College of Education

Lesson Plan Template

Teacher Candidate: Channa Griham
School: Rice Elementary

Date and Time of Lesson: 11/3/14 9:30 AM

Subject/Grade Level: Math/ 3rd

Description of Lesson: Students will be able create arrays, equal groups and a repeated
addition sentence to help them understand multiplication. Students will have the chance to
work cooperatively with other students to show their understanding of multiplication as a
whole. The lesson provides a summary for students on the main components related to
multiplication.
Lesson Title or Essential Question that guides the lesson: How can we represent multiplication
strategies by using drawings to help us solve multiplication sentences?
Curriculum Standards Addressed:
National Standard(s):
Common Core Standard: 3.OA.A.3- Use multiplication and division within 100 to solve
word problems in situations involving equal groups, arrays, and measurement
quantities, by using drawings and equations with a symbol for the unknown number to
represent the problem.
Other:
EEDA Standard: Teacher candidates will identify instructional strategies that promote
core values in the school community
SSCA Element: During the lesson, students are expected to respect others opinions and
feelings when communicating with each other. All children should sit quietly at their own
desk and listen to the instructions that are given to them. There will be no blurting
information out without properly raising his/her hand. Students will be able to express
their opinions and work with others to get their points added to the assignment.

Lesson Objective(s):
When given math strategies related to multiplication,
students will be able to summarize each strategy by
showing representation for the identified strategy with
90 percent degree accuracy.

Revised 1.20.14

Assessment(s) of the Objectives:

Pre- In the beginning of the lesson we
will hold a class discussion on arrays,
equal groups, related factors and
repeated addition. During this group
discussion I will keep mental note of
what the students say. I will ask
probing questions to lead the
students into discussion. I will use the
answers to these questions to guide
my instruction for the lesson that
follows. During- Students will create
a foldable showing representation of
each of the terms listed above to
show their understanding of the

multiplication terms. Students will

choose a multiplication fact to work
with to complete each assigned task.
Post- At the end of the lesson,
students will have finished
completing their foldable to show
their understanding of the
multiplication terms. Each foldable
will be collected and graded for
accuracy. Any misconceptions the
students may have will be address in
the following lesson.

Materials/Resources: Paper, math journals, dice, SmartBoard

Prerequisites (Prior Knowledge):
Socially students will need to be able to work with classmates to complete assigned tasks
and to hold small group discussions. . Cognitively students will need to be able to draw
representation of an array, equal groups, repeated addition sentences and related factors.
Students will also need to be able to answer questions during discussions. Physically students
need to be able complete the foldable with the correct components. Emotionally students need
to be able to respect others thoughts and opinions. Students need to be able to work with a
partner to complete the assigned tasks.

Procedures:
1. In math the past couple of days we have been working with multiplication and learning
different strategies to help us solve multiplication problems.
2. Who can remind me of four strategies that we have learned so far? Give students a
couple of minutes of think time to help them recall the strategies that were previously
learned.
3. We have learned about using repeated addition, equal groups, arrays and related facts
to help us solve multiplication problems.
4. Today we are going to work with these strategies a little more to help us understand
their importance in multiplication. We will be choosing one multiplication sentence to
work with today to show each of these strategies.
5. First I am going to model for you what I expect to see during this lesson. I will then
review the expectations for the lesson with the students.
6. Now the first thing we need to do is find out what our multiplication sentence will be. To
find out our sentence, we are going to roll a pair of dice. Each die begins with number 1
and the highest number is a 6. You will take two die and roll them to find out your
multiplication sentence. Watch how I model this. I will then roll the dice to figure out the
numbers I will be using.
7. After I have rolled the dice and figured out my multiplication sentence, I will begin the
lesson.
Revised 1.20.14

