University of Utah, Department of Special Education: Lesson Plan

Content Area: Math Grade level: 3 Name: Chelsea Barney Date:

9/17/19
Core Standard(s):
Standard 3.OA.1
Interpret products of whole numbers, such as interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
Standard 3.OA.2
Interpret whole-number quotients of whole numbers.
Standard 3.OA.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
IEP Goal(s):
Actual:

Revised (SMART):

Instructional Objective(s):
Students will be able to recognize a multiplication sign and use count-by strategy to multiply.

Behavioral Objective(s):
Students will follow directions within 3 seconds 9 out of 10 times. Students will earn points for participating in the lesson and
following directions. When a student gets three points they receive a quarter for their money bag.
Content (concepts, information, skills, new vocab, etc.)
Multiplication, count by’s, recognizing the x’s sign.

Instructional Materials Needed:

Lesson plan, lesson book, dry erase markers, and dry erase boards.
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students’ attention:
a. Teacher: “hands up my turn”
b. Student: “hands out your turn”
c. T: “I need listening positions”
d. S: students sit up straight

2. Academic review /Gather background knowledge

T: “We are going to practice our 3 times table song” “Get ready” (signal)
S: “3,6,9,12,15,18, 21, 24, 27,30”
T: “Let’s do some counting. Everybody, start with 158 and count backward to 150. Get Ready.” (signal)
S: 158, 157, 156, 155, 154, 153, 152, 151, 150.
T: “Now start with 219 and count backward to 210. Get ready.” (signal)
S: 219, 218, 217, 216, 215, 214, 213, 212, 211, 210
T: (Repeat until Firm)
 T: “Now we are going to count by 5’s to 50. Get ready.” (signal)
S: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.
T: “Now we are going to count by 2’s to 20. Get ready.” (signal)
S: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
T: “Now we are going to count by 10’s to 100. Get ready.” (signal)
S: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.
T: (Repeat until firm)

3. State instructional objectives

T: “Today we are going to use the count-by strategy to multiply.”
S: Attentive Listening
4. Review behavior expectations
T: “Remember our expectations! We need to be in listening position. Hands up my turn. Hands out your turn. You earn points for
participating.” “What’s the expectations?” (signal)
S: “Listening position, hands up your turn, hands out our turn.”
5. Instruction
A. MODEL:
T: “Now we are going to use the count-by strategy to multiply.” (Display:) 5x8, 10x2, 1x12.
S: Attentive listening
B. GUIDED PRACTICE:
T: (Point to 5x8) “What does this problem tell you to do?
S: “Count by 5 eight times”
T: (Point to 10x2) “What does this problem tell you to do?
S: “Count by 10 two times”
T: (Point to 1x12) “What does this problem tell you to do?
S: “Count by 1 twelve times”
C. GUIDED GROUP PRACTICE:
T: (Display:) 2 x 4 “What does this problem tell you to do?”
S: “Count by 2 four times”
T: “I’ll show you how to work the problem. You’re going to count 4 times. So I make 4 dots under the 4.” (Add to show:) 2 x 4….
S: Listening Attentive
T: “I’ll count by 2 four times and touch a dot each time I count.” (touch dots as I count:) “2, 4, 6, 8.”
S: Listening Attentive
T: “What did I end up with?” (signal)
S: 8
T: (Add to show) 2 x 4….= 8. “Yes, if you count by 2 four times, you end up with 8.
T: (Display:) 10 x 6 “What does this problem tell you to do?” (signal)
S: “Count by 10 six times”
T: “How many times does it tell you to count?” (signal)
S: “6”
T: “So how many dots do I make under the 6?” (signal)
S: “6”
T: (Add to show:) 10 x 6……
T: “What do you count by?” (signal)
S: “10”
T: “I’ll touch the dots. You’ll count by 10 six times.” (signal)
S: “10, 20, 30, 40, 50, 60”
T: “What did you end up with?”
 S: “60”
D. INDEPENDENT PRACTICE:
T: “Find part 2 in your workbook.”
S: Finds part 2 in workbook.”
T: “Touch problem A.”
S: Touches problem A.
T: “What does the problem tell you to do?” (signal)
S: “Count by 5 three times.”
T: “Touch the number that tells you how many times to count?”
S: Touches number
T: “What number are you touching?” (signal)
S: “3”
T: “How many dots do you make under the 3?” (signal)
S: “3”
T: “Make the dots.” (observe students and give feedback)
S: students make dots
T: “Touch the number you’re going to count by.”
S: Touches 5
T: “What number are you touching?” (signal)
S: “5”
T: “Count by 5 and touch a dot each time you count” (signal)
S: “5,10,15”
T: “What did you end up with” (signal)
S: “15”
T: “Write your answer after the equal sign. Check your work.” (Display:) 5 X 3 … = 15. “Here’s what you should have.”
T: “Touch problem B.”
S: Touches problem B.
T: “What does the problem tell you to do?” (signal)
S: “Count by 10 four times.”
T: “Touch the number that tells you how many times to count?”
S: Touches number
T: “What number are you touching?” (signal)
S: “4”
T: “Make the dots.” (observe students and give feedback)
S: students make dots
T: “Touch the number you’re going to count by.”
S: Touches number
T: “What number are you touching?” (signal)
S: “10”
T: “Count by 10 and touch a dot each time you count. Get ready.” (signal)
S: “10, 20, 30, 40”
T: “What did you end up with” (signal)
S: “40”
T: “Write your answer after the equal sign. Check your work.” (Display:) 10 X 4….= 40. “Here’s what you should have.”

E. ERROR CORRECTION PROCEDURES:

(Teacher says correct answer.)
 T: “Count by 5 eight times”
(Teacher models entire task.)
T: draw dots
(Teacher leads.)
T: “How many dots?” “Write the dots”
S: “3 dots”
(Teacher tests students)
T: “your turn. Write the dots”
S: Students write dots and uses them to count by and write their answer.

6. Wrap – up
a. Review key concepts/ Check for understanding
i. T: Have them practice using dots with an equation a student chooses.
ii. S: Practice count-by strategy with equation.

b. Review objectives
i. T: “Today we learned how to use the count-by strategy. You all did a great job on listening position and following

c. Clean up
Adaptations/Modifications/Accommodations:
Use number chart.

Reinforcement Procedures:
Differential Reinforcement of Incompatible Behaviors (reinforce behavioral expectations; ignore off-task talking);
Praise for following directions quickly; give points to on task behavior and for participation. Three points equals a quarter.
Daily Evaluation
Pre: Count by 3’s, Count by 5’s, count by 10’s, count by 1’s.
During: Using the count by strategy. Using the dots to count by.

Post Evaluation (data-based decision making):

Follow-up Activities:
Note if students have problems on counting by.
Tally up points to earn a quarter.