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Mathematics: a unit plan and Lesson plan

Candidate’s Name: Sean Figge ID # 023543879

Subject: Mathematics Grade: 3 Lesson Topic: Multiplication

A unit plan

Major Content Area (eg: Adding fractions)

Understanding Multiplication

Learning Goal for the Unit: (Briefly explain what students should attain at the end of the unit)

Students will understand what multiplication is and will know multiple strategies to do multiplication
problems to find the correct answer.

Standard To Be Addressed in Unit: (List specific Content Standards aligned to the learning goal)
Grade 3: Operations and Algebraic Thinking 3.OA
Represent and solve problems involving multiplication and division.
1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups
of 7 objects each. For example, describe a context in which a total number of objects can be expressed
as 5 × 7.
3. 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.
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 = ?

Pre and Post Assessment for Unit (How will you determine students’ prior knowledge for this unit? How
will you assess students’ mastery of intended outcomes?)
Pre Assessment – Students will be given a worksheet that asks for students to create groups that represent
multiplication problems. Ex: Fill 5 fishbowls with 3 fish each. How many fish total?

Post Assessment – Students will be given an assessment test that tests their knowledge of multiplication
problems. They will be tested on regular problems, missing multipliers, and word problems with
grouping.

Rationale for Lesson Sequence: Why are you sequencing the lessons in the following order?
I am sequencing the lesson in this order so that the students can be introduced the idea of multiplication
and can then build their understanding with multiple strategies. After learning strategies, they practice and
build their understanding with different numbers. They can then translate their strategies to real life
examples, practicing with word problems.

Content Learning Math Practice (MP) Instructional Strategies

Lesson Standard(s Outcomes Standards for aligned to
) this lesson and WHY
1 Use counting CCSS.MATH.PRACTI Students will be introduced
3.OA.1 and grouping to CE.MP1 Make sense of to the concept of
solve problems and multiplication, using
multiplication persevere in solving grouping and counting by
problems of 2 them. 2s and 5s to find the
and 5. answers to multiplication
problems. Ex: 2x4. Count
by 2s 4 times and create 4
groups of 2. Same with 5s.
2 Use counting CCSS.MATH.PRACTI Students will continue to
3.OA.1 and grouping to CE.MP1 Make sense of learn about multiplying
solve problems and adding 4s to their practice.
multiplication persevere in solving Students will learn to count
problems of 2, them. on by 4s and group by 4s.
4, and 5
3 Use counting, CCSS.MATH.PRACTI Students will continue to
3.OA.1 grouping and CE.MP1 Make sense of learn about multiplication
fact families to problems and adding 1s and 3s to their
solve persevere in solving practice. Students will also
multiplication them. learn about fact families
problems of 1, and practice their
2, 3, 4, and 5 multiplication facts.
4 Use counting, CCSS.MATH.PRACTI Students will use their math
grouping and CE.MP1 Make sense of facts, counting and
3.OA.4 multiplication problems and grouping skills to determine
facts to persevere in solving the missing numbers in a
 determine them. multiplication problem.
missing Ex 2x?=6, 5x?=40, etc.
numbers in
multiplication
problems.
5 3.OA.3 Students will CCSS.MATH.PRACTI Students will be given word
solve CE.MP1 Make sense of problems and will have to
multiplication problems and determine how to solve
word problems persevere in solving using the math facts,
by determining them. grouping and counting
the numbers to practice they have learned.
multiply.
 Mathematics Lesson Plan Design Template

1. K12 Academic Content Standards: (List the state-adopted academic content standard(s) for
students you will address in the lesson)

Content standard(s):

3.OA.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a total
number of objects can be expressed as 5 × 7.

Mathematical Practice Standard(s):

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

2. Learning Objective(s): (What specifically do you expect students to know or be able to do

as a result of the lesson?)

Lesson 2: Rationale:

Students will be able to do multiplication problems When introducing multiplication as

involving 2 or 5 using the strategies of counting a concept, it is important to show
by, grouping, and math facts. that it is based in functions
(addition) that they are already
familiar with.
3. Pre-assessment Activity: (How will the content of the lesson connect to the prior
knowledge?)

Students will be given a worksheet of grouping Rationale: Grouping is the basis

and counting that will instruct them to create
groups of certain quantities and then determine
the total number.
for multiplication and establishing
that students understand the
concept of creating groups of a
certain amount and then
determining the total will allow the
teacher to know if students are
ready to explore the different
methods of multiplication.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments,

modify Learning Activities based on learner characteristics to meet the needs of ELL & special
needs students, highly achieving students, average achieving students, and low achieving
students)

For ELL students and Special Needs students Rationale:

 I will base my examples in high interest areas
to engage students
 I will post the expected learning outcomes for
the lesson
 We can complete a KWL chart for
multiplication.
 I can have students work in mixed level
achievement groups to support those who
ELL students and Special Needs
students often have trouble with
understanding instruction or tasks.
Providing written explanations and
expectations can help with
understanding. Completing a KWL
chart can help students understand
what they already know about a
subject and what they need to
learn. When students work in
groups they can help each other
 need more help. with understanding.

For high achieving students Providing additional work for

 I will provide worksheets and math games
that provide additional higher level work
 I can have those students act as classroom
helpers, assisting other students or myself
For mid and low achieving students
 I will have students work in groups to use
each other for help
students can prevent them from
becoming bored and provides
chances for deeper understanding.
Small group instruction provides
students with a chance to ask
teachers to explain the lesson and
it provides teachers the
opportunity to assess students.