8. Now, since we have our multiplication sentence (ex. 4 x 5 = 20) lets begin to use this
sentence to show an array, equal groups, repeated addition and related facts.
9. In the top left corner of your foldable you will place your multiplication sentence. I will
then place 4 x 5 = 20 in this square. Now below our sentence, lets write down all the
related facts that go along with this multiplication sentence. We will complete as a
whole group as a model.
10. Now lets look at the top right square on our foldable. Here we are going to create an
array that represents our multiplication sentence. We will work together to create an
array that accurately represents the sentence. We will hold a small discussion on how we
know that the array is written correctly (ex. Number or rows verses how many in each
row.)
11. Now lets move down to the bottom left corner. In this corner we are going to represent
our multiplication sentence by using equal groups. We will then draw equal groups that
correctly display our multiplication sentence. A small discussion will be held on why we
grouped the factors the way we did.
12. In the bottom right corner, we will be writing a repeated addition sentence. Take a
moment to think of how our addition sentence should look. Keep in mind the order of the
factors in the multiplication sentence. (First factor is always the number of groups you
will have and the second factor is how many are in each group.) Now lets create our
repeated addition sentence. I will now model how to create the addition sentence.
13. Now, it is your turn to complete each component of your foldable on your own. You will
be partnered up with a classmate to work on your foldable. Each group will be given a
pair of dice. Take turns to roll the dice to create your multiplication sentence. Once you
have created your multiplication sentence, begin to complete your foldable. Note: Each
student will roll the dice and have a different set of numbers. There may be some
students who roll the same numbers.
14. Students will now have the chance to work on their foldable. I will walk around to
monitor students while they are working. I will be observant of students who are still
having trouble understanding an array, equal groups, repeated addition and related
factors. I will be available to help students who are struggling.
15. Extension: For those who finish early, they will be asked to create a real world problem
that is related to their multiplication sentence. They will need to make sure to write the
problem out in complete sentences as well as show the steps they would have to take to
solve the problems. This will accommodate my higher students and allow them the
chance to push themselves further.
16. At the end of the lesson, students will turn in their foldable as a grade. I will check each
component for accuracy and completion. As an exit slip, students are required to turn in
their foldable. I will use the results to address any misconceptions that the students may
still have.
Activity Analysis:
One activity I will be completing with the students is the guided mini lesson modeling the
strategy. During the lesson, I will model for the students how to complete each
component of their foldable. This will we used as a review for the students so that they
are able complete the assignment on their own when working independently. By
completing this activity with the students first, I am giving them purpose to complete the
lesson and giving them the guidance needed to help them successfully complete the
Revised 1.20.14

lesson. This will help accommodate my low level students and my students who may still
be struggling with the concept.
Another activity that I am implementing with the students, is having the students create
a foldable opposed to having them to write it out on regular notebook paper. From
previous lessons, I have observed that the students are more successful when using
graphic organizers. By using the foldable, I will accommodate the needs of my students
to help them successfully comprehend the lesson. If students would record information
on regular notebook paper, they may just complete the components and not
comprehend what they are doing or may confuse the different terms with one another.
During this lesson there will be technology used. This lesson will be a guided math lesson.
The SmartBoard will be used to show the students how to correctly complete the lesson.
I will use the board to show examples of each component of the foldable. This will also
help students to have a visual aid to help them when they are completing their foldable
independently. Technology is very important for this lesson and has a major role in the
implementation of the lesson.

Differentiation/Accommodations/Modifications/Increases in Rigor
When completing this lesson, there are many accommodations I am going to have to make. One of the
accommodations that will be made is making sure that I group students with others that will help them
understand the concepts. I have a few ESL students and many diverse students in my classroom that
need a little more support than others. I will make sure that I place my ESL students with others that they
will feel comfortable working with. By doing this with my students, it will provide them with support and
guidance when they are completing the investigation. For the students who are below level, I will make
sure that I am available to them for help or for further explanation of the topic. For students who may
complete their work early, they will be asked to review their work for accuracy. Also as an extension,
early finishers will be asked to create a real world problem related with the multiplication sentence they
are working with for their project. This will help challenge my higher level students to the next level of
their learning.

References: Ideas were generated by Channa Griham and Catherine Perez (cooperating
teacher)

Revised 1.20.14