Duration: 1 hour Teacher Candidate: Kassie Vaughn Subject/Grade: Math/ 3rd Grade Date and Time of Lesson: Tuesday,

November 5th at 8:00 a.m. Learning Objective: After engaging in a hands-on modeling activity using homemade Play-Doh and muffin liners, children will be able to successfully solve multiplication problems using the concept of repeated addition. Alignment with Standards: Common Core Math Standard o CCSS.Math.Content.3.OA.A.1: Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5 groups of 7 objects each. o CCSS.Math.Content.3.OA.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. EEDA Standard o Section 59-17-135B: School districts must require their boards of trustees to develop a policy addressing the integration of character education into the regular school curriculum. SSCA Element o Section 59-63-140A: It is the policy of this state that harassment, intimidation, and bullying in our school, regardless of motivation, must not be tolerated. It is detrimental to the overall educational environment as well as the children affected by the harassment, intimidation, and bullying. South Carolina Visual and Performing Arts Standard (Visual Art) o Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own works. Indicator VA3-3.2: Select and use subject matter, symbols, and ideas to communicate meaning through his or her artworks. Lesson # 4

Developmental Appropriateness: It is essential for children to know that multiplication and addition are strongly related, as one way multiplication can be considered is repeated addition. Students have been introduced to the foundations of multiplication including using addition to find the total number of objects arranged in rectangular arrays in 2nd grade (2.OA.4). Therefore, my learning objective for this lesson is appropriate because children will not only be lead to more of a conceptual understanding of multiplication, but will also be encouraged to learn one of the main strategies for multiplication: repeated addition. It is critical for children to know how to interpret products of whole numbers. In 4th grade (4.OA.2), students will develop a more in-depth understanding of multiplicative comparison to solve word problems using drawings and equations.

Duration: 1 hour Assessment of the Objective: Lesson Objective

After engaging in a handson modeling activity using homemade Play-Doh and muffin liners, children will be able to successfully solve multiplication problems using the concept of repeated addition.

Assessment of the Objective

Pre: In order to engage my students, I will inform them that they will be using homemade Play-Doh that I have made, to solve multiplication problems. I will explain to the children that a multiplication sentence has at least two factors and one product. They will be asked to use my clue to tell which numbers are factors and which number is the product. I will further have students examine a problem displayed on the Smart Board and think about what certain strategies they could use to solve the problem. During: Once we have reviewed the relationship between addition and multiplication, pairs of students will each be given one baggie of Play-Doh and one muffin liner. I will have the pairs work on several examples in which they will learn to use repeated addition to find out the total number of balls of Play-Doh in each example. The children will also use their muffin liners and Play-Doh to form manipulatives in order to complete the examples laid out on their math paper. I will scaffold students understanding by guiding them through the beginning examples and eventually allowing them to complete the last examples independently. Post: Each student will be given an index card with a word problem on it (the problems will vary among children). I will assess students understanding according to their ability to use repeated addition to solve the multiplication problems on the index cards.

Use of Formative Assessment

Pre: Questions concerning which numbers are the factors and product in a multiplication sentence- will use to determine students current background knowledge on multiplication and its strategies - using their responses, I will observe which children already have a general understanding of the repeated addition aspect During: Students use of the PlayDoh and muffin liners to solve multiplication problem exampleswill indicate childrens gradual understanding of multiplication as repeated addition - will depict students ability to work together as partners Post: Completed index card problems- will determine childrens levels of comprehension regarding how repeated addition can be used to solve multiplication problems.

Accommodations: Regarding my early finishers, students will be given the opportunity to play a game, Carls Cookie Capers, which I have already pulled up on two of the computers in the classroom. However, they must first complete at least three problems of the Independent Practice section on their math sheets. On the game, children will use the cookie visuals provided to solve multiplication problems using repeated addition. Pertaining to the children who finish late or do not finish at all, I will work with them during independent reading time later that day on completing the examples or index card. For my three IEP students and my one ESOL student, I will personally explain the directions for the

Duration: 1 hour index card problems to each one of them individually, in order to make sure they truly comprehend what I expect for them to do or if they have any questions. Also, the manipulatives I allow the children to use during my lesson will serve as visual confirmation for these four children through an engaging hands-on activity. Concerning mainly my ESOL student, I will clearly state the objective and activities of the lesson at the beginning of my instruction to inform her of the topic we will be discussing and activities we will be doing.

Materials: Homemade Play-Doh, muffin liners, Ziploc bags, Smart Board, Power Point, McGraw-Hill My Math student pages, index cards with various word problems, pencils, Carls Cookie Capers online game (www.multiplication.com) Procedures: Engagement (10 minutes): 1. Inform students that we will using homemade Play-Doh, which I made, to solve multiplication problems. 2. Write 3 x 5 = 15 on the board. Point to the multiplication symbol. Tell students that this math symbol tells readers to multiply. 3. Explain to students that a multiplication sentence has at least two factors and one product. Employ the higher order thinking question: a. Using this clue, can you tell which numbers are factors and which number is the product? 4. As a simple pre-assessment, display the following question on the Smart Board and have children think about certain strategies they could use to solve the problem: a. Which of these addition sentences is the same as 4 x 3? i. 4 + 3 ii. 3 + 4 + 3 + 4 iii. 4 + 4 + 4 + 4 iv. 3 + 3 + 3 + 3 5. Reveal the main teaching point- In todays lesson, you are going to learn how to solve multiplication problems by writing them as repeated addition. 6. Quickly reviewa. Addition is finding the total amount. b. Multiplication is also finding the total amount, but of equal groups. c. Multiplication is repeated addition. Exploration (15 minutes): 1. Pairs of students will each be given one baggie of Play-Doh and ten muffin liners to use as a resource for solving multiplication problems. 2. The pairs will work on several examples in which they will learn to use repeated addition to find out the total number of balls of Play-Doh in each example. (SSCA=> Before engaging in this activity, stress to students of how to speak kindly to and treat others how they would like to be treated). Students understanding will be scaffolded as I guide them through the

