Name: Sumaya Abdulla Grade Level: 3/B

ADEC Standards:
3NMD4. Use known doubles and halves facts to find related doubles and halves.

Main Lesson Aims (Concepts, Procedures, & Processes):

By the end of the lesson students will be able to:

1. Able to solve the multiplication problem (read and solve) with 2s, 3s, and 5s problems.
2. Using double strategy to solve their multiplication problems.
3. Using materials to represent their answers.

Materials:

teacher books /

student book(s) Math journal.

worksheets/ papers Instruction cards. Flash cards the include the multiplication problems for 2s, 3s,
and 5s (from 1 to 12).

teacher materials Hundreds board, counters, squares, instruction cards, mini Whitbread, flash cards
the include the multiplication problems for 2s, 3s, and 5s (from 1 to 12).

student materials/ Hundreds board, counters, squares, instruction cards, math journal, mini
manipulatives Whitbread, flash cards the include the multiplication problems for 2s, 3s, and 5s
(from 1 to 12).

technology /

other /

Key vocabulary with definitions (and pictures if appropriate):

word glossary definition image

Double Twice.
Groups of A number of people or things that are close
together.

Multiply repeat add the first number record to how many time
you will repeat from the second number (the
opposite).

Students Prior Knowledge:

Students knew how to solve the doubling problems.

Students knew how to skip counting from 2s, 3s, and 5s.

Possible Problems and Misconceptions:

1. Students might misbehaver during the class.

2. Students might not know what to do during the activity.

Solutions:

1. Student teacher will take off points from class dojo.

2. Student teacher will remember them to read their instruction card.

Lesson Schedule
Targeted teacher language:
Doubling, times, multiply.

Student language:
Doubling, times, multiply.

Engage (warm up, review prior knowledge): 10

Student teacher will review the concept of the doubling by asking the students to give her them
favorite number or any number comes on their mind. Then the students need to double the number to
get the answer. After that, the student teacher will ask the students to give her a define of the
doubling.
Core (introduce and practice new concepts & procedures): 30

The student teacher will introduce the multiplication using the double strategy.
She will write on the whiteboard different multiplication problem that include the 2s, 3s, and 5s.
For example:

Then she will give each student mini whiteboard to question them by giving multiplication problem
such as: 2s problem, 3s problem, 5s problem.

Emerging group: will work with the student teacher, they will work on solving multiplication problems
of 2s number cards problem (from 1 to 12), using the squares and doubling strategy.
The instruction card:
1. choice a number card.
2. Solve the number card problem using the doubling strategy.
3. Show how you solve it with the doubling using the squares and boxes.
4. Write the answer of the number card problem in your math journal.
5. Return the number card in the middle.

Develop and Mastered groups: They will work together.

The activities will be place on two tables; they will go around the tables to do the two activities.
Once they finish the first activity, they can swap with the other table.
The first table will be: for 3s number cards problem (from 1 to 12) table, they will use the doubling
strategy and counters.
The instruction card:
6. choice a number card.
7. Solve the number card problem using the doubling strategy.
8. Show how you solve it with the doubling using the counters.
9. Write the answer of the number card problem in your math journal.
10. Return the number card in the middle.

The second table will be: for the 5s numbers cards problem (from 1 to 12) table, they will use the
doubling strategy and Hundred board.
1. choice a number card.
2. Solve the number card problem using the doubling strategy.
3. Show how you solve it with the doubling using the Hundreds bored.
4. Write the answer of the number card problem in your math journal.
5. Return the number card in the middle.
Close (wrap up, discussion, brief review activity or assessment): 5

The student teacher will make a name tag for each student depend on the activity that she finishes it.
For example: if the student where play on the activity that involve double 3s, she will choice a number
sentence from 1 up to 12 and make multiplication statement.
For example: 3x4=12 her product name for this week will be 3x4=12.
As same as for 2s, 3s, and 5s multiplication statement.