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Final Copy Group Lesson Plan

Final Copy Group Lesson Plan

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Published by Michelle Lapointe

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Published by: Michelle Lapointe on Mar 31, 2011
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Summer Jobs
Ryan is going to earn a little money this summer by mowing lawns in hisneighborhood. He plans to charge $5.00 per yard and has his schedule workedout for the first two weeks of summer. In the first week he will mow 10 lawns andhe has planned to mow 7 lawns in the second week.
 
1.
 
How much will Ryan earn in the first week? ___________ How much will Ryan earn in the second week? ___________ How much money will Ryan earn in the two weeks? ___________ 2.
 
If Ryan continues this patter every two weeks, how much will he make for one month? (with 4 weeks in a month)______________________ How much will Ryan make in a whole summer if the summer is 3 months?____________________ His younger brother, Ben, helps him for the second month and gives him $20.00out of what he makes every week.3.
 
How much will Ryan pay Ben for his month of work? _____________ How much will Ryan have left for himself in that month of work?______________ How much will he have for all summer? ______________ Mr. Jones just told Ryan he wanted his lawn cut the first of the month instead ofthe first and third week of every month.4.
 
How much money does Ryan make now for one month since Jonesdecided to get his lawn cut only once a month? ______________ How much does he make for the whole summer now? ___________
 
 
Group Lesson Plan: Multiplication, Grade 3
 
Rational:
 
Why
are
y
ou teac
h
ing t
h
is lesson?
W
e are teac
h
ing t
h
is lesson to provide students t
h
e opportunit
y
to practice t
h
eir master 
y
of multiplication in numerous practical situations as word problems. Students will be given t
h
eopportunit
y
to explore mastered mat
h
ematical concepts w
h
ile formulating new ones. 
 
Wh
at national
and 
core standards are
y
ou tr 
y
ing to conve
y
?
Common Core Standards: Grade 3: Operations & Algebraic T
h
inking: Represent and solveproblems involving multiplication and division: 3. Use multiplication and division wit
h
in 100to solve word problems in situations involving equal groups, arra
y
s, and measurementquantities, e.g., b
y
using drawings and equations wit
h
a s
y
mbol for t
h
e unknown number torepresent t
h
e problem.
 
Why
is t
h
is lesson important?
T
h
is lesson is important for students to see and understand t
h
e application of t
h
e numericaloperations of multiplication to realistic word problems.
 
H
ow does t
h
is lesson fit into ³t
h
e big picture´ (t
h
e
y
ear¶s curriculum)?
In t
y
pical t
h
ird grade curriculums, multiplication fluenc
y
of understanding and appropriateuse of numerical operations and are t
h
e subjects in multiplication instruction.
 
Wh
at is t
h
e source of t
h
is lesson?
h
ttp://www.kidzone.ws/mat
h
/wp/t_mat
h
.asp?spring-round2-wp3.asp
Objective:
 
S
WB
AT use t
h
eir knowledge of numerical operations in multiplication as well as experimentwit
h
different problem solving strategies to solve for t
h
e total number of lawns R 
y
an willmow in t
h
e different situations described in t
h
e different steps of t
h
e word problem.(
B
e
h
avioral)
 
S
WB
AT reason
h
ow t
h
e
y
approac
h
ed t
h
e problem and t
h
e met
h
ods t
h
e
y
used for solving andappl
y
multiplication operations to resolve ever 
y
da
y
problems. (Cognitive)Lesson Elements:
 
Introduction: Students will be instructed to solve t
h
e do now problem as t
h
e
y
enter/ transitionfrom anot
h
er activit
y
. T
h
e problem will include multipl
y
ing wit
h
mone
y
so as for t
h
em topractice t
h
is concept before
h
aving to appl
y
it to t
h
e greater problem at
h
and. T
h
e Problemwill be as suc
h
: $4.00 x 6. If students
h
ave extra time after completing t
h
e problem,
h
avet
h
en write a sentence t
h
at ma
y
relate to t
h
e equation so as to move students from t
h
inkingabout solving words problems t
h
at involve multiplication (like reverse word problems)
 
Closing: Gat
h
er students toget
h
er into a meeting area w
h
ere ever 
y
one fits comfortable todiscuss t
h
e strategies eac
h
group used to solve t
h
e problems.
H
ave students explain t
h
eir course of action and decisions in c
h
oosing to solve t
h
e problem in t
h
is wa
y
. Use c
h
art paper or t
h
e
B
lackboard/w
h
iteboard/smart board for students to write out t
h
e equations or t
h
epictorial representations. Ask students w
h
at problems can
y
ou create t
h
at are similar or w
h
atot
h
er wa
y
s can we expand t
h
is problem.
 
