GENEVA COLLEGE

Beaver Falls, PA

Name: Emma Boyer Date: 01/25/2022

Subject: Math Grade Level: 3rd

Topic: Multiplication of 8

PA or Common Core Standards

Standard CC.2.2.3.A.1 Represent and solve problems involving multiplication and division.
M03.B-O.1.2.2 Determine the unknown whole number in a multiplication (up to and
including 10 × 10) or division (limit dividends through 50 and limit divisors and quotients
through 10) equation relating three whole numbers.

Learning Objectives: Objectives must be written using observable verbs

After teachers demonstrate and explain how to find the multiples of eight from skip counting
multiplication flower TSWBAT solve multiplication problems of eight.

Materials
● 30 sheets of white construction paper cut into flower shape (Students)
● 30 sheets of green construction paper cut into steam and leave shapes (Students)
● 30 boxes of crayons (Students)
● 7 multiplication sheet test (students)
● White board (teacher)
● Resource Room (Both)
● Ten Holo-hops (students)

Lesson Development
Introduction
(5 minutes)
1. Before the teacher begins the lesson for the day they will pass out the multiple of sevens
times sheet to students to do before the lesson. Students will receive the sheet with it
facing down and write their name on the back. Students will wait for the teacher to say
go and flip-over their paper to complete as many multiplication problems as possible in
 three minutes. After the three minutes are up the teacher will collect the sheets and begin
the lesson for the day. (Assessment 1)
(10 minutes)
2. Then the teacher will pass out pre-made flower, leaves and stem multiplication flower
parts. The teacher will display unfilled flowers on the board to have students copy how to
glue flowers, stems, and leaves together. The teacher will then let students know today
we will be learning multiples of eight!

Lesson development (activities, procedures):

(3 minutes)
1. To begin the lesson the teacher will draw a copy of the already pre-cut flowers on the
board having 12 small petals all the way round on the inside of the flowers center with 12
larger petals that aline with the small petals all the way around on the outside. In the
center of the flower, students write “8.”
( 6 minutes)
2. Then on the small 12 petals on the inside of the flower have students write one through
12 on each of the petals, starting at the top with one. On the larger petals on the outside
have students each write products of eight that are multiplied by the factor of the number
in the smaller petle below. Students will follow along with the teacher on the board to
write in answers.
( 7 minutes)
3. Then after all students have their flowers made they will work with their seat partner to
quiz each other on multiplication facts of eight using their flowers to aid them. The
teacher will inform students to use this time well because she will be splitting them into
teams to verse each other in game to see who knows their multiplication facts of eight
best!
( 3minutes)
4. Then the teacher will count the students off by two and tell them to remember their
number as they walk down to the resource room.
( 15 minutes)
5. In the resource room the teacher will have the game already set up of ten holo-hops on
the ground in a winding snake pattern. The teacher will tell team one to go to one end to
start, while team two goes to the opposite side. The teacher will instruct students that One
student from each team goes at a time. I tell my students 1 person from your team on the
playing board at a time. Students must jump into each hoop to move across the board.
 Their goal is to make it to another team's side to earn a point. As the student is jumping,
they can come head to head with another student. These 2 students then pick up the flash
multiplication of eight cards on the ground in their hula-hoop and hold them up to each
other. Whoever says the other multiplication fact faster than the other wins! The winner
gets to keep jumping. The student that loses then steps out of the hoop and runs back to
their team. As soon as a student steps out of a hoop (off the playing board) the next
person on their team can begin. The same happens if a student makes it to another team's
side that student steps out of the hoop (which allows their next teammate to begin) they
then can get a point for their team. (Assessment 2)

Evidence of differentiated instruction (content, process, product, or learning environment)

None.

Closure (summary)
At the end of the game the teacher will declare the winner of the game and have students line up
quietly and walk back to the classroom. Back in the classroom the teacher will have students
transition to a more calmer mindset by doing some stretches before reading.

Assessment/evaluation
1. Students will be assessed formally on their timed multiplications of six tests to solve as
many multiplication facts fluently in three minutes. This assessment will take place in the
introduction of the lesson.

2. Students will be informally assessed on answers during hula-hoop multiplication game of

eights.

Modifications or accommodations
1. An accommodation will be given to Austin who with a diagnosis of autism and Kaylee
with a diagnosis of learning disability will have an extended time of four minutes to
complete timed multiplication of six tests.

Self-evaluation
 These lessons were so much fun to do with my students and got their extra energy out,
while learning teamwork and math multiplication facts. Students are making great progress in
learning their math facts, which is making me very proud of them. Allowing students some time
to practice eight facts was a good decision to help them become familiar with them. During the
game the repetitive practice really helped speed up their answers by remembering facts. Also,
during the game I decided to add a twist to get students' excitement back up and add some
variety by having students do other physical moves to go through the hula-hoops besides
hopping. For example, I had them jump on one leg, crab crawl, frog hop, and bear crawl. This
was a fun way to keep students engaged and have fun while competing against each other.
There is not much I would improve for this lesson in the future other than to keep
working on my students' attitude about competing against each other. My students can get over
competitive and be rude to each other, so this time my co-op and I decided to not keep score and
just let students compete for fun. I only had to warn students once about their attitudes and after
that they stepped up a lot. I am very proud of this lesson and my students.

Cooperating Teacher Approval ________________________________________ Date

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