 I can have small group instruction to provide

more directed learning activities

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill
level)

1. Manipulatives of the same type (blocks, Rationale: These are the necessary
beads, beans, etc.)
items for the exercises.
2. Pencils
3. Multiplication worksheets
4. Multiplication games
5. Whiteboards and markers
6. Projector
6. Learning Activities - Explicit Teacher Instruction: (Explain, Model, Demonstrate, Check
for Understanding)
Instructional plan in communicating the academic
learning goal(s) to the students
I will write the goals on the board. I will explain
the goals on the board. “Today we will be learning
about multiplication. Multiplication is creating
identical groups of numbers to find a total amount.
We have already practiced creating groups. We
will now learn how that grouping is used to solve
multiplication problems.”
Instructional strategies
1. The teacher will begin with handing out
manipulatives to the students. The teacher will
explain that he wants the students to use the
manipulatives to create different groups with 2
in each group. After the students do it, the
teacher will do it on the board. The teacher will
do a few more examples of grouping.
2. The teacher will then show the class another
way to do multiplication problems with the
number 2. He will begin with drawing tallies
and circling them to create groups of 2. Ex:
2x4= would be 2 tallies circled until you have
four groups. Then you count the total tally
marks.
3. The teacher will also practice counting by 2s
up to 20 with the class. He will then show how
to use counting by 2s to do multiplication of
2s. 2x4= would be 4 tallies or circles. You
would then count by 2s for each marking
writing the number underneath. 2, 4, 6, 8.
Rationale:
Letting the students know exactly
what to expect during the lesson
and what they are expected to learn
by the end of the lesson will have
them better able to focus on exactly
what they need to do during the
lesson. This can enhance their
ability to learn the lesson.
Rationale:
1. Students are introduced to the
new concept of multiplication
using familiar functions to make
connections to previous
knowledge. This makes
multiplication easier to
transition to from addition.
2. When the students become more
comfortable with one strategy
for multiplication, it is
important to continue
challenging them to learn more
so that they get a deeper
understanding of multiplication.
It also provides students
alternative ways to approach
multiplication if one strategy
does not make sense for them.
3. Students have practice counting
by certain numbers (1s, 2s, 5s,
and 10s). If they use their

Student activities
1. Students will work with manipulatives to solve
multiplication problems.
2. Students will then work with white boards and
tally marks to solve multiplication problems.
3. Students will then work in pairs to practice the
strategies and cement their understanding of
the concepts.
4. Students will then play a whole class game to
show their understanding.
Student grouping
During group activities, students will be paired
with students of different ability levels.
Monitoring student learning
The teacher will observe the class response and
participation during the whole class exercises.
During group work, the teacher will walk around
the classroom observing student pairs and asking
questions to measure understanding.
7. Guided Practice: (Check for understanding and provide feedback and re-teaching)
previous knowledge to approach
a new problem they will be
better equipped to solve that
problem.
Rationale:
Using manipulatives is a great way
for students to turn abstract
concepts into concrete
understanding. Manipulatives make
formulas real.
Using whiteboards students can
practice grouping and using
different strategies for
multiplication.
Working in small groups and pairs
is a great way for students to teach
other and allow the teacher to
observe individual student’s
understanding.
Games are a fun way to practice
learning and look at math in a
different way.
Rationale:
This will encourage students to
teach to each other and will help
those who need some assistance.
Rationale:
The teacher can observe
understanding of material in
different contexts. Group work will
allow the teacher to monitor
individual student’s learning.
1. The teacher will then have the students use
their white boards to practice multiplication
of 2’s, using grouping. After a few examples,
the teacher will introduce counting by 2s.
Students will then practice multiplication
problems by counting by 2s.
2. After several examples, the teacher will
introduce 5 multiplication problems. The
teacher will show grouping and counting by
5’s. Students will practice with the teacher at
the white board.
8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well enough
to work on their own.)
Students will then work in pairs with white boards.
When working in pairs students will practice
writing multiplication problems for each other.
The students have to solve the problem using
manipulatives or grouping. They then have to
check their work with counting by 2’s or 5’s.
Rationale:
1. After learning the skills, the
students must practice these
skills. By working together
with the teacher, the students
are able to make mistakes and
learn from their and others’
mistakes.
Rationale:
It is good practice for students of all
levels to work in groups. Those who
have a better grasp of the material
can cement their understanding by
working with and teaching others
who are having trouble. Those who
need assistance will receive some
one on one assistance with friends
that they can feel comfortable with
asking questions and learning
strategies.
9. Post Assessment Activities: (Describe how you will assess students’ learning. Describe
differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

1. After practice, students will play a game of Rationale:

speed round. Students will be given 60 Playing games is a fun way to
seconds to write the answer to the problem break up the style of teaching.
the teacher gives them on their white boards. Students like competition and it
They will have to use count by or grouping to allows the teacher to see if some
show their work. students are still having trouble
2. During independent and pair grouping I with the concepts or strategies.
would call small groups for the ELL and Small group instruction can be
special needs students. During small group very helpful for assessing
instruction, I would be able to assess understanding because it allows a
students’ understanding and provide further more thorough look into students’
instruction. understanding.
3. For high achieving students, I would provide
independent worksheets that tested their
understanding.
4. For low achieving students, I would also
provide small group instruction to test their
understanding.
During small group instruction, if certain
students were having a lot of trouble I would
pair them with other students that could help
them during instruction.

10. Closure: (Describe how students will reflect on what they have learned.)

At the end of the lesson, students will gather Rationale:

together on the rug to discuss what they had
Providing students with an open-
learned. I will offer students the chance to
ended discussion will allow them to
volunteer anything about the lesson and material
share with each other and will help
that they liked, disliked, understood well or were
the teacher to tweak the lesson to
confused about. make it better.

References:

Standards for Mathematical Practice. (n.d.). Retrieved November 20, 2016, from
http://www.corestandards.org/Math/Practice/

California Common Core State Standards: Mathematics. (n.d.). Retrieved November 20, 2016,
from http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf