Lesson Plan – March 2

Grade/Subject: Grade 3 Math Unit: Multiplication Lesson Duration: 45 Minutes

SPECIFIC LEARNING OBJECTIVES Formative/ Summative
OUTCOMES FROM (2-3, clear, and measurable) ASSESSMENTS
ALBERTA (How will you know they met
learning objectives?)
PROGRAM OF Students will: (Observations, Key Questions,
STUDIES Products/Performances)
Number Outcome 11 – Represent & explain multiplication using equal groupings, arrays, * Worksheet – Hand in as a
Demonstrate an repeated addition, and skip counting up to 6x6. check in
understanding of *Teacher Observation
multiplication to 5x5 *Teacher Questioning

LEARNING RESOURCES CONSULTED

Resource #1:
- Worksheet – Jeff Deckert
MATERIALS/ EQUIPMENT
- 6 Sided Dice x 20
- Dominos – 1x1 to 6x6 – don’t use zeros
- Cups with chips – 6 sets (set – 6 cups & 36 chips)
- Card that have equal groups on them
- Worksheets
PROCEDURE
Introduction (10 minutes):
(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
- Brain Break Assessment
- Deep Breathing * Teacher Questioning
- Bring Students to Carpet
- Review verbally the last 4 days (Subitizing, Equal Groups, Skip Counting, Repeated
Addition, Arrays)
- Pull up worksheet on the board – Explain (leave on board for students to see)
- Show dice and dominos – Explain how they will use that as the equation
- Remind them how to roll the dice
- Explain station 3 & 6 in more detail
- Explain where they will rotate to (5-7 minutes a station) – Map on board students names
on sticky attached
- Put them into groups (groups of four already planned out) and send out to stations)
Body (30 minutes):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations: Transitions
Students will not get through all stations (but it is ok as they are similar) Assessment
Station #1 – Worksheet with Dice *Teacher Observation
Use two dice to roll and see what equation is *Moving from station to
Use this to fill in the worksheet station
Station #2 – Worksheet with Dominos
Pick one domino to use to fill in the worksheet
Station #3 – Equal Groups with Cups & Counters (alone)
Students will pick a multiplication card & then represent the answer using cups &
counters
Station #4 – Worksheet with Dice
Same as above
Station #5 – Worksheet with Dominos
Same as above
Station #6 – Equal Groups with Cards (pairs)
Have students get into pairs and take turns holding up a hard – “That is 3 groups of 4,
which is 3 times 4”

Have Emily work with Nathan, Isla, & Tyson – move with that group from station to
station

1
 Closure (5 minutes): *Connect your closure with learning objectives*
Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students, Transition To Next Lesson
- Leading into lunch Assessment
- Ask students to clean up the station they are at. (placing items back into bags, *Collect worksheet for a
one partner bringing it to the front for me to collect) check in after first week
- Looking for student who are ready to go to lunch (area is clean, sitting quietly) of multiplication
- Will hand in worksheet & receive agenda on their way out to get their lunch.