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Important Facts:

Multiplication is repeated addition.

Arrays are an arrangement of objects, pictures, or numbers in columns and rows.

Students can make groups to show multiplication problems.

a. Key Concepts: Review multiplication facts and how to show multiplication facts in

various ways.

b. Skills students need for lesson and skills taught: Students need to be able to

demonstrate their understanding of what multiplication is and their multiplication

facts for 1, 2, 3, 4, 5, and 6. Students are taught how to make groups for each

multiplication problem and how to use grouping to answer the questions.

I.

II.

III.

Demographic Information

The following should be given:

a. Student Teachers Name: Laila Ali

b. Grade Level: 3

c. Topic: Math

d. School: Geer Park Elementary School

e. District: Dearborn Public Schools

f. Lesson Plan Title: Multiplication Monster

g. Duration: (estimate how long your lesson will take to teach): 30

minutes-45 minutes.

Objectives

SWBAT listed and should demonstrate the following:

- Define multiplication as repeated addition.

- Identify the products of various multiplication problems

- Identify various ways to answer a multiplication problem.

Common Core Curriculum

The following should be explained:

a. List the Common Core objectives used in the lesson

1. CCSS.ELA-LITERACY.SL.3.1

Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 3

topics and texts, building on others' ideas and expressing their own

clearly.

2. 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. For example,

describe a context in which a total number of objects can be

expressed as 5 7.

b. Explain why you decided to teach this lesson and how it is theoretically

sound. Students are learning about multiplication and how to define a

multiplication problem. Students are learning how to use arrays and groups

to figure out multiplication problems and this activity fits in with what they

are learning. Students are finding the products of various problems and using

the products to figure out how to draw their monster.

The content builds on what students are learning this week. They began

multiplication on Monday. This activity builds on what they have learned all

week. Students review what multiplication means and use groups/arrays to

find the product of various multiplication problems.

IV.

The following should be explained:

a. List appropriate materials: list all items

1. Promethean Board

2. Multiplication monster worksheet

3. White board and marker

4. White construction paper

5. Pencil

6. Glue stick

b. List resources

Monster multiplication worksheet

Review multiplication game:

http://www.multiplication.com/games/play/monster-multiplication

c. List technology: this could include computers, televisions, tape

recorders, calculators

1. Promethean Board

2. ELMO camera

d. Bibliography

http://www.teacherspayteachers.com/Product/Multiplication-Monster195047

http://www.multiplication.com/games/play/monster-multiplication

V.

a.Introduction

1. Anticipatory Set- To motivate my students, I will ask them to take a

deep breath and exhale. I will have them get up and do a couple of

stretches with me and then ask them to sit down. I will begin by

saying, Ok boys and girls, before we begin our new lesson today, I

want to review what we have learned so far about multiplication. (I

will hold the orange cones and tell students that they will get one if

they answer the questions correctly). I will ask the questions listed

below. Students get an orange cone (which is equivalent to a piece of

candy at the end of the day) for each question they answer correctly.

2. How you will link the lesson to the students prior knowledge?

I will ask students review questions about Michigan. I will ask

questions like:

What is multiplication?

Give me an example of a multiplication number model.

Tell me a multiplication story problem.

What is an array?

Show me an example of an array.

b.Methods/Procedures (Lesson Development)

1. Essential Question: How can you use arrays and grouping to find

the product of a multiplication problem?

2. Lesson Described in Detail Step-by-Step

a. Begin by telling students, So what do we know about

multiplication? (Use review questions above and give each

student with correct answer an orange cone)

b. Once I review with them I will say, Well we are going to

practice making groups and arrays today..

c. Write a story problem on the promethean board: Two

students went to the store. Each student bought four candy

bars. How many candy bars did they buy in all?

d. I will say, How can you answer this story problem using an

array?

e. Once they show the array, ask students if they agree with the

answer (thumbs up/thumbs down).

f. Now ask students, show me how you would make groups to

represent this story problem?

g. Once everyone agrees, have students tell you what the

number model is for that 2x4=8.

h. Introduce the multiplication monster worksheet/activity. Say,

So now that we have reviewed our multiplication strategies,

we are going to do a really fun activity. Each of you is going

to get a multiplication monster worksheet. You will use

dominos to figure out which two numbers you will use for

each multiplication problem. I want you to show me the

groups that are made by each multiplication problem (for

example 4x2 would be 4 groups of 2). As you complete this

worksheet, you will be uncovering the answers you need to

build your monster. Each monster will be unique and

when I come around and approve your answers, you can

begin making your monster. (Show them an example of a

monster).

i. Pass out construction paper, monsters worksheet, dominoes,

colored pencils and markers.

j. Walk around and check student work. Answer questions and

guide students who are struggling.

If students finish early, they can play a multiplication game on the computer:

http://www.multiplication.com/games/play/monster-multiplication

k. Student work will be hung in the hallway.