 
3 Grade Appropriate?: Yes, t
h
is problem/lesson are grade level appropriate as studentspractice t
h
eir knowledge of t
h
e numerical operations of multiplication, arra
y
s, grouping,addition, subtraction, and problem solving using a variet
y
of different strategies.
 
Lesson procedure:
o
 
D
istribute materials (problem on paper, mone
y
and figures/´lawns´ as amanipulative tool, extra paper, pencils)
o
 
Allow students to work for five minutes w
h
ile floating around t
h
e classroomlistening to t
h
eir conversations.
o
 
After five minutes, intervene wit
h
a group t
h
at is
h
aving problems and ask 
h
owt
h
e
y
are currentl
y
going about solving t
h
e problem, w
h
ere t
h
e
y
are stuck, fromw
h
at ot
h
er angle can t
h
e
y
approac
h
t
h
is problem from?
o
 
F
or t
h
e groups t
h
at are tackling t
h
e problem well, stop to ask t
h
em questions of 
h
ow t
h
e
y
solved a certain step,
h
ow could t
h
e
y
 
h
ave solved it anot
h
er wa
y
, w
h
atot
h
er factors could t
h
e
y
 
h
ave put toget
h
er to get t
h
e same answer?
o
 
Continue going around and asking questions of t
h
e students or assisting t
h
ose w
h
oare struggling all b
y
asking students questions of enlig
h
tenment. After 20minutes,
h
ave t
h
e students conclude t
h
eir final problem and stop to gat
h
er in ameeting area.
o
 
Materials to solve problem: problem on paper, mone
y
and figures/´lawns´ as amanipulative tool, extra paper, pencils
 
Materials to discuss problem: w
h
ite board or c
h
art paper, markers, cop
y
of t
h
e problem,manipulatives listed above
 
Use of Tec
h
nolog
y
: Smart
B
oard
 
Q
uestions:
H
ow did
y
ou get t
h
at as
y
our answer?
H
ow do
y
ou know t
h
at¶s t
h
e answer?
Wh
at ot
h
er wa
y
s can
y
ou solve t
h
is problem? In terms of factors? Anot
h
er strateg
y
?
H
ow can
y
ou do less work wit
h
t
h
is problem?
H
ow did
y
ou know t
h
at for one summer 
h
e cut 20 lawns 2 weeks and 15 lawstwo weeks?
Wh
at a pattern?
Wh
at stumped
y
ou and w
hy
?Can I make an
y
Arra
y
s?
W
ill t
h
e
y
make sense? Explain.
 
Lesson
F
ound at Kidzone.Lesson was adjusted to meet t
h
e content t
h
ird graders learn wit
h
introductor 
y
 multiplication, expanded t
h
e problem to incorporate more numerical properties, andin t
h
e end give students a c
h
allenge and
h
ave t
h
em t
h
ink more criticall
y
.Content t
h
at was c
h
anged were numbers and added were steps 2, 3, and 4.
 
Students will be able to work in Pairs or groups of 3. T
h
is problem is not severel
y
complexand t
h
erefore too man
y
c
h
ildren working on one problem ma
y
be detrimental tounderstanding t
h
e wa
y
in w
h
ic
h
it was solved.
 
Influence of procedures will be based on student¶s response to t
h
e problem. If man
y
studentsare struggling and s
h
ow t
h
is b
y
asking several questions or not working on t
h
e problem at all,t
h
en an intervention wit
h
t
h
e w
h
ole class to solve one of t
h
e steps toget
h
er or more so discuss
h
ow we can solve one of t
h
e steps ma
y
be done. If students are more advanced and finis
h
 earl
y
, encourage t
h
em to create a problem of t
h
eir own, solve t
h
is problem using a differentstrateg
y
or s
h
ow me pictoriall
y
 
h
ow t
h
e
y
can group to solve.
F
or on task students, I would

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