Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Tiana Scott Subject(s): Math Grade Level(s): Date: October 22, 2019
3rd grade
Standard(s): Single/Multi-Day Lesson:
CCSS.MATH.CONTENT.3.OA.A.3 Single
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.

CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division
equation relating three whole numbers. For example, determine the
unknown number that makes the equation true in each of the equations
8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

The content presented to students will teach the foundational skills of skip counting, multiplication and
division. Through the use of teacher modeling and practice of metacognitive strategies (activating
schema, making connections) students will use critical thinking skills and prior knowledge to solve for a
CGI (cognitively guided instruction) math word problem.
II. LEARNING OUTCOME (Objective):
Students will apply concepts and strategies of measurement division and cite evidence for their thinking.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): This lesson fits into a
larger unit as according to the standards the student must learn operations and algebraic thinking.

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 IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities):
-Flocabulary video
https://www.flocabulary.com/unit/challenge-rap-division/
Teacher says
-“Students before we start our activity I am going to play a video, lets watch for the gist, and make mental
notes. The second time I play the video we are going to stop and review any vocabulary we don’t
understand.”
-Teacher will chart any academic language (i.e., division, divide, times, grouping)
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1:
Teacher will begin math warmup for “how many ways to make… 700” on chart paper.
Students will show they are thinking and how many strategies they have in their head using hand signals.

Teacher will write down student responses and validate their thinking as well as give credit by writing
student name next to the strategy they shared. Teacher will ask students to show that they agree or disagree
with their classmates’ thinking.

Step #2:
Teacher will unpack the CGI math word problem, keeping the question and number sets covered.
Teacher says
-“Okay mathematicians we are going to read over this problem together. Ready begin.” *teacher
will follow along the text with finger.*
Students will read the problem together as a class.

Teacher will activate their schema by relating to gummy worms.

Teacher says
-“How many of you have had gummy worms before? What is your favorite kind?”
Students will respond with excitement their favorite types of gummy worms.

Teacher says
-“Okay so now that we are all aware of what gummy worms are, let's read the problem again.”
Students will read the problem out loud together as a class.

Teacher says
“Now that we have read the problem, what do you think it is going to ask us? Think in your head
and show me that you’re thinking.”
Students will show the thinking hand signal and a thumbs up when they are ready.

Teacher will have students think pair share.

Students will think pair share with their partner what they think the problem is going to ask.
Teacher says
“When sharing you will start off by saying ‘I think the problem is going to ask…’ and once you
share then your partner will share.” ~sentence stem accommodation~

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 Teacher will have 2 volunteer students to share what they think the problem is going to ask.
Teacher will reveal the question.
Teacher will have students and class read the problem with the question.
Students will read the question out loud together.

Teacher will reveal the number sets (19,4) , (53, 7), (106, 9)

Step #3
Teacher will separate students into 3 groups. (1 group going to use iPads for ST math, 2nd group
going to work on the math problem that was unpacked, and 3rd group will do counting collections)
~students do ST math and counting collections regularly~
*students are able to work in pairs or alone if they choose*
- each group gets 15 minutes then rotate

Step #4
Teacher will walk around to help and assist students. Small group with those who need help with the
word problem (EL’s, students with social/emotional needs).

Step #5
Teacher will call students back together to clean and take their seats.
Students will share out their strategies and answers.

A. APPLICATION ACTIVITY (Practice and/or Reflection): Students will apply what they learned
through making groups and skip counting for counting collections, applying any concepts/skills that
make sense to them through the CGI word problem, and foundational math skills through
technology of the ST math application on the iPads.
MATERIALS & RESOURCES:
-math worksheets
-chart paper with word problem “Ms. Scott has _____ gummy worms. She puts ____ in each Halloween
treat bag. How many bags will she fill? “ number sets (19, 4), (53, 7), (106, 9)
-manipulatives (counters)
-iPads with ST math app
-pencils
-worksheets for math word problem
-worksheets for counting collections
-worksheet counting to 1000
-collections to count (ex: beans, cards, dominoes, pom pom balls, etc.)

V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Student responses during think pair share, student work on worksheets, and share out.

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 VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
-The IEP accommodations for Student D states wait time when speaking thus when Student is sharing or
speaking in front of others and the class he will get added wait to fully state his thoughts.
-Sentence starters are provided for students who need help initiating conversation during think-pair-share.
Teacher will model conversation stems.
-Students who need help counting for counting collections will be able to use the worksheet that has
numbers listed up to 1000.
-Small group instruction for students who need extra guidance.

VII. HOMEWORK (IF APPROPRIATE): not applicable

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