3. Type(s) of Teaching Described

a. Direct Teaching: I will be teaching a new concept so

students will be taught through note taking, doing the

worksheet, and listening to me describe what a

multiplication is and how to model it. I will guide them

towards figuring out the answers to my questions using

context clues and the worksheet example.

b. Inductive/Inquiry Teaching: I will say, Using the

dominoes, find the factors that will determine the product (or

number of monster parts). Through this activity, students

are finding factors through picking a domino up randomly

to see what their monster will eventually look like when they

complete the worksheet. Students will create the monster on

construction paper using the information they found.

4. Strategy/ies Listed and Explained (Best Practices)

The following strategies will be used in my lesson:

-Questioning: I will ask students questions that will help guide them

towards making accurate conclusions. I will ask them questions on what

they have learned so far and link that information to what they will learn

during this lesson. Students will be motivated to answer because they

receive candy for answering correctly.

-Scaffolding: I will model what I want them to do in terms of finding the

product using dominos. I will help students understand the material so that

by the end of the lesson, they will be able to fill in the blanks for the

multiplication problems. For students who are struggling, I will try to help

guide them towards the answer using inductive teaching (asking them

questions and having them use resources to find their answers).

-Finding products by multiplying factors: I will help students create

groups and find the factors for their multiplication problems. If they are

having trouble finding the product, I will ask them to draw an array or

make groups to represent the problem. It will help them visualize the

answer and understand math factors.

-Total Participation (Thumbs up/Thumbs down): This strategy helps with

making sure each student can hear and understand what I am saying. I want

students to be focused and this method allows me to see who is paying

attention and who is not. It also gives students who are shy a chance to

participate without speaking.

1. Method of Practice

a. Guided PracticeStudents will answer the fill in the blank

questions while I walk around to see what they have written

down. I will also have students circle Michigan on the map

and point to the state, while I walk around to see that they

have done so. I will provide feedback to students who do

well by saying, Good job! and help students who are

struggling by giving them clues (Use your notes)

b. Independent PracticeStudents will have to answer the

questions on the worksheet and create a monster that fits

with their answers. This is done independently and then we

will come together as a class to review them. Students are

practicing their math skills and how to creatively design their

own monster using their findings.

2. Your RoleMy role is to guide students to figuring out the answers

to my questions and using their notes for help. I want students to be

able to use the resources given to them to make informed decisions.

Students will be taught about multiplication and how to model it in

various ways. I will give them the information they need to

understand their multiplication facts.

a. Modeling: I will create a multiplication monster and model

how to find the first question using the dominoes. I will keep

my model under the ELMO camera so that students can refer

back to it.

answer the multiplication questions. I will explain to

students who are confused. I will monitor and guide them

through the lesson.

3. How Will You Implement Varying Perspectives?

I will ask students, Who knows how to represent this multiplication

problem in a different way? How does your monster differ from

another students monster and what affected that result? This will

give me an idea of what students already know and where to begin.

4. How Will You Integrate Across the Curriculum?

Students will be speaking and listening. They will learn how to participate

in classroom discussion and write informational notes in their journals.

This will help cover their language arts skills and also cover content in

Math.

1. Closure

a. How you will help students summarize what they have

learned

The activity will conclude what we reviewed in class. I will have students share

their monsters and how they solved their equations. I will say, So can some of

you share what you have created? Please tell the class one of your equations and

how you showed that using the grouping method. (Once two or three students

present I will conclude by saying) Great job today boys and girls. To practice

your multiplication factors at home, go to this website:

http://www.multiplication.com/games/play/monster-multiplication. Play the

games and let me know what you think about it. We will now get ready to go to

lunch, so put your notebooks away and turn in your monsters.

b. What are you doing to help students

summarize/synthesize what they have learned and

prepare them for the next learning activity.

I will connect what they have learned so far to the new

material on multiplication, arrays, and grouping. I will

remind them of how they have already defined

multiplication and created arrays in class and how now they

will practice answering equations and using the grouping

method.

Communication with Parents: I will post on the classroom blog what students covered in math

during this lesson. Parents will be aware of the resources I used and students can access the

worksheet and review website (game) through the links on the blog.

TECHNOLOGY USE:

Students are using the interactive Promethean board to fill in

make arrays and groups for various multiplication equaitons.

WHAT TECHNOLOGICAL TOOLS DID YOU USE TO

DEVELOP AND / PREPARE YOUR LESSON?

I used various websites to prepare for my lesson. I found

resources that have the worksheet already made and I used a

review website I found on the Internet. These websites are

educational websites that can be used for supplemental

material for any subject area.

STUDENTS TO ENGAGE THEM IN THE LESSON?

EXPLAIN WHY OR WHY NOT?

Yes, I used the Promethean board to engage them in my lesson. I

used it to review the definition of multiplication and how to create

arrays. I had one student come up and create arrays for a specific

multiplication problem. I wanted to use the board because it is a

technological tool the students are used to using in the classroom. It also

helps to enhance the lesson. It allows me to model how the worksheet

should be done. It is also interactive in that students could come and

write on the board as well.

c. Accommodations/Adaptations

1. Are there any safety issues that you need to address/ If so

explain.

