Contextual Factors

Name:
Michelle Andrus
Grade Level
2nd 3rd 4th 5th 6th
Learning Goal(s)
List the applicable SC State Curriculum information the lesson will address. Bold sections as needed.
• Math: Mathematical Process Standard(s), Key Concept, Standard
Mathematical Process: Make sense of problems and persevere in solving them.
Key Concept: Application of multiplication
Standard: 3.ATO.4 Determine the unknown whole number in a multiplication or division equation
relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or
quotient.

Learning Objective
As a result of this lesson, what will students be able to do?
Students will be able to solve for the missing number in a multiplication equation.

Explain how this learning objective: builds on prior student knowledge; is relevant to students’ lives;
integrates other disciplines; and reflects the big ideas or structure of the main discipline.
This learning objective builds on the students’ prior knowledge and understanding of basic multiplication
facts (3.ATO.1-3.ATO.3). The ability to identify the missing number of a multiplication or division
problem pertains to students’ lives as a necessary skill to build fluency and as a stepping stone to
completing multi-digit multiplication problems. Through this learning objective, the numbers used to
represent factors and products will be used to integrate the number sense and base ten discipline. The
algebraic thinking and operation discipline is the main structure of the learning objective as it continues
practice of the multiplication operation.

Planning for Assessment

Addressing Students’ Misconceptions
Anticipate students’ misconceptions, identify the accurate conception and provide a student-center instructional
strategy that will assist students in adjusting their thinking.
Misconception Accurate Conception Student-centered Instructional
Strategy
Students may be confused when it Students must solve the In order to help students understand
comes to the finding the solution to a missing factor through their why their strategy does not work, we
multiplication problem with a missing knowledge of basic will attempt it and then check to see
number. Students may try to multiply multiplication facts or through if it is correct. For example, if the
the product and known factor in order problem is 3 x __ = 15, then we
division.
to find the missing factor. would attempt 15 x 3. This equation
equals 45. To test this solution we
will plug it into the original equation
to prove that it does that satisfy the
problem.

Measuring and Defining Criteria for Students’ Learning

Explain how you will assess students’ learning throughout the lesson.
Students will be assessed throughout the lesson by answering the questions asked by the teacher during whole group
instruction. The answers will gauge the students understanding of the new concept. These questions are formulated
from the knowledge, comprehension, and application levels of Bloom’s Taxonomy. Below are questions that will be
asked:
• Who can tell me what a factor is?
• Can anyone define what a product is?
 • What is the missing part in this equation? (factor or product)
• What is a strategy that we could use to solve for the missing part of the equation?
• Demonstrate what strategy you used to solve this problem.

During the partner activity, the teacher will be walking around and monitoring the students’ progress. The teacher
may make anecdotal notes if particular students are having issues with the new content.

Explain how you will assess students’ learning after instruction.

The teacher will assess students’ learning after instruction by listening to the problems that they created and how the
class works together to solve them. The teacher is listening for students to identify the missing part of the equation
(factor or product) and their method of solving the problem (skip counting, basic facts, or division). In addition, the
teacher may review the Google document to see student work to gauge their understanding. On the documents,
students should demonstrate their understanding by writing out the steps they took to solve the problem. The teacher
is looking for a number sentence with the missing part identified and what steps they took to solve their problem.
For example, a student that chose to use division to solve the problem should have the following: multiplication
sentence with missing part, division sentence, and division strategy used to solve the equation (visual, repeated
subtraction, or basic fact knowledge).

Explain how the assessment results will be used to inform future instruction.
The assessment results will help the teacher determine if more time needs to be spent on the topic. If 80% of the
class accomplishes the learning objective, then the teacher may move on to the other part of the standard: missing
number in a division problem.

Students’ grades from this lesson will be recorded in PowerSchool under the participation category with comments
attached. Parents will be able to access their students’ work through PowerSchool and Google Classroom.

Planning for Differentiation

Students’ Interests and Cultural Heritage
Describe how you will incorporate students’ interests and cultural heritage.
The students’ interests and cultural heritage will be incorporated through the word problems in the
PowerPoint and the ones that the students create. The word problems on the PowerPoint will use student
names and interests, as well as include images/gifs that are recognizable to the students. For example, to
represent skip counting there will be a gif of SpongeBob skipping. Additionally, the word problems on the
Google document are editable so that students may change the subject and names used in the problem to
match their individual interests.

Accommodating, Modifying and Supporting Students’ Instructional and Assessment Needs

Identify the accommodations, modifications and supports used for students in your classroom and explain the
instructional and assessment adaptations that you will make for this lesson.

