Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Jennifer Lease
Grade Level: 3rd Grade
School: Waverly/South Shore School
Date: 09/21/16
Time: 9:30
Reflection from prior lesson:
The previous lesson involved a lot of skip counting by 2s, 5s and 10s. The students
did well with it and seemed to understand that skip counting can help solve
multiplication problems.
Lesson Goal(s) / Standards:
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.
CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers.
CCSS.Math.Content.3.OA.A.4 Determine the unknown whole number in a
multiplication or division equation relating three whole numbers.
Lesson Objectives:
Students will demonstrate an understanding of multiplication as involving equal
groups with 95% accuracy.
Students will solve multiplication and related division problems by using skip
counting or known multiplication facts with 95% accuracy.
Materials Needed:
Promethean board
Pearson Realize pulled up on computer
Youtube video Three Ties Table Song
Colored pencils
100s chart
Page 19
Contextual Factors/ Learner Characteristics:

The class is made up of 10 girls and 11 boys. None are on IEPs, however 5
students attend Title 1 for both reading and math services. There are several
students who struggle to stay on task; even when doing group activities. These
students need constant monitoring to keep them working and on task. Two
students also need prodding to write answers during group work; they struggle to
keep up due to their lack of focus on the task at hand. There are also learners who
try to avoid work by going to their backpacks or the bathroom during group work
time.
A. The Lesson

1. Introduction (5 minutes)
Play Youtube video Three Times Table Song
What did you hear them doing in that video with 3s? (allow responses hoping
someone says Skip count by 3) They were skip counting by 3, and showing how
you multiply by 3 up to 30. We practiced skip counting by 2, 5 and 10 so far, and
today well work on doing it by 3 and 6.

Today, well continue learning how skip counting can help you to solve multiplication
problems.

2. Content Delivery (20 minutes whole group instruction and 10 minutes

individual work time)
Display the Pearson Realize counting around the class by 10 chart on the
Promethean board. So far, weve counted around the class by 2 and 5. Now,
lets try it by 10. We said that there are 36 squares up here.who can tell me
what they think the last number will be? (allow responses hoping for 360) Who
can tell me what the number will be when all 24 of us count by 10? (allow
responses hoping for 240) Lets try it. Well start with Zeb and count around the
room, ending with me. (count around the room, stopping at the 24 th number,
240) So when we count by 10 24 times, we get 240. What is our equation for
this? (student should say 10x24=240) Now, lets keep counting through the last
square as a class. (count to last square, 36) So counting by 10 36 times gets us
to 360. What is our equation? (student should say 10x36=360) How many
students had to count before we got to 100? (student should say 10) How many
counted before we were at 200? (student should say 20) Yesterday, you found
the multiples of 5 and 10. Lets look at the patterns we see in the 100s chart we
colored yesterday. (I will tape one of each that is boldly colored to the wall at the
front of the room.) Someone tell me what you notice about the multiples of 5 and
10. (allow for responses from several students, hoping that they notice things
like the multiples of 10 all end in 0 and that the multiples of 5 end in 0 or 5, the
multiples of 10 are all even, the multiples of 5 are odd, even, odd, even and so
on. Discuss what they point out as you go. List some of them on the classroom
dry erase board.) Do you notice that you get twice as far when you count by 10
as when you count by 5? Thats because 10 is twice as big as 5. As we work with

100s charts in the next couple days, see if you notice a similar pattern in other
numbers we work with. Today, were going to work with multiples of 3 on our
100s chart. Before we do the chart though, lets skip count around the class,
counting by 3s. (Skip count around room, guiding when students get wrong
number) That wasnt as easy as 2, 5 and 10 was, was it? Some of you had to
stop and think of what number came next. Lets do this 100s chart just like we
did yesterday, but this time with the multiple of 3. (distribute 100 chart for them
to complete and hand in) Do you see anything different in the patterns the 3s
make vs. the ones we saw in 2, 5 and 10? (students should notice that the 3s
dont go straight down in columns like the others did and maybe that 3 is like 5
where it goes odd, even, odd, even) When you finish the multiples of 3, do
another, but this time with multiples of 6. See if you notice any connection
between the 3 and 6 by comparing them. (students should notice that 6 is twice
3) Hand both of these in when they are complete. (once everyone has handed
them in do page 19 together as a class) Lets look at page 19. It says, Students
in Mrs. Hamiltons homeroom are counting around the class by 2s, 5s and 10s.
For each problem, draw a picture or write a multiplication equation to represent
the problem. Solve the problem and show your solution. Remember that you
can show your solution by either writing your skip counting or by drawing a
picture to represent the problem. Lets look at number 1. Students are counting
around the class by 5s. What number would the 3 rd person say? Who can come
up here and show us how they would solve this problem? (call on a student to
come put their solution and equation on the Promethean board; guide them if
necessary. They should put 5x3=15 and either draw 5 of something with 3 in it
or write 5, 10, 15.) Very good! When you skip count by 5 three times, you get to
15. What if we reversed it and skip counted by 3 five times? Lets try it.
(together as a class say 3, 6, 9, 12, 15) So either of those would be correct then.
Number 2 says, Students are counting around the class by 2s. What number
would the 7th person say? Solve this yourself, showing your work and writing
your equation and then we will talk about it. (allow a couple minutes work time.)
Who wants to share? (pick a different student to come show what they did,
guiding them as needed. They should write 2x7=14 and either draw 2 of
something with 7 in it or write their skip counting 2, 4, 6, 8, 10 12, 14) Awesome
job! Could you also skip county by 7 two times? So that would be 7, 14. That
gets the same answer, and is also correct. Our last question says, Students are
counting around the class by 10s. What number would the 9 th person say? Who
wants to come solve that for us? (call on another student who should show
10x9=90 and should either write their skip counting 10, 20, 30, 40, 50, 60, 70 80,
90 or draw 10 of something with 9 in it) Did some of you find that you didnt
really even have to skip count or draw a picture for this one? You just knew it?
(allow students to raise hands) Some numbers are easy to multiply. They have a
definite pattern and the answer comes to mind quickly. 10 is one of those
numbers; if you dont know it now, you will soon as we start working with it more.

3. Closure (2 minutes)
I hope that multiplication is starting to make a little more sense for some of you.
You are hopefully starting to notice patterns and to see how skip counting and
addition play a vital role in solving multiplication. Raise your hand if you feel like
its getting a little easier for you to solve problems. (check hands) I can see that
some of you are still having a hard time with this and that is ok! We are going to
continue working on it and soon well get those fact cards for you to practice
with, which will help you tremendously.

B. Assessments Used
3 and 6 100s chart
Student participation and teacher observation

C. Differentiated Instruction
Remediation: For the students who struggle to stay on task, I will utilize the
assistance of my cooperating teacher and the paraprofessional who is in the
room during our math time. Between the two of them and myself, we will make
it a point to cycle by those who are known to struggle, checking their work and
progress, and helping them as needed. During individual work time, we will
work one-on-one with those students who are behind/struggling with the
concept to help them understand and get their work completed. For any who
have work left to complete, I may ask our high school helper to work with them
during her time in the room later in the morning.
Enrichment: For those who grasp the concept well and who finish their work
quickly, I will have a partner activity at the end of the lesson, such as multiplying
numbers on dice or playing cards (the person with highest number gets a point
first to 5 wins), quizzing one another with their multiplication flashcards, or
playing a Missing Factors game.
ELL: There are no ELL students in the class.

D. Resources
Investigations, Grade 3 Unit 1 Understanding Equal Groups
Pearson Realize website, Math Grade 3
Youtube video: https://www.youtube.com/watch?v=9XzfQUXqiYY