ED 345 Calvin College Teacher Intern Lesson Template

Teacher Intern: Sophia Kim Date: September 10, 2018

Grade Level: 3rd Grade Subject/ Topic: Math – 5s
Approx. time spent planning this lesson: 1 hr
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: This is the first lesson for the students to identify and use patterns to multiply with the
5s.
Brief Context: The teacher could have started the multiplication lesson with the 0s. However, to let the students realize
that multiplication is not difficult at all, the teacher started with the 5s for it is easier for the students to understand.
Prerequisite Knowledge/Skills: Students should know the concept of addition, specifically, repeated addition.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Be able to explore and practice patterns in 5s 1. Going over the practice pages in the student’s
count-bys Math journals.
2. Starting to learn to work on their own with the
pages.
3. Self-assess with the flashcards and flip books of
5s.
4. Play the in-order-5s game with the whole class.
Standards Addressed in Lesson:
CCSS.MATH.CONTENT.3.OA.A.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.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For
example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 ×
6=?
CCSS.MATH.CONTENT.3.OA.C.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.MATH.CONTENT.3.OA.D.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.
Instructional Resources:
 Doc Cam
 MacBook
 Math Journal
 Class Math Board (To show the patterns of the 5s)
 Whiteboard and Whiteboard markers
 Flashcards (5s)
 Easel board (rug area)
 Factor and product mini poster
 5s flip book
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
 - Grace - Have students or the teacher aid sit by Grace who can help them focus. Grace will also participate in the
array making process. (Because it was time for G to transition into the school setting, she had to stay in the
classroom instead of going to room 101.)
- Some students may have difficulty envisioning what is meant by a group of five objects. Have those students’
model groups of five counters and then writing the associated multiplication.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
Teacher to students
 If a student is doing an excellent job like doing what they are supposed to do, teacher will appreciate the
students by giving a high five or a compliment like “Way to go!”
 Smiles will assure the students that they are doing a great job!
 Teacher will be going around making sure they are doing their work.
 When the teacher is going around the class, if a student makes mistake, say the sentence “That’s okay!
Everybody makes mistakes!” – We are all here to learn not to be perfect.
Student to Student
 Students will be working at their seats and will be asking questions to each other questions in a spy voice.

CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)

