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# Appendix 1: Lesson Plan (template)

Abdulazeez

45 minutes

## Lesson Focus: multiplication by 3 factors

Lesson Outcomes

Students will be able to: explore how to find the product of three factors

## Links to Prior Learning

Background information: multiplication and division strategies

## 21st Century Skills

Collaboration: because they are working together with whole class
Critical thinking : Math
Social skills: questioning and being quiet
Key vocabulary:

Product

## Possible problems for learners Solutions to possible problems

Behaviour management
Difficult for the students to multiply three Using manipulatives and drawing
factors

Resources/equipment needed

Shapes

White board

TASKS/ACTIVITIES
Resources
Introduction
& Time
Introduction Teacher will: Students will:

## 5-10 Teacher will introduce the lesson by

saying: Today we will learn how to
multiply three factors
Teacher will use the example that in
the book and show it to the student.

## 1- Teacher will use counters to

model
(Draw and label the models)
(2 x 3) x 3  2 groups of 3, three times
2- Multiply the factors inside the
parentheses first. (2 x 3)
3- Multiply the product by the
remaining factor.
So, (2 x 3) x 3 = 18

## Then the teacher will use another

example to let the students help the
teacher:
Tr: Know find 2 x (3 x 3)
Tr: Do you remember what was the
first step?
St: (Draw and label the models)
Tr: Okay, so we will draw how many
groups?
St: 3 groups of 3
Tr: times how many?
St: two times

## Tr: and second step?

Shamma St: multiply the factors in the
parentheses first

dh

## St: multiply the product with the

remaining factor
Tr: so, 2 x (3 x 3) is?
Nouf St: 18
Tr: Excellent nouf you will earn 1 dh

Resources
Main activities
& Time
Teacher will: Students will:
Low group (shape and solve)
Teacher will give the students a
manipulative and shapes with equation
and they have to model and solve the
problem.
For example,
Tr: I want you to find
(3 x 3) x 2

## If students finishes early, teacher will

ask them to open page (509) and solve
questions from 4-12
Teacher will monitor the students
using checklist to check for
comprehension.

## Middle group (Draw and Model)

student will have an equation and
draw and model it

(2 x 2) x 3 = 12

## If students finishes early, teacher will

ask them to open page (509) and solve
questions from 13-14.
Teacher will monitor the students
using checklist to check for
comprehension.

## High group (Flash Cards)

Students in this group will have
challenging equations and I will state a
timer for 15 minutes and watch them
who finishes more cards will have 2
dhs at the end.

For example,

## If students finishes early, teacher will

ask them to open page (509) and solve
questions from 15-16
Teacher will monitor the students
using checklist to check for
comprehension.

## Differentiation activities (Support)

Teacher will provide low and middle group Manipulatives to present the equation.

## Differentiation activities (Stretch)

Students in low group will just multiply three factors, using manipulatives.

Student in middle group will multiply three factors using pictures of drawing the equation.

## Students in high group will multiply three factors.

Resources Plenary/Conclusion
& Time
Teacher will recap with students what Students will
they took:
Tr: As we said we will use the 3 steps to
find the product
1- Teacher will use counters to
model
(Draw and label the models)
(2 x 2) x 4  2 groups of 3, three times
2- Multiply the factors inside the
parentheses first. (2 x 3)
3- Multiply the product by the
remaining factor.
So, (2 x 2) x 4 = 16

## Thumbs up for understanding,

Thumbs down if student didn’t
understand, and thumbs in
middle if students need more
explanation.
So today we learned how to multiply
three factors.

(Puzzle game)
Teacher will give student puzzle game
and they have to complete the puzzle,
this puzzle will show an array and an
equation that students has to answer.

## Teacher will give each group a puzzle

student will take peace of it to solve
until they finish the puzzle.
For example,

## Tr: who knows what we will start with?

St: take the parenthesis out
Tr: Then?
St: multiply two numbers
Tr: Keep going good job

## Homework Page (511-512) in the math book

Assessment Using Coin behavior management.
Strategies: Puzzle game
Check list
Thumbs up and down for comprehension
☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment
☐ Observation

## ☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback

Reflection:

First, the students where in the class but because we wanted to work with the
board we moved them to another section, and that took like 5-7 minutes. I was
trying to manage my time as I can by explaining the lesson in each step of