Lesson plan 1: The Doorbell Rang

 
 
Big Idea: Understand that division is breaking a big group into smaller groups  
 
I can statement or student objective: 
I can move different amounts of cookies into equal groups, so that I can perform basic division.  
 
Launch: “we will be reading the book, The Doorbell Rang. When looking at the book what are some
predictions we can make? I will then have students turn and discuss with each other. This book is a story
about Sam and Victoria who sit down to have some fresh cookies. But they have some friends show up
and they must figure out how many cookies each of them can have. It is a very fun book that will help tie
into our math lesson for today.  Make sure that we are all paying close attention to what is happening in
the story.” *Read the story* I will read the entire book but slowly page by page as the students fill
out their cookie math sheet. “Okay guys we will be reading the book now please follow along with your
worksheet as I read the story.” Introduce the worksheet that goes along with the reading. “Friends, make
sure we are following along on the worksheet that I will have Bobby hand out. This worksheet will follow
along with the book.” The students should be filling in the worksheet as I read the book. “After looking at
the last page we know that with two people they get 6 cookies each, what will your math sentence say?”
“The students will say twelve divided by 2 equals six.” “Good! Now they have 2 more friends join them
and we know they get 3 cookies each, what will your math sentence look like now?”
Think Pair Share: Have students talk to a neighbor. The students will say “twelve divided by 4 equals
3.” “Good! There are some new visitors, if there are 6 children now and we know they each get 2 cookies
each, what will your math sentence look like?” The students will say “twelve divided by six equals 2”
“Good! Now with our newest visitors there are twelve friends in the kitchen and we know that they each
get one cookie, what will the math sentence look like now?” the students will say “twelve divided by
twelve equals one.” “Grandma has brought more cookies! There are some more questions further down
the sheet that I would like you to do on your own. When you are done we will discuss what we just
learned.”
 
 What are some things we learned or noticed that happened in the book?  
 “I noticed that the people share the cookies, and it always adds up to 12.” 
 “I saw that more and more people came to ring the doorbell, but we always had enough
cookies for everyone to at least have one.”  
 “How many cookies do we have?” the students will then respond by saying “12”.
 Whole Group Response: “Good class. How many people are at the door? Once you have the
answer hold up that many fingers!” the students respond and put up three fingers. “If there are
three people at the door, how many groups of cookies are we making?” I would hope that at this
point the students would say three. “Great job Jonny! 
  
 
 
 
 “Now that we have done the work sheet for 12 cookies, I am getting a
little hungrier, should we try using more cookies?”  
 “Let's try using 18 cookies and 24 cookies.” “Go back to your original partner
and make sure you have a total of 24 cookie cutouts.” Let’s try finishing the rest of the
worksheet using 18 and 24 cookies.”  
 
 
Explore:  Students work in partners or small groups to solve the problem.  There should be multiple
solutions or multiple ways to solve the problem. 
 
 Cooperative Learning- 
 Individual accountability: Students will have their answers on their own piece
of paper
 Group Goal: The group goal is to finish the cookie sheet in the time given which
will be the amount of time it takes me to read the book plus an extra 5 mins.
 
 Key Questions:  
o Clarifying- “What does equal mean?”  “How can you make groups?”  
o Eliciting- How many cookies do we have in total? What are we trying to
figure out? 
o Extending- “What would you do if 2 students came to the door and rang
the bell? How many groups of cookies do we need if 7 children rang the
bell?” 
 
 Assessment:  This is what you will be looking for in the lesson to show what the
students understand.  
 
o Division number sentence construction 
o Repeated subtraction method 
o Multiples of 12 
o Manipulatives 
o Repeated subtraction 
o Multiplication 
o Number sentence 
 
 
Summarize:  Teacher guided discussion of the key math concepts from the problem.  Students share
what they learned and are actively involved in the summary. 
 
