Lesson Plan Format

EDU 412

Title: 5s Multiplication
Grade level: 3rd
Date of Use: Monday, October 5, 2015.
Length of lesson: 45 min.
Concept Trajectory:
Before: Students will know that multiplication is repeated addition and contains a sequence of patterns.
After: Students will learn about multiplication as equal groups

NC Essential Standard for Math Common Core Standard:

CCSS.3.OA.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.
CCSS.3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By
the end of Grade 3, know from memory all products of two one-digit numbers.
CCSS.3.OA.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and
explain them using properties of operations. For example, observe that 4 times a number is always even, and
explain why 4 times a number can be decomposed into two equal addends.

Standards for Mathematical Practice or Science Practices:

Use appropriate tools

Reason abstractly and quantitatively
Attend to precision
Use repeated reasoning

Learning Outcomes:
Students will know:
How to identify and use patterns to multiply groups of 5
Students will be able to:
Multiply using 5s

I Can Statement: I can identify and use patterns to multiply with 5 using repeated addition, counters,
written form and fives blocks.

Diagnostic Assessment:
Students have already had practice with solving addition problems, focusing on creating a 10 within the problem.
Students have had practice in place value, which includes an introduction into word problems and identifying
several ways to manipulate place value. Some students are still struggling with place value and need more
practice. Students have also been introduced to multiplication, using sets of twos. This skill needs practice.
Students will likely have misconceptions about grouping the objects together. They will struggle with
understanding that 2 x 5 is not 7 and that it is two groups of five.

Formative Assessment:
During the lesson I will be walking around the room observing students while they are working with their partner
and ask them questions about what answers they are solving. I will also ask them to show their work in various
forms, which will allow me to assess their comprehension of the materials through various means.

Resources/Materials:

Red/yellow counters

Lesson Plan Format

EDU 412

White boards, markers

Large, teacher white board
Journals
White board print out
Document Camera

Essential Vocabulary:

Multiplication
Equation
Factors
Product
Count-bys
Repeated addition
Groups of
Equal groups

Instructional Procedures
Opener/Link
8:15: 10 min: Teacher Directed and Guided Practice
**Have whiteboards and counters passed out before students come into class. Each table should have two
whiteboards. Have materials ready to be shown on the document camera.**
Have students look at the chart of Things that always come in Groups.
o I want to focus on fives today. Looking at the chart we made, turn and talk about some things that
always come in groups of 5. (Remembering)
o Who can share with me what multiplication means using their own words? What have we been
talking about?(Evaluating)
Focus on hands as the thing that always comes in 5s.
o Each hand has 5 fingers and we have two hands. Now, think about how this relates to what we did
with the circles and stars problem. If I were to write this out in a multiplication problem, what
would I do first? (Applying)
Get answers and write them out on the board, including drawing hands, repeated addition, groups of and
the equation.
Bring up one student to hold up one hand. Student will put three hands. In groups, students will solve this
problem by writing it out on one whiteboard at their table.
o How does this problem change when we add one more hand? (Analyzing) Show me how my
equation would change if I added one more hand. (Create)
8:25: 10 min: Guided Practice
Show that the hands can be written in the form of groups on the whiteboards. Circle two groups of
five on the board.
o Does anyone notice anything about the blocks on the sides of the whiteboard? (Understand)
Tell students the boxes on the side of the board can also be represented with counters.
Guide students in circling groups of 5 on their white board. While circling each group, say the groups
out loud (1 group of 5, 2 groups of 5,...). Repeat this up to 50 (10 groups of 5). Write the total next to
each group.
Returning to the 2 groups of 5, write it out using the boxes on the side of the board and using the
counters.

Lesson Plan Format

EDU 412

8:55: 30 min: Independent Practice

Instruct students that they will be repeating what we demonstrated earlier, but in partners. Partner 1,
person with the manipulatives, will show the groups using the manipulatives, write out repeated
addition, write out the equation. Partner 2 will circle the boxes on the whiteboard, write out the
groups (__ groups of 5).
Post partner responsibilities on board
I will read of an equation using 5 and they will show their work on their whiteboard.
o Who can show me what I should write on my board? (Evaluate)
o 3x5=, 6x5=, 1x5=, 9x5=, 2x5=, 5x5=, 8x5=, 4x5=, 7x5, 10x5=
o Why does this strategy work? Can you explain it to me step by step so I can make sure I
understand? (Evaluating)
Have students put away materials and return to their desk. When they get back to their desk, ask them
to put their hands on their head.
Closure
9:05: 5 min: Guided Practice
Ask students how what they talked about today relates to multiplication?
o What is something that you learned or did today that helped you understand what
multiplication is? (Evaluating)

Classroom Management:

Before I start the lesson, I will have all of the materials ready and distributed on the students desks.
I will have created specific partners to put together students who can benefit each other behaviorally and
educationally.
When they are moving from group to group, I will give them a specific time to move with their partners
to the place they will be working together.
I will establish clear instructions for students to follow when completing their group work.
If the talking gets to be too loud, I will pull their sticks out of the cup, after an initial warning. After the
stick, I will drop their clip.
I will use clap moves to gain their attention when it is time to rejoin the group or to get their focus back.

Meeting Specific Learning Needs of your Students

Differentiate:
o Partners will be selected strategically before the lesson to reduce behavior issues and
increase efficiency while working together.
Universal Design for Learning:
o The materials will already be distributed so time will not be wasted with passing things
out and the added distraction will not be there.
o I will provide the students with a model for how their work should be laid out.
o Various forms will be used for students to demonstrate their knowledge, including
manipulatives, repeated addition, equations and grouping.
Multiple Entry Points:
o Visual: The visual learners will be able to see the same problem written and explained
in a variety of ways and methods.
o Intrapersonal: The intrapersonal learners will be able to work with a partner to talk
through their ideas and reflect on what their partner is thinking.
Self and/or Peer Assessment:

Lesson Plan Format

EDU 412

Students will peer assess while answering the equation posed to them in their group. They will need to all
agree in order to write an answer down. When working in partners, they will need to show each other
their work before they can raise their hand that they are finished.
Students will self-assess while they write their quick write reflecting on their understanding of
multiplication using 5s.