Learners with an Individualized Education Program (IEP) or a 504 Plan

Students with IEP or a 504 will be accommodated by adhering to their personal specific needs whether that
be printing out the document instead of completing it digitally, or using manipulatives to understand the
concept.

English Language Learners (ELL)

To accommodate for ELL students the document may be edited to have more concise language to make it easier to
read. In addition, the PowerPoint includes pictures to act as a visual aid.

Gifted and Talented (GT) Learners

 GT or “early finishing” students will have two options if they complete the MathLibs document before the seven
minutes are up. They have the option of creating another word problem completely from scratch or they may
practice more challenging multiplication problems by playing “The Product Game” on their tablets.

https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Product-Game/

Learners Receiving Tiered Services

Students receiving tiered services will be accommodated by having additional teacher guidance. The teacher will
pair students that are lower level math together so that she may focus more time working with them to grasp the new
concept and walk through a problem or two with them.

Grouping Students
Describe the instructional grouping arrangements and group composition that will be used in this lesson.
Student pairs will be determined by their math skill level. For the most part, students of similar level will be paired
together so that both partners are on the same page.

Explain how your grouping will maximize student understanding and learning efficiency.
This allows the teacher to work with a pair of students who both may be struggled opposed to working with a pair
where only one is struggling. This will maximize the teacher’s ability and amount of time to reach and work with the
students that might struggle with the material.

Materials
List all materials and resources you and the students will use. Attach copies and/or embed pictures as needed.
• SmartBoard
• PowerPoint of example problems
• Digital timer
• Student Tablets
• Google Classroom Document (MathLibs)

Provide information about the technology used in the lesson. Explain how this technology will enhance student
learning and thinking. Include links as applicable. Please note that students should be using the technology in
meaningful ways, not just the teacher.
Following whole group instruction, students will log into their Google Classroom accounts on their tablets. Once
logged into, students will click on the document titled “MathLibs Word Problems”. Students will work with partners
to complete the MathLibs activity. This activity enhances student learning by allowing the students to partially
develop their own multiplication word problems. The partner groups will also work together to solve the problems
that are created.
https://docs.google.com/document/d/1dxXEQCV8Ojv8kllgVuHoA3qIrCUao_zR4kieZRtIh9E/edit?usp=sharing

Early finishers may also chose to play “The Product Game” on their tablet. This game can be played individually or
in pairs, and will practice their multiplication skills. In the game, students have to use strategy and knowledge of
factors and multiples in order to win the game.

https://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Product-Game/

Using APA style, cite the references used in the development of your lesson plan and materials. Discuss how you
modified materials obtained for outside sources (not created by you) to meet your students' needs and
interests as learners and the demands of the state standards.
 (n.d.). Retrieved from https://www.eduplace.com/math/mw/background/3/08/te_3_08_overview.html

• Definitions of factor and product were modified from this text. The definitions were used to review the parts
of a multiplication problem.

Home. (n.d.). Retrieved from https://ed.sc.gov/instruction/standards-learning/mathematics/support-documents-and-

resources/

• This support document was used as a reference tool when organizing the flow of the instruction. It supplied
the lesson with the necessary academic vocabulary that students should know.

IXL: Multiplication word problems: find the missing factor: 3rd grade math. (n.d.). Retrieved from
https://www.ixl.com/math/grade-3/multiplication-word-problems-find-the-missing-factor

• Multiplication word problems were inspired from this website, but were altered to include students’
interests.

Instructional Procedures
Classroom Management
Describe your management plan.
At the beginning of the lesson, the students will be called by group number to the carpet for whole group instruction.
This strategy reduces the amount of chaotic traffic in the classroom. During whole group instruction, students will
adhere to preset expectations of raising hands to talk and following the turn-and-talk procedure. To ensure that
students continue following the expectations, the teacher will only call on those who are practicing the proper
procedure.

Once whole group instruction has concluded, students will be called by their pair groups and given free choice of
where to sit in the classroom. Prior to moving, students will be instructed to grab their tablets, scratch paper, and a
pencil. Therefore, students are expected to move swiftly and be prepared in their partner groups once seated.

To manage the partner work time, there will be a digital timer set on the SmartBoard for seven minutes. During
group work, the teacher will walk around the room and monitor the students for behavior and academic progress.

At the conclusion of the lesson, a call/response chant will be called to gather the students’ attention. The students
will be called by group table number to return to their desk.

Describe the techniques (intrinsic motivation, social approval, contingent activities, and consequences) you will use to
maintain appropriate student behavior throughout the lesson.
Students will be motivated to stay on their best behavior because they will have the intrinsic reward of working with
a partner and being able to create their own word problem.

