Kelly Collova, Lauren Kern, Chelsea Mueller, and Ashley Suarez Group Lesson Plan Due: March 7, 2013

Rationale: To have students develop an understanding of multiplication with numbers under 100. It is important that students develop skills with numbers 1-100 so they can master them before moving on to harder numbers. Grade: Third Standards: -CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Objective: Student will be able to solve multiplication word problems with the numbers 1-100 by using the five step process. Lesson Progression: 1. Students will be instructed to clear off their desks. 2. The teacher will draw a picture of hand on the board and ask the students if they remember what the hand stands for. The students should respond that they know that it stands for the five step process to help with word problems. 3. The teacher will then go through the hand diagram asking What does this finger stand for and filling in the diagram throughout the discussion. 4. The teacher will tell the class Now, since we remember the steps in the five step process, we are going to use it in order to solve multiplication problems. 5. The teacher will hand out the worksheet with two multiplication problems on it. 6. The teacher will instruct the class to try and complete the first word problem using the five step process. 7. Walk around the classroom to see if students need help. Note which students got the correct answer and look at the different strategies being used. 8. After ten minutes start to go over the problem by calling on students to answer by using Popsicle sticks. 9. Go through the problem step by step starting with underlining the facts, then circling the question, crossing out distracters, and writing down a fill-in answer sentence. 10. Allow two to three students who used different strategies to come up to the board and show how they solved the problem. 11. When each student is done solving the problem at the board, ask them about their process, why it worked, and how it makes sense. 12. Repeat steps 6-11 to complete the second problem. Other Considerations: Students will need the word problem handout, the visual of the hand, and animal visuals for the struggling learners. The teacher will make sure that the students desks are cleared and partners will be established based on learning levels.

When students are at the board sharing their answers to the class, ask students how they approached the problem and then will compare the different ways of solving the problem. Ask the groups to show other ways of solving the problem if each group did not show the other ways. Differentiation: 1. Students who are struggling can use more visuals, such as if the problem was seeing four ducks that were each 20 inches tall, we could give them a picture of a duck labeled 20 inches, then have them put them each on top of each other, and have them count. 2. Students who seem to be more advanced can be assigned more difficult problems, such as 6 ducks that were each 31 inches tall, and have them write out the equation. If these students are still done early they can create their own word problems and have another student solve them. Assessment: One way students can be assessed is through holding a class discussion, asking students to provide information on what they took away from the assignment and responding to prompted questions or requests for information. This also contributes to building collaborative relations. Another way to assess the students is to as them to volunteer to come to the board to solve one of the problems and explain the process they decided to use when solving their problem, step by step. Teachers can also assess their students by explaining how they used their handout to make or come to solutions, which provides informational background to not only the teacher but insight to the class as well.