Duration: 1 hour

beginning examples and eventually allow them to complete the last examples independently. 3. To begin the examples, have students take 3 muffin liners and place 4 balls of Play-Doh in each. I will then ask: a. How many liners do you have? b. How many Play-Doh balls do you have? c. So, how many groups of 4 balls do you have? 4. (EEDA=> As children begin to share their answers to the examples, remind students of how to be active, respectful listeners while their classmates are speaking). 5. Write the following on the board: ______ + ______ + ______ = ______ a. Use repeated addition to find out how many balls there are in all. 6. Ask a student to come to the board and fill in the repeated addition sentence: 4 + 4 + 4 = 12 a. So, how many Play-Doh balls are there in all? 7. Example # 2: have students take 5 muffin liners and place 5 balls of Play-Doh in each. Go through the same steps as before. Explanation (5 minutes): 1. Discuss that there are two ways to write most multiplication expressions as repeated addition. For example, 2 x 4 = 8 could be written as 2 + 2 + 2 + 2 = 8 or 4 + 4 = 8. It depends on the order of the factors in the sentence. 2. Explain that the first factor in a multiplication sentence represents the number of groups (or number of times you add) and the second factor represents the amount in each group (or the number you add). For example, in the sentence 3 x 7 = , 3 is the number of groups and 7 is the amount in each group. So, the repeated addition sentence would be 7 + 7 + 7 = 21. Also, mention the repeated addition sentence that would result if the two factors were switched. Elaboration (10 minutes): 1. Draw childrens attention to their My Math pages they have torn out of their math book. 2. Using the Play-Doh and muffin liners still, guide the students as they complete the first example in the Math in my World section. 3. Once children have finished Example 1, have them work on the second example on their own and encourage them to try to not use the manipulatives to figure out the answer. 4. Quickly go over the example in order for students to check their answers. Evaluation [Assessment] (20 minutes): 1. Give each student an index card with a similar multiplication word problem on it (the problems will vary among the children). The problem will ask children to: a. Write an addition sentence. b. Decide which factor is the number of groups and which is the amount in each group. c. Set up a multiplication sentence and solve it. 2. Students understanding will be assessed according to their ability to use repeated addition to solve the multiplication problems on the index cards.

Duration: 1 hour Activity Analysis:

Use of Play-Doh and muffin liners to solve multiplication problems o Through this activity, students will work in partners on achieving the objective of my lesson, which was to engage in a hands-on modeling activity to solve multiplication problems using repeated addition. Partners will use the manipulatives I provide: homemade Play-Doh and muffin liners. o One of the main reasons I incorporated this activity stems from the table groups my cooperating teacher already has established for normal classroom instruction. Using table groups, it is easy to have children work with partners during a lesson, and the partnerships allow students the opportunity to work and collaborate with each other to improve learning. In this activity, the partners will work together to manipulate the Play-Doh and liners in such a way that helps them solve the problems. o The technology that will be used during this activity is the Smart Board. I will use the board to display the examples and write in notes for the students to better understand the concept. I will also ask a student to come up to the board to write in an answer as well. o During this activity, higher order thinking and performance will be addressed as I scaffold students understanding by guiding them through the beginning examples and eventually allowing them to complete the last examples independently. Students will be asked questions such as: i. How many liners do you have? ii. How many Play-Doh balls do you have? iii. How many Play-Doh balls are there in all? o There is evidence for this lesson being research-based as I incorporated the use of the manipulatives based on the importance for students to engage in hands-on activity in order to strengthen their comprehension and understanding. Completed index card problems o Through this assessment, children will work individually on solving a multiplication problem by using repeated addition, which was stated in my objective. o The reason I selected this activity for my assessment is because it would provide me with simple, quick confirmation of the childrens understanding regarding multiplication as repeated addition. Students will need to know how to write addition and multiplication sentences for problems. o There is no technology used for the completion of this assessment. The only necessary materials are the index cards and students pencils. o During this activity, higher order performance will be addressed as students will have to individually utilize the information they have learned pertaining to the concept of repeated addition in order to solve multiplication problems. o There is evidence for this lesson being research-based, because I integrated this activity as my final assessment of the childrens understanding, as a way to make

Duration: 1 hour sure I had full addressed the essential information students needed to know according to the Common Core Math Standards. References: Common Core Math Standards (CCSS.Math.Content.3.OA.A.1, CCSS.Math.Content.3.OA.A.3) Definitions of the Safe School Climate Act in South Carolina (Section 59-63-140A) McGraw-Hill (2013). My Math. Multiplication. Carls Cookie Capers (online game). Retrieved on October 31, 2013 from Multiplication website: www.multiplication.com Sacerdote, C. (2013, October 16). Homemade Play-Doh Recipe. South Carolina Education and Economic Development Act Guidelines (Section 59-17-135B) South Carolina Visual and Performing Arts Standard- Visual Arts (Standard 3=> Indicator VA3-3.2)