Lander University Teacher Education Lesson Plan 5

11/19/13

Teacher Candidate: Jordan Suber

Lesson # ___5___

Subject/Grade: 3rd grade/ Math/Small Group Date and Time of Lesson: 11/19/13 @ 9:00 am Learning Objective: Students will be able to successfully write and solve multiplication sentences by using real life situations and combinations to figure out the product. Student will be able to identify all possible combinations, first among 2 objects with 3 possibilities each and then among 3 objects with 2, 2 and 4 possibilities each. Alignment with Standards: -Math Standard: 3.0 A-1: Interpret products of whole numbers, e.g., interpret 5 7s 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. Developmental Appropriateness or Cross-curricular connections: Students should know and understand what grouping and combination means and be able to sort out different combinations when given a manipulative to use.

Assessment(s) of the Objectives: Lesson Objective(s) Students will be able to explain successfully write and solve multiplication sentences by using real life situations and combinations to figure out the product. Student will be able to identify all possible combinations, first among 2 objects with 3 possibilities each and then among 3 objects with 2, 2 and 4 possibilities each. Assessment(s) of the Objective(s) Pre-Assessment: Give student a practice problem using 1 pair of pants and two colored shirts from a selection of 3 different shirts and 1 pair of pants. (Easier than Post Assessment) During-Assessment: I will take anecdotal notes while the students work together in the small group and see how they are working out the combinations together and sort through the problem. I will keep data on the ideas they bring to the group as an individual. Post-Assessment: Have students figure out the number of combinations of 1 pair of pants and

Lander University Teacher Education Lesson Plan 5

11/19/13

2 colored shirts from a selection of 6 different shirts and 2 different bottoms. Have students write their answer in their math journal for checking of understanding later. (This should be a more difficult problem for them to try to see how well they comprehend the lesson)

Pre-Assessment: Give student a practice problem using 1 pair of pants and two colored shirts from a selection of 3 different shirts and 1 pair of pants. (Easier than Post Assessment) During Assessment: I will take anecdotal notes while the students work together in the small group and see how they are working out the combinations together and sort through the problem. I will keep data on the ideas they bring to the group as an individual. Post-Assessment: Once my students have created their flip book they will post it into their science journal. I will take home the journals and review each childs response to the problems given in small group, to see how they performed and what they understood and took from the lesson.

Accommodations: I have a student in my classroom that has to wear glasses. I will accommodate her by printing in large print when I write my example problem on my small white board and I will have her sit next to me when in small group during instruction. Early finishers will move on to the next center available since we will be doing this lesson during small group center time.

Materials: Copy of lesson plan (2- one for me and one for Mrs. Andrews) Math Journal pencil Expo Markers (approximately 6) Individual Dry-Erase boards (approximately 6) Small baggies with clothing combinations (four shirts-all different colors, one skirt, one pair of pants) Activity Combo sheet for extra practice Smart Board for extra center during small group time for them to manipulate the combos on the board

Lander University Teacher Education Lesson Plan 5

11/19/13

Procedures: 1) Bring students to the small group at the Math center. 2) Ask students to pull out their math journals and write down what combinations they are familiar with. (For example: milk and cereal, outfit combos, etc) 3) Give out individual baggies of outfits and allow students to explore manipulative. 4) Ask students to make different combinations with the outfit pieces and discuss how many different combos they can come up with. (answer on white boards) 5) Have students make combinations and relate it to multiplication and in what ways we can write a multiplication sentence to show how many combos can be made. (Discuss as a group) 6) Give the group a certain number of colored shorts with a bottom piece and see if they can come up with their own multiplication sentence and correct answer. (answer on white boards) 7) Give students harder combo patterns and ask them to answer them in their journals by having them figure out what the multiplication sentence will look like and what the answer is and have them illustrate the combos in their journal. 8) Take up journals and dismiss students to next center. Repeat with next small group. Activity Analysis: During this lesson, the students are gaining an understanding of how combinations and grouping relate to multiplication. They will work in small groups and compete an understanding of how to produce a multiplication sentence using the different grouping combinations and find its product. The students will work together when processing how the different outfits work together and they will conclude the lesson by responding to the final problem in their journal. I will take home the journals on Tuesday afternoon to review their answers and check for comprehension and understanding. Technology will be used during small group time by allowing the student to use the Smart Board and they will be able to play with the different combos on the activity up on the board to figure out multiplication sentences after they have completed my small group activity.

References: Internet Resource: PBS Learning Media http://www.pbslearningmedia.org/resource/vtl07.math.data.cou.lpcombo/multiplicationas-combinations/