Identify at least 2 ways you will gain whole group attention:
ENCOURAGEMENT IS THE KEY!
 Clapping rhythm
 Raise your pinky! Raise the other pinky! Wiggle your pinky!
 Whisper the instruction once and let the students work. Students will for sure ask what the instruction was, and
then the teacher will remind the students that listening will help if they listen.
 Flatt tire! – Teacher Shhhhh! – Students
 Encourage the students to be quiet while they are working on their student reading page. Model by saying the
reminder in a careful voice.
Strategies you intend to use to redirect individual students:
 If the student is distracting, teacher will ask “Are you distracting or listening?”
 If a student is blurting, stop a minute and remind them to raise their hands if they have something to say.
 Say “It would be really nice if you are participating…” instead of calling names.
CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.
 Going to the bathroom: Knocking signal from the student and the teacher replies back with the same signal!
 Everybody should have listening ears whenever a teacher and other peers are talking. Their hands should be
down when someone is talking.
 The Class Math Board has already been filled out for there is an introduction of multiplication in this lesson.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
 Students will be on the rug area for the discussion of the patterns of 5s.
 After the instruction is done, students will be asked to go back to their seats for further instructions.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
 Teacher will ask the students to come back to the rug area by rows from their seats facing the easel board.
 Once the students are settled in, Then, the teacher will ask for ideas asking the following question:
 Can anyone give an example of things are in groups of 5?
 Then, teacher will say that we will be learning about multiplication with the 5s today.
 Teacher will write a multiplication problem on the easel board giving space to write the words on the side.
 5 X 2 =?
  Teacher will circle the X (multiplication sign) with the blue marker and tell that it means the same as “groups
of”. (Write down “groups of” near the X sign.) Teacher will add and say that this are also called the equal groups.
 Teacher will say “This problem is can be read as 5 groups of 2.” and ask “What groups of what?”
 Teacher will then circle 5 and 2 with a red marker and show the mini poster of factor.
 Teacher will read the poster and say that 5 and 2 are factors in multiplication problem.
 On the bottom of the equation, teacher will draw 5 circles and put 2 dots in each circle to illustrate 5 groups of
2.
 Teacher will then ask the students to count the dots as a class.
 After counting, teacher will write the answer to the multiplication problem which is 10 with a black marker.
 Teacher will then show the mini poster of products and read the definition to the class.
 Teacher will then point out that there are different ways to show multiplication problems by pointing out the
picture (grouping). Introduce one another method which is repeated addition of the same number.
 Teacher will then put + signs right next to the circles of the groupings and write an addition equation that
matches the multiplication problem.
 Teacher will Segway by asking the students the following question:
 Which problem do you think would be faster to solve? The addition or the multiplication?
 Let’s find out!
Development: [It may help to number your steps with corresponding times.]
 Teacher will then bring out the Class Math Board that has been filled out already in advance.
 Teacher will circle the sequential groups by 5s and say X group of 5 as the circle builds as a class.
 Teacher will then point out the set of multiplication equations of 5s and circle all the 5s that serves as a factor.
 Then, teacher will point out the repeated addition for the 5s and ask the following:
 What does the multiplier; the number we are multiplying 5 by, tell us? The answer should be
how many 5s we have.
 Teacher will ask students to read the 10s number as a class and to look at every other count by, starting with 10.
 Teacher will then ask the following:
 What do you notice about these numbers? They are all tens numbers.
 Can someone explain why every other5s count by is a tens number? Because two 5s make 10.
 Teacher tells the students that she is wondering about the patterns of the 5s.
 Can you guys tell me what they are?
1. Every other numbers end in 5 and 0.
2. The tens digits of the products follow the pattern 0, 1, 1, 2, 2, 3, 3, 4, 4, 5.
3. If one factor is an even number, the other factor is odd, the product is even.
For example, 5 X 2 = 10
4. Two 5s are half of two 10s.
5. In conclusion, if the ones digit of the number is a 5 or a 0, then 5 is a factor of
that number.
 Now, teacher will show another way to figure out the multiplication problem. That is by using counting with
fingers.
 Teacher will start counting by 5s as the fingers go up and encourage the students to follow with their mouth
and fingers.
 Once reached to 5 X10, ask the students to find the product for 5 X 4 and more. (Teacher should decide which
product to ask.)
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
 Teacher will ask the students to go back to their seats and take out their Math journals quietly.
 Teacher will then set the page using the Doc cam and the MacBook.
 Teacher will go over the box form on page 6 of the Math journal and answer together with numbers 1 and 2.
 Once the teacher is done with demonstrating, teacher will ask the students to continue on their own.
 Teacher will instruct the students to bring out their 5s flashcards already cut out and go through them twice.
 After they are done with the flashcards, students will come up to the front table and grab one flip book and
continue working on building their knowledge with the 5s.
  If time allows, have 10 volunteers to come up in front and say the products of 5 in order. Once a student
reaches up to 50, then that student needs to go back to their chair. Teacher will make sure that the other
students seating down to watch carefully if they are getting the products of 5.
 If more time allows, have everybody stand up and do the game altogether as a class. Once they reach 50, that
student has to seat down and be the police inspector for the other students.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
 I went around as the students were working on their math journals.
 I am planning on continuing to ask many questions that the students can think about the concepts of
multiplication.
REFLECTION AFTER TEACHING THE LESSON:
I learned that I have to be more careful about how I can make the lesson succinct and effective for the students to
ponder about. I felt that my motivation was long enough to loose most of my students. Also, the weather was not
helping for the classroom was very hot to concentrate. However, at the same time, I had to explain this long concept
for them to have background knowledge of how multiplication works. Also, I am wondering if I could combine the
concept introduction while the main content is talked about during the development.

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