In this classroom community environment, students will uphold their peers to the classroom expectations. Therefore,
the teacher will call only on the students who abide by these procedures. Students that are not following suite will be
encouraged by their peers and seek social approval.

If the majority of the class is disruptive, there will be a consequence of no partner work. If select students are
repeatedly disruptive then the teacher may choose to not allow those students to not work in partners.

Beginning (00:00 – 3:00)

Describe how will you establish clear rules and expectations for learning and behavior?
 Student expectations and procedures were set in stone at the beginning of the school year. At the beginning of the
lesson, students will be reminded of these expectations.

“Students, as we begin today’s math lesson I want you all to keep in mind what I expect of you when we are at the
carpet, are transitioning, and are working with partners.”

Provide an example of the visual you will use that establishes the purpose and previews the organization of the lesson.
The standard, lesson objective, and agenda for the lesson is presented to the students on a PowerPoint slide.

Describe how you will explicitly communicate the learning objective and connect to what students have previously
learned and/or know from life experiences?
“Today we are going to use our prior knowledge and skills of multiplication to solve equations with missing
numbers. Our class learning goal is for everyone to be able to solve for a missing number in a multiplication
problem. This is an important skill to have because it will strengthen your basic facts and will help you next year in
fourth grade when you move onto multiplying larger numbers.”

Describe how you will gain students’ attention (hook)?

The students have the opportunity to work with a partner to create their own word problems.

“After we look at some examples with the whole class, you will have the chance to work with a partner to create
your own math problems.”

Describe your strategy for transitioning into the next part of lesson.
At the beginning of the lesson, students would have been called to the carpet by group number. This strategy limits
the amount of students moving around the classroom at one time.

Middle (03:00 – 20:00)

Throughout this section be sure to identify and include a time estimate for each part of the instructional sequence.
Coherently sequence the instructional steps based on the content you are teaching and in the most student-centered way
possible. Consider using lesson plan formats learned in methods’ courses.

Review (03:00 – 08:00) :

PowerPoint Link:

https://docs.google.com/presentation/d/1Py2dGdh4nuU_mIUlEDN8kP4UAEAOerc8FTSpvHgFG44/edit?usp=shari
ng

To begin whole group instruction, we will review the academic vocabulary used in this lesson. On the PowerPoint,
the following words will appear: factor and product. The teacher will use questioning to elicit student thinking about
the meaning of each vocabulary term. The following questions may be asked using the first level of depths of
knowledge:

1. Who can tell me what a factor is?

2. Can anyone define what a product is?

After student responses, the teacher will display the definitions and examples of each vocabulary term. The teacher
will stress the importance of these parts of a multiplication problem.
“The reason we are reviewing these terms is because the problem we are going to be looking at will be missing one
of these parts, and it is sour job to find them. Our standard that we are focusing on is: 3.ATO.4 Determine the
unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is
a missing factor, product, dividend, divisor, or quotient.”

The class will transition into the first example of a missing multiplication problem.

“Now that we have refreshed our memories with these terms, let’s look at our first example.”

Model/Teacher Demonstration (08:00- 15:00):

On the PowerPoint slide appears a problem with a missing part and the question of what strategies can we use to
solve this problem. The teacher will also point out the parts of the equation (factors and product), and ask the
students what part is missing from the equation (factor). After acknowledging what part of the equation is missing,
teacher will open the next question up first to the students to turn and talk to their partner about a strategy they think
they could use to solve the problem. This Kagan strategy provides the opportunity for student to student interaction.
The teacher will use their responses to transition to the next slide and build on to their knowledge. Allowing students
to brainstorm their ideas first will allow them to draw on prior knowledge and make connections to what they
already know about multiplication and division. On the next slide, there is a list of three possible solutions (skip
counting, basic multiplication facts, or division) to solving for the missing number. The teacher will go over each
strategy and model how it can be used to get the answer. Below is a demonstration of each strategy:

Skip counting:
Skip counting is one of the first skills that students develop in order to learn multiplication. Similar to repeated
addition, students will count objects that are in groups of 2, 3, 4, 5, or others.

For example: 2, 4, 6, 8

Many students use this strategy as they are learning their multiplication facts. If a student is not fluent with their
basic multiplication facts yet then they will likely gravitate to this strategy when solving for a missing number in a
multiplication equation. Below is a demonstration of using the skip counting strategy to solve for a missing part of a
multiplication problem:
Students may also choose to skip count using their fingers as a physical aid.

