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

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
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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
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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