No, there are no safety issues, other than reminding students to keep

their hands and feet to themselves.

2. How will you differentiate instruction to accommodate your

students individual strengths, interests and needs? What

adaptations in the environment, materials, equipment, teaching

strategies or lesson objectives will be made when implementing

the lesson?

-Visual learners: Students have various visual representations of the

material (notes in math notebook, math worksheet, my example). Their

monsters will be colored. It helps students see the express their creativity

and the dominoes help differentiate instruction.

-ESL learners: Students can use the word definition cards as reference.

The cards include the definition, an example, and a picture for each

word. Students can better understand the vocabulary this way. I would

also translate the words to Arabic for them.

-Gifted Students: These students would help their peers if they finish

ahead of them. They would be my helpers. They can help guide their

table partners if they are having problems understanding the directions or

how to do something. I could even ask these students to answer math

problems with factors other than numbers 1-6.

d.Outcomes

1. Describe the criteria by which you can assess/evaluate student

performance.

I will assess/evaluate student performance based on observations made

during the lesson. Since this is a quick review on multiplication facts, I

will use the orange cones as a way to see which students understand the

material and which do not. I will also use the thumbs up/thumbs down

strategy to assess which students are paying attention and who is

struggling. I will also assess students based on what they have written

down for their answers to worksheet and their drawing. If they have the

correct answers and a drawing of a monster, they get excellent. If they

have any mistakes, I will give them good, developing, or poor

accordingly. The rubric for assessment is below:

Grade

Criteria for grading

Excellent

Student has all five equations

Good

Developing

Poor

VI.

that are correct. Their monster is

complete with all parts and

colorful. Handwriting is neat and

legible.

Student has four equations correct

and can understand what they have

written. The groupings are correct

(except for one). The monster is

colorful and has the correct parts.

Handwriting is neat.

Student has 2-3 equations correct

and does not have a clear

understanding of the material. The

groupings are somewhat correct,

but the student does not know how

to explain their work. Handwriting

is not neat. The monster is

somewhat incomplete.

Student has 0-1 answers for the fill

in the questions. Student

handwriting is not neat or legible.

There is no monster on the

construction paper.

work?

Students were able to meet my objectives through questioning and

reflecting on the material. Students identified many of the things I

listed on the objectives through questions I asked at the beginning of

the lesson and throughout. Students also met the objectives through

completing the worksheet.

3. Did the criteria support the learning objectives?

Yes, the criteria did support the learning objectives. The criteria is

based on what students were able to do in the lesson. If students met

the criteria listed, then they met the objectives of the lesson.

Methods of Assessment and Evaluation utilized, such as (these are suggestions):

a. How will you monitor learning using some of the examples above?

I will monitor learning through questioning. I will have review previous material

through asking questions and giving out extrinsic rewards. I will observe to see

how many students get the questions correct and which students are still

confused. I will also observe students as they answer the math equations and use

the rubric to grade the worksheet and drawing.

b. What did the students learn? How do you know?

Students learned about multiplication arrays and grouping. They learned

about what multiplication is and how to model it using grouping and arrays. I

know this because I will question students on this material and ask them to

answer mathematical equations using grouping. I also know this because I

monitored their responses throughout the lesson and reiterated the material.

oral/written report, visual representations, or viewing a technology

presentation)?

Yes, the worksheets provide evidence of learning. Students are answer the

mathematical questions based on numbers they randomly pick out using a

domino. Each student gets a differentiated lesson but they are all reviewing their

math facts and how to use grouping to answer a multiplication question. I will be

able to see what they have written down and assess which students have

understood the material and which students did not get it. Students are also

visually representing what they have learned through creating the monster from

their answers.

d. How you will give feedbackis it written, is it verbal?

I will give verbal feedback throughout the lesson. I will tell students Great

Job if they are on the right track and help students who are struggling. I will

give individual feedback (verbal) when I walk around to see what they have

written down for their answers to the questions. I will try to guide students

towards the right answer without giving it away.

e. How will you help students summarize what they have learned and

prepare them for the next lesson?

I will use the worksheet to summarize what they have learned in the lesson.

After I see each individuals answers, we will come together as a class and

review the correct responses and explain why they are correct. Then, I will

wrap up the lesson and explain that they will learn about how division relates

to multiplication.

f. Does your evaluation match your objectives?

Yes, my evaluation matches my objectives. My evaluation covers the

material that was covered previously and helps them review their math facts

in a fun, educational way.

VII.

Teacher Reflectiondone AFTER teaching the lesson to help you gain insight into

your practice and help you make adjustments in your teaching.

This is completed after teaching the lesson and is meant to help you gain insight into your

practice.

a. Reread your objectives. Were your objectives supported by the

outcomes you observed?

b. What do you think worked? Why?

c. What did not work? Why?

d. What could you do differently to make the lesson more successful?

e. Which student teacher standard/standards did you demonstrate during

the lesson?

f. Did some things happen for which you were not prepared? How did you

react?

g. Identify three things you think went well with the lesson and why.

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