Basic Multiplication Facts:

Students begin learning multiplication facts through skip counting, repeated addition, visual representations, and
practice. If a student has become fluent with their multiplication facts then that means they will be able to solve a
basic multiplication problem simply through the recall of facts. Typically, students will become fluent with the 2s,
5s, and 10s facts first.

When solving for a missing part of a multiplication equation, students who have become fluent with their basic
multiplication facts will be able to solve the problem mentally by recall. Below is a demonstration of using basic
multiplication facts to solve for a missing part of an equation:

Students may only be fluent with certain multiplication facts, and therefore will have to rely on other methods to
solve the problem if it is not a number that they know by recall.

Division:
Division is the inverse operation of multiplication. In multiplication problems, both factors are known but the
product is not. In division problems, the product and one factor is known, but one factor remains unknown.
Therefore, a multiplication problem with a missing part is essentially a division problem. However, the number
sentence will have to be reconstructed so that student can make this connection. Once the number sentence is set up
as a division problem, the student may use a variety of strategies to solve for the missing factor. Students may use
any of the following strategies: repeated subtraction, basic fact knowledge, or visual representations. Below is a
demonstration of using different division methods to solve for the missing part of a multiplication problem:
The division strategy will most likely be used by students that have a strong understanding of division as an inverse
operation of multiplication.

Through the teacher modeling the steps to solve the problem, she is demonstrating the students’ performance
expectations. These strategies are subject-specific instructional methods to enhance student content knowledge.

Next, the teacher will display another practice problem. Students will turn and talk to their neighbor and discuss
what part (factor or product) is missing and what the number may be. The teacher is able to begin checking for
student understanding by listening to their conversations and hearing their final responses. The teacher is listening
for student responses that use the academic vocabulary (factor and product) and use the strategies correctly in order
to solve the problem. The class will come back together to discuss the answer and strategies used.

After that practice problem, the teacher will display a multiplication word problem. Students will be able to practice
problem solving skills through these real-world situation word problems. The teacher will model the first problem
and then display another word problem for students to practice.

The practice problems and correct answers are included on the PowerPoint. The link to the PowerPoint is the above
review section.

Once main group instruction has concluded, the teacher will transition to the instruction for group work.

Group Practice/Activity (15:00-22:00)

The teacher will display the instruction for the partner practice activity prior to dismissing the students to move. In
addition the teacher will say:

“I want you all to try and do your best work. This activity helps us complete our class learning goal of being able to
identify the missing number in a multiplication problem. As a partner, it is your responsibility to help each other and
to keep one another on track.”

The teacher will announce two pairs of students at a time to get their materials and get to work on the activity. In the
activity, the students will complete a document on Google Classroom that allows them to create their own math
problems. The activity mimics the MadLibs setup where the students will be adding in their own names, nouns, and
numbers.

Once every group has started their work, the teacher will set a digital timer for seven minutes. While the students are
working on their activity, the teacher will be walking around the room and monitoring their progress. Since the
document is also on Google Classroom, the teacher will be able to go back and review the students work to formally
asses the student’s learning as it relates to their ability to identify the missing number in a multiplication problem.

The following link is to the document that the students will be completing:

https://docs.google.com/document/d/1dxXEQCV8Ojv8kllgVuHoA3qIrCUao_zR4kieZRtIh9E/edit?usp=sharing
 Once the seven minute timer rings, the teacher will call students back to their desk by group number.

The instructional procedures should indicate where in the instructional sequence you plan to engage in the following
AND how you will do so.
• Use questioning to elicit student thinking and build on students’ response
• Check for students’ understanding;
• Transition from one part to another;
• Reference the state standards/Learning objective;
• Model to demonstrate your performance expectations;
• Distribute materials;
• Provide opportunities for student to student interaction;
• Communicate students’ roles and responsibilities for group work;
• Use subject-specific instructional strategies to enhance student content knowledge;
• Formally evaluate students’ learning as it relates to the learning objective;
• What problems you are providing to students, and the correct answers.
•
End (22:00 – 27:00)
Describe how you will provide time for students to reflect on the content taught and relate this information to everyday
experiences and future learning?
Once all of the students have returned to their desk, the teacher will ask for volunteers to share the problems that
they have created. Volunteers will share their problem and the class will work together to solve it. This provides
students the time to reflect on the content that they created and that was taught.

To conclude, the teacher will relate the topic of the lesson to the real-world scenarios that all the students created
and how it pertains to their everyday life. In addition, the teacher will mention how this skill will help them
strengthen their computational skills which will be important as they progress into higher grades where they will
work with larger numbers.