7 points

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