Lesson Plan: Third Grade Multiplication
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Lesson Plan Design
Subject: Math Grade: 3. Lesson Topic: Associative Property of Multiplication
Candidate’s Name: Margaret Nelson (Yakhnenko)
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges from past learning, behavior expectations)
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Standard 3.OA.5, 3.OA.1, 3.OA.2, 3.OA.3, 3.OA.4, 3.OA.7
Vocabulary needed:
equal groups
factor
groups
multiplication
product
repeated addition
Behavior expectations:
Students will work independently as well as in groups, utilizing classroom space for modeling and evaluating manipulatives, creating documents together, locating materials for enrichment and further activities, contributing to class discussion, working in partners, analyzing graphs, recording answers and feedback on text materials, and recreating problems on blank pieces of paper.
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Rationale:
These standards create a lesson built around skills and standards from the Common Core standards for third grade.
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2. Learner Outcome(s)/Objective(s):
Students will show the Associative Property as a frame.
Students will use the Commutative Property and the Associative Property to solve problems. Students will use the Commutative Property and the Associative Property to solve word problems. |
Rationale: Links past learning, uses scaffolded academic language in mathematics with which the students are already familiar, provides guided practice to understand core concepts which align with California Common Core standards.
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3. Pre-assessment Activity:
We will utilize a “Problem of the Day” adapted from the GoMath! Textbook (2019).
Problem:
Betty put 4 photos on each page of her photo album. If she filled 6 pages, how many photos did Betty put in her album?
I have also completed an introductory lesson to the Associative Property of Multiplication, which we will reference as we go forward.
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Rationale:
This problem requires students allocate numerical information with factors in order to organize and solve problems. This problem puts students in the mindset of looking for factors and grouping in order to find products.
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4. Differentiation, Adaptation & Accommodation Strategies:
1. Differentiated Instruction/Special Needs:
This lesson is structured in sections. I will have students model arrays and will also provide visuals for as much information as possible that relates to real life objects or experiences which students can relate to.. I will check for understanding at crucial points within this lesson and provide small group opportunities to reteach, if necessary. Students will receive more time as needed. Students will use whiteboards.
2. ELL: I will use sentence frames and other frames to model the Associative Property. I will select students to contribute to class discussion. I will use different-ability grouping to support language development. Students will use whiteboards.
3. Proficient Students:
I will provide enrichment activities to engage and challenge students who demonstrate proficiency in the topics of this lesson. |
Rationale:
2. Using sentence frames and mixed-ability grouping allows scaffolding of language skills while supporting proficiencies and pre-existing skills in mathematics. This also bolsters the use of academic language, and provides no-risk opportunities to practice the language.
3. Enrichment activities broaden depth of knowledge and provide further challenges and springboards for students to advance into relevant ideas for the lesson to follow this one.
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5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
District-Approved curriculum: GoMath! (2019). From Houghton Mifflin
YouTube video of rollercoasters
Enrichment challenge worksheets
Reteach lesson materials
Construction paper
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Rationale:
These resources are district-adopted curriculum. Supplements provide further depth of knowledge through examples, and engage students in higher-level thinking tasks. Added materials provide resources to create manipulatives with which students can further explore and engage with problems.
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Objective: Students will show the Associative Property as a frame.
First we will explore this concept by watching a video about roller coasters, followed by discussing the formation of the seats creating an array. I will lead discussion after students examine a student-made model of a roller coaster, coaching students to think about how we would write the seats into groups.
I will provide construction paper and/or create frames on the whiteboards to place factors from our rollercoaster into a frame that describes the Associative Property.
Check for Understanding:
I will conduct an informal assessment and circulate the room to see how students are building their property frames. I will use group discussion to check for understanding that students find 12 seats on the rollercoaster train in our math problem on page 161 of the text.
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Rationale:
This approach creates an interactive classroom where students are engaged and utilizing classroom space, as well as considers real-life experiences/topics to which they can apply the Associative Property. Using a frame to build the property with numbers is one of my strategies to support UDL and ELL students. Informal assessments allow me to understand fluency and retention in a short amount of time, as well as provide spot-coaching if needed. Group discussions allow scaffolding of language and concepts for all students. Finally, even though I am providing explicit instruction on each step of exploring this concept, this lesson design still allows me to be the facilitator of exploration, rather than the sole owner of the knowledge.
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6. Learning Activities: Explicit Teacher Instruction -
7. Learning Activities:
Objective: Students will use the Commutative Property and the Associative Property.
Verbal cue: “You can also change the order of the factors. The product is the same.”
Check for Understanding:
Students will repeat this to me and to each other (no more than 1 minute).
Students will use whiteboards to find the product of 5, 2, and 3. Then, they will use whiteboards to write another way to regroup the factors. Students will explain why their findings reveal the product to be the same.
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Rationale:
Using whiteboards allows students to continue their developing literacy skills with this concept, working on their own whiteboard instead of on a shared medium. This scaffolds and rehearses the skills they will need for independent practice. The repetition activity of repeating the rules is simply for engagement, interaction, and retention through repetition, and provides a verbal cue I can use for reteaching, if necessary.
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8. Independent Practice:
Independent Practice begins with 6 problems on page 162 of the math textbook.
Check for Understanding:
Problems 4.) and 5.) will be the problems I check for understanding. If a sufficient amount of the class understands this correctly, I will move forward with more independent practice on the following page of the textbook. A small percentage of students who miss these problems will receive a sticky note on their desk, as a reminder to join me in the back of the classroom for a small group tutoring session while the rest of the class works independently.
Proficient students who finish independent practice will be given a challenge problem to consider during the rest of this portion.
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Rationale:
The textbook has designed problems which build skills one at a time, providing opportunities for practice to students. The problems are challenging enough to keep students engaged while I meet briefly with a small group, as needed. Providing further challenges for students who show proficiency in completing independent practice further increases their depth of knowledges, as well as skills in using math in language.
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9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning. Describe differentiating assessment strategies you will use for ELL, special needs students, highly achieving students and low achieving students.)
To assess students’ learning, I will introduce our final objective: To use the Commutative Property and Associative Property to solve word problems.
The word problem students will solve to show understanding for this lesson is problem 39 on page 164 of their textbook.
This problem includes a graph about rollercoasters, which I will supplement by re-showing the video of the rollercoaster.
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Rationale:
This problem is built similarly to the opening problem in the beginning of the lesson; however it is a multi-step problem that also includes the skills students learned in this lesson.
I am also re-showing the video of the rollercoaster as a mnemonic that fits into UDL planning since it is massaging the information yet again with a relatable topic which students have also interacted with and modeled, complete with language skills practiced and achievements in each section of this lesson.
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10. Closure: (Describe how students will reflect on what they have learned.)
As a ticket to lunch, students will submit their answer to this question from the GoMath! Textbook:
Why would you use the Associative Property of Multiplication to solve (10 x 4) x 2? How would you regroup the factors?
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Rationale:
Students who meet the minimum objectives of this lesson will be able to show solving a problem and finding a product. Students with proficient understanding will be able to write a sentence about what the Associative Property states. All students will need to reflect on what they have learned in this lesson in order to complete this problem. I will also know which students still need more time and/or reteaching at the end of this lesson.
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