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Molly Craig ED243 11 April 2014 ED243 Lesson Plan 3 Lesson Title: Multiplication Curriculum Area: Mathematics Grade

Level: Grade 3 Estimated Time Required: 30-40 minutes Instructional Groupings: Individually, partnerships, group share Standards:  MA.3.2.2 2000 Represent the concept of multiplication as repeated addition  MA.3.6.9 2000 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems  MA.3.6.4 2000 Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work.  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 Materials:  Manipulatives for counting  Baskets or buckets or cups, etc. for grouping  Problems for problem solving with multiplication Overview:  The purpose of this lesson is to teach multiplication in problem solving problems using grouping. Steps in the Lesson: 1. Introduction a. As a whole class, we will discuss multiplication as grouping. b. I’ll give an example and have a student come forward and help me with the grouping. i. I’ll model this one: How can I figure out the answer to 4x2? (It’s four groups of two) ii. A student will model this one: What about 5x6? (It’s five groups of six) c. What if I switched the numbers around? Do you think I would get the same answer? i. 2x4 and 6x5 ii. Allow them to contemplate and discuss what they think without confirming or denying their answers. Tell them to look for this answer during problem solving. d. “In your math notebooks today, I have three problems for you all to complete. I want you to use a math strategy that makes sense to you to answer these questions. (In my classroom there will be a list of problem solving strategies on chart paper with drawing a picture and using manipulatives on it). Be sure to know how to explain how you found the answer and what helped you.”

2. Try-it a. The students will be given time to work on their problems individually, using whichever strategies and materials they need to conceptually make sense of the math. 3. Partnerships a. Students will be given time to compare answers with their math partners, looking for differences and similarities between answers and strategies, while also explaining how they got their answers. b. During this time, I will walk around and ask three students if they would like to share their strategies during the group share time. 4. Group Share a. Three or four students to share their strategies and answers. b. I will project their notebooks on the projector so the students can watch as they explain their strategy. c. We will discuss each as a group. 5. Conclusion a. I will go back to the question of the order of numbers in a multiplication problem. b. Is the answer the same if the numbers are flipped? i. For example, does 4x2 = 2x4? ii. Have them explain why. Students with IEPs:  Joe has Down Syndrome.  Ben is twice exceptional. He is gifted with an IQ of 118. He also has Autism.  Sid is legally blind. He walks with a cane. What will I differentiate? Content, Process and/or Product – Who needs this differentiation?  Joe will be able to succeed in this lesson by completing one or two of the problems with assistance from a peer or myself. Whichever strategy works best for Joe will be available for him to use. He is capable of reaching the same academic goals in this lesson as his peers with the right assistance and attention. By having the problems be completed individually, in partnerships, and in a group, I think Joe will be given the support he needs to understand multiplication as grouping. He can learn from me and his peers in terms of how to go about completing the problems. My goal for Joe is to complete at least one problem and be able to show me how he completed it. I would confer with him during the try-it stage and then again during the partnerships to see how the lesson is going for him.  I don’t think Ben will have a problem understanding the concept and academic goals of the lesson. Most likely, he will be able to complete the problems with ease. For Ben, I would challenge him to find as many ways to complete the problems as he can. I would also give higher numbers as options for him to use in the problems to challenge him. For example, instead of 5x3 he would be working with 15x3 or 15x12. This will keep Ben focused and challenged throughout the lesson. If Ben doesn’t work well with others socially, I will have him work independently throughout the lesson. I would ask his permission to share one or two of the strategies he used to complete the problems. Instead of making him explain the strategies to the class, I would ask him to explain them to me before I explain them to the class. This way, Ben is still working towards something and helping his peers as well. I am differentiating for Ben to challenge him as well as respect his needs as a learner and classmate.

Sid will be able to benefit from this lesson because of the hands-on approach students can use with the manipulatives. A partner could read the problems to him and work with him to help him use the manipulatives. He will be able to feel the buckets or baskets and count how much he puts in each. This will allow him to come up with the correct answers to the problems without needing sight. The math workshop is designed to implement teaching to both visual and auditory learners. Since Sid can’t benefit from visual teaching, the auditory explanations during the introduction, partnerships, and group share will help him.

Why will I differentiate?  I will differentiate because the needs of Joe, Ben, and Sid are different than the other learners in their classroom. Each learner in this classroom, including these three boys, learns and processes information differently. I set up my lessons to differentiate for all learners. Because these boys have exceptional differences in comparison to their classmates, there is an extra focus on differentiation for them so they have the same opportunity to reach the academic goals of the math lesson. How will I differentiate?  For the other learners in the classroom, there are auditory, visual, and kinesthetic options embedded in the lesson. The group discussions will benefit auditory learners. The visuals shown in the examples during the introduction and the visual representations in the children’s notebooks of their strategies during the group share will benefit visual learners. Allowing the children to use manipulatives helps kinesthetic or hands-on learners. By allowing and encouraging the use of multiple strategies, I’m allowing the students to go about each problem in whatever way makes sense to them. The children can draw pictures, use manipulatives, or any other creative strategy they come up with to help them find the answer. When the share with their partners and whole class, the students who struggle to find an answer can get support from the social interaction with their peers.

As a result of this lesson/unit students will… What is the goal?  Understand
o o 

Learning the concept of multiplication in terms of repeated addition (adding groups together) Learning how to go about finding answers to problem solving problems in a way that helps them and makes the most sense to them. Multiplication terms  4x2 is the same as 4 times 2 and 4 groups of 2 Understand the concept of grouping enough to recreate the problems symbolically (with manipulatives or drawing a picture) verbally (by explaining their strategies aloud).

Know
o

Do (Skills)
o

Pre‐Assessment:  Part of the pre-assessment is embedded in the introduction. The discussion beforehand will tell me a lot about where the students stand with multiplication. I’ll be able to see how much they understand the model of grouping when I ask a student to help me. The question about switching the numbers around will also give me an idea of how much they know.

Post‐Assessment:  I will be able to confer with some students throughout the work time to see how much of the lesson they understand or don’t. At the end, the group share will add another assessment piece. By going back to the question about switching around the numbers in a multiplication problem, I will be able to see their growth with multiplication knowledge. At the end of the day, I can look at their math notebooks to get a deeper, individualized understanding of where each student stands. Additional Resources:  Indiana State Standards  Common Core Standards