Lesson Plan Form

CSUDH - Teacher Education Department

Candidate:
Subject(s):
Viviana Prado
Math
Standard(s):
Operations and Algebraic Thinking

Grade Level(s):
Third grade
3.0A

Date:
Single/Multi-Day Lesson:
Single-day lesson

Represent and solve problems involving

multiplication and division.
1. Interpret products of whole numbers, e.g., interpret 5
7 as 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.

Language Standards K - 5
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Writing Standards K 2
Production and Distribution of Writing
8. With guidance and support from adults, recall information
from experiences or gather information from provided
sources to answer a question.
I.

DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
Using pomp pom balls students will show the total of number of objects in groups.
II.
LEARNING OUTCOME (Objective):
The student will illustrate the total number of objects in 4 groups of 3.
III.
CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
In the previous lesson students learned about repeated addition. In the following lesson students
will continue working on multiplication.
IV.
INSTRUCTION
V.
A. ENGAGEMENT (Motivational Activities):
Each student will receive a bag with 12 pom pom balls. What do you think we are going to do with
the pom pom balls? What do you think we can do with the pom pom balls?
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
Step #1 Talk about groups
a. Students will review what makes a group. What makes a group?
b. Teacher will listen for students answers.
Step #2 Review what a whole number is.
a. Students will review what a whole number is and talk in pairs about what they think a whole
number is. What is a whole number? Give me an example of a whole number.
b. Teacher will walk around listening to students answers.
*Note: Use CTRL + TAB for indents in outline format.

Step #3 Show me groups

a. Students will make groups using pom pom balls. How many different ways can you group
the pom pom balls? How many pom pom balls are in a group?
b. Teacher will ask how students grouped their pom pom balls.
Step #4 Understanding what multiplication is add, add, add, or grouping
a. What is 2x6? What is 3x8?
b. Teacher will ask for thumbs up if they have 30 for 5x6 or 24 for 3x8.
Step #5 Application Activity
a. Students will be using a dice to make multiplication equations.
b. Teacher will walk around to check for equations and answers.
B. APPLICATION ACTIVITY (Practice and/or Reflection):
Each student will fold their paper into eight sections and they will receive two dice. They will roll
the dice, one dice tells them how many circles to draw and the other one tells them how many Xs to
put in each circle. Then they write a multiplication equation for the groups they have drawn or they
can write groups of. Eg. 3 groups of 4 is 12.
C. MATERIALS & RESOURCES:
Bags with pom pom balls
Plane white paper
Pencils
Dice
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Students will be asked questions about whole numbers and what are groups. Listen to
student answers while working in pairs.
Summative: Student will draw on their math journals five groups of seven.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Oral Language
Working in pairs
Visuals
YouTube video of group multiplication
VII. HOMEWORK (IF APPROPRIATE):
None

*Note: Use CTRL + TAB for indents in outline format.