USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 3rd
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.)
Understanding the standards
over time
What misconceptions might
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Name: _Sydney Dowling_
Subject/Content: Math Group Size: Date of Lesson: 10/2/20
26/ 17
Part 1: Lesson Content
Associative Property- Multiplying factors.
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of the students in the class in the fact
that they will use this information across cultures, and it has been geared toward their interests.
How does this lesson connect to/reflect the local community?
The students can take this information and share it with their friends and family.
MAFS.3.OA.2.5: Apply properties of operations as strategies to multiply and divide. Examples: If 6
× 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 ×
2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 +
2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
MAFS.2.OA.2.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2,
know from memory all sums of two one-digit numbers.
Trace the standard to the next grade level. What will students learn next related to this standard?
MAFS.4.OA.2.4: Investigate factors and multiples.
a. Find all factor pairs for a whole number in the range 1–100.
b. Recognize that a whole number is a multiple of each of its factors. Determine whether a given
whole number in the range 1–100 is a multiple of a given one-digit number.
c. Determine whether a given whole number in the range 1–100 is prime or composite.
- Students may believe that switching the factors of the expression/ equation changes the product.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show
it- there might be clues in the
standard)
Measure (HOW WELL they need
to do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
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Name: _Sydney Dowling_
Subject/Content: Math Group Size: Date of Lesson: 10/2/20
26/ 17
- Students may believe that the commutative property applies to division and subtraction as well, not
just multiplication.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between
potential and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action-
how) a reasonable (measure- how well) prediction (also part of the action) for how the main character
will respond to a challenge in the second half (content- what).
- Students will be able to accurately switch the order of the three or more factors and get the
same product.
- Students will understand that changing or switching the factors does not result in a different
product.
- Students will reason as to why the commutative and associative properties do not translate to
division or subtraction.
- Students will reason as to why the associative property allows for three or more numbers to be
added or multiplied, but the product will be the same no matter the order the numbers are
multiplied.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard? __Level 2__
Which level(s) of thinking is/are called for in your objective? __Basic Application of Skills and
Concepts_
Why did you choose this level(s) of thinking?
Because students are applying their skills and knowledge of concepts to utilizing the commutative
property.
Describe your assessment plan:
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student learning/student or verbally explaining their reasoning. I will also use a checklist with students’ names to try and
work? If you’re using a rubric,
include your rubric here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
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Name: _Sydney Dowling_
Subject/Content: Math Group Size: Date of Lesson: 10/2/20
26/ 17
In order to determine if students need more support in this topic, they will complete the formative
questions at the end of the lesson.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative. This decision was made to determine if students need more support in this area.
How does it align with your objective?
This aligns with my objective in the fact that students will reason as to whether or not the changing
factors can change the product.
If students have accurately represented the formative assessment question, they will have determined
that Kenny’s strategy was most efficient and explain why by modeling, determining the products, and/
determine which students have spoken, who needs more time/ help, etc.
Part 2: Lesson Implementation
 In terms of arranging the students, we will be meeting as a whole group on Zoom.
 Students will follow their Zoom expectations, meaning they will keep themselves muted while
others are speaking, raise their blue Zoom hands, and type in the chat when unable to unmute
or to ask a more individual question. At the beginning of the read-aloud and game, I will
remind students when to raise their blue hands, type in the chat, or unmute their microphones.
 I will continue to have high expectations for students, as well as expect them to inform me in
some way when they do not understand. Students do not need to be reminded of this but when
students express that they do not understand, I will thank them for telling me.
 If students do not meet these expectations, I will remind them of the class expectations. If this
does not work, I will message them privately to remind them of these expectations and to
please follow them. If a student is consistently not muting their microphone and speaking out,
I will mute their microphone from my end.
 Since we are completing the activity together, no students should complete the task quickly-
however, at the end, students can complete their formative assessment question, but they are
free to go when they have shown me their work.
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: _Sydney Dowling_

Grade Level Being Taught: 3rd Subject/Content: Math Group Size: Date of Lesson: 10/2/20
26/ 17

communicate those to
students?
 What strategies will you
use if students do not meet
your expectations? Are
there specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials https://www.teacherled.com/iresources/tools/dice/ I will use this link for accessing the dice for the
(What materials will you use? “building understanding” activity. I will also be sharing the PowerPoint therefore, I will need my
Why did you choose these laptop to access this, the other link, and our Zoom call. I will need a notebook to be able to jot down
materials? Include any resources quick notes about the students and their understanding of the material.
you used. This can also include
people!)

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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
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Name: _Sydney Dowling_
Subject/Content: Math Group Size: Date of Lesson: 10/2/20
26/ 17
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will differentiate the process for students who need more support linguistically or for other reasons.
For example, I will allow students to message in the chat if they are nervous to speak out in class or
speak out loud when students are unable to type or spell. For students who need differentiation in
product, they are welcome to show their work in different ways/ use various strategies to solve the
problems. For students who need more support in general, there is an aide that comes in and works
with these students in a break-out group. Students can also stay after class time to receive extra
support when needed.
Which specific students will benefit, and why?
Process: HW, NC/ PC, TS
Product: SP/ LG
Readiness: HR, BJ/ MC
What accommodations will you make for students who are English Language Learners? (Refer
to your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level:
 Early Production Level: HR- Works with an aide, but also can be given extra time for sharing
her work.
 Speech Emergence Level:
 Intermediate Fluency Level: NC- Modifications of communication (can speak instead of type).
What accommodations will you make for students who have an IEP or 504 plan?
N/A- An aide works with these students.
What accommodations will you make for students identified as gifted and have an EP
(education plan)?
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you
ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
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Name: _Sydney Dowling_
Subject/Content: Math Group Size: Date of Lesson: 10/2/20
26/ 17
N/A- all gifted students are in a different class at this time.
“As students describe and evaluate solutions to tasks, share approaches, and make conjectures,
learning will occur in ways that are otherwise unlikely to take place” (Van De Walle, Karp, & Bay-
Williams, 2019, p.48).
1. What is the content area for this lesson? _Math_
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) _Gradual Release_
3. Step-by-step plan:
Time: Action Steps:
30 seconds: Introduce Learning goal from PowerPoint.
3 mins: Complete math routine- “What patterns do you notice in the multiples of 3 and the multiples
of 6?”/ “Use the multiples of 3s to help you with the multiples of 6”.
2 mins: Engage- “what do you notice?” (Examples- the number of squares, the groups, the rows, etc.).
30 seconds: Review lesson goal and define “efficient”. As well as read the next slide, which serves as
a reminder that the order of the factors in a multiplication equation does not change the product.
12-15 mins: Building Understanding-
- Review first slide for this section as a reminder of how flipping the factors looks, as well as
how to determine which equation is easier to solve/ more efficient.
- Then, use the link for the online dice and have students call out the numbers they see on the
dice.
- They should see three numbers, so, in the blank slots for the next PowerPoint slide, input the
numbers from the dice in the first equation.
- Then, call on a student to rearrange the factors.
USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: _Sydney Dowling_
Subject/Content: Math Group Size: Date of Lesson: 10/2/20
26/ 17
- Also call on students to help simplify the equation, find the product, and determine which is
easier to solve/ more efficient.
- Repeat this with the next three slides.
3 mins: What is the missing factor?- Have students share what they think the missing factor is.
8-10 mins: Formative Assessment: Have students solve and share.
Summary of Learning: Have students solve and share.
As students finish their work, remind students of their Math work do for the day on Canvas and I-
Ready.