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Corey Sharpe

Dr. Hooks

Principles of Education Psychology

October 18, 2020

Cooperative Lesson Plan

I. 3rd grade classroom that consists of 24 students. Of the 24 students, there are two

gifted students, one student who is ESL, and one student who has a math disability.

II. The subject is Math and more specifically, multiplication involving single, double,

and triple digits.

III. Students will split into groups and will take turns solving multiplication problems.

The teacher will write a multiplication problem on the white board and the students

will have one person from their group run up and try to solve the problem as quick as

they can. Whichever student can solve the problem the fastest will receive one point

for their team. This exercise will help determine how competent the students are with

multiplication problems.

IV.

a. This exercise with multiplication problems will be presented to the class

informing them that this is a team competition and they must work together in

order to score points. Whoever can solve the multiplication problem the fastest,

earns a point. Students will be informed that this exercise is to help them practice

how to multiply small and large numbers so they can be successful when they see

these same problems on an upcoming test.

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b. Students should already be well versed in how to solve multiplication problems

due to this being a review from the week before. Students should also be

comfortable working in groups from previous lessons where they competed as

teams.

c. The teacher will explain that they will get in their groups and then each make a

line. Whoever is in front of the line will be the one to walk up to the white board

and solve the problem. Whenever the problem is solved, all the students at the

white board will go to the end of their line and the next student will proceed and

so on. Whichever team scores ten points first, is the winner. The winning team

will receive an extra five to ten minutes of free time at the end of the day.

d. The hope is that all students will be actively engaged in this lesson as all of them

have something to gain from it. The difficulty of the problems will vary

depending on the students at the white board but will slowly increase in difficulty.

Students may also look to their teammates if they are having difficulties in

answering the problem.

e. The teacher will monitor the students to see who has a good grasp on the subject

of multiplications and plan a review accordingly to help those who are struggling.

V. Materials needed are the white board and markers

VI. This will be done in the teacher’s classroom. The classroom is composed of 24

students and in order for all students to get a chance to solve the multiplication

problems, they will be split into four groups of six. Teams will be chosen by the

teacher to ensure that there are varying skill levels in every group.
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VII. The student who has a math disability will be given a drawn out equation to help

them visualize the problem. They can also call on a student to help them when they

are at the white board. The ESL student will also be given a visual aid to help them if

they are having trouble understanding. The gifted learners will be placed in the

groups with the ESL student and the math disabled student so they may help them if

they are having trouble.

VIII.

a. After the team competition and the students are back in their seats, the teacher

will hand out a worksheet with the same problems that were presented to them at

the white board. They will then be given a brief period of time to complete the

worksheet and they will hand them in. I will be looking to see that the class will

be able to answer most, if not all, questions and be able to do so with 85%

accuracy. This will help in seeing where the students are at multiplication

problems.

b. We will be moving on to division soon; however, later worksheets will include

multiplication problems as well as division so the students can keep using what

they have learned.