“What are some different ways 18 and 24 can be broken into groups?”  
*Call on students to answer*… “Now that we have seen that 1,2,3,6,9,18 go into 18 and that,
1,2,3,4,6,8,12,24 go into 24 cookies. Remember as the number of people goes up, the number of cookies
per person goes down. Now what were some different ways you guys found these answers?” Students
will respond by saying “multiplying, making groups and using the pictures.” Then I will draw some
examples on the board. The first one will be with pictures and I will show that on the board. I will then
ask the students “why did they draw this?” The students will respond with “so that they could see how
many cookies each person gets.” “Good now lets look at grouping.” I will then breakit down and draw
groups of 3 groups of six. Then I will ask “What does each group represent?” The students will say “each
group represents one person” Then I will ask “What do the circles in the groups represent.” The students
respond with “the circles represent cookies.” “Good job! So what does the information you have tell
you?” They will say “It tells us if there are 18 cookies and only 3 people each person gets 6 cookies.”
“Now how are these two strategies alike?” Students: “they both get the same answer and you can see all
of the cookies” “Good job guys, now how are they different?” Students: “Because the first one uses
pictures of the cookies and this one they made groups to see their answer” Now I will write out a
multiplication problem on the board 3x6=18. “Ok guys, what can we tell about this problem” Students:
“its multiplication.” “That’s right! So what do you think the three stands for?” Students: “The number of
people.” “Awesome, now what do you think 18 represents?” Students: “The total number of cookies.”
“That’s right! So now what do we think the 6 stands for?” Students: “The number of cookies each person
gets.” “Now that we know what all the numbers stand for what does the equation mean?” Think Pair
Share: Have students talk to a neighbor. Students: “The problem says that if you have 3 people and they
each have 6 cookies there are 18 cookies all together.” “That right, good job everyone. Now how is this
strategy and the last one similar?” Students: “They both showed 3 groups of six with a total of 18
cookies.” “Alright how are they different?” Students: “The last one shows the groups of cookies with
circles and this one shows the groups with numbers.” “That was awesome, good job guys!”

“Alright class my question for you is, do all three of these solutions work?”  
Thomas says, “I think that they all work, because all three methods got the same answer”  
“Does everyone agree with Thomas that these methods work?” 
Class replies, “yes.”  
 
*think/pair/share* - “Now everybody takes a moment to think inside your head about what we did with
the cookies and how it was different each time the number of cookies got higher. And the amount of
people changed.”  
- “Okay Second graders, now turn to the person to your right, I want you to talk about what you all
thought about and how these numbers changed.” Minute or two to think about the changes of numbers
and the correlations.  
- “Now let's all focus on what we talked about. Okay Lexi, what did you and your partner talk about
during your pairing time.” Lexi says, “we noticed that when the number of people went up the number of
cookies per person went down.”  
“Did anyone else see the same thing Lexi and Janelle did?” *Children respond yes*  
“Did anyone notice anything else?”  
-Johnny says, “I noticed that when the number of cookies went up the number of people went down.”  
“I noticed that as well Jonny, good job!”  
At this point I will talk to the students about what is going on and tell them the similarities and
differences between the strategies. I will then model both again and inform the children to do what they
feel most comfortable with.  
Students will demonstrate an understanding of multiplication and division strategies and concepts for
multiples in 12,18, and 24 through using these strategies and finding solutions to dividing these numbers
into equal groups.  
 
“What did we learn how to do today?” 
“I learned how to break up groups into equal smaller parts.”  
 
Whole Group Response- “What are we doing when we break a big group into smaller equal groups?”
“We are learning how to divide” 
 
“That’s right, we are learning the process of division.”  
 
Evaluation: Cookie Math Sheet 
 
Accommodations: 
 Enrichment:  What are you going to do to stretch the thinking of the students who
already understand?  It should not be more work, but deeper work.  
o I will have the students complete a sheet that is the same as the cookie math sheet
using 36 and 48 cookies so that they can understand how to write a division sentence
and use a repetition strategy to help build on this skill and deepen their knowledge of
division through bigger numbers of cookies. There will be an attachment of the
cookie sheet that they will originally complete. And the advanced worksheet will be
attached below. 
 
 Remediation:  What are you going to do to help those who struggle?  Some examples are
smaller numbers, shorter assignments, work with a partner, use manipulatives, use a graphic
organizer. 
o  I will work with a smaller group starting on using 15 cookies and trying to show
a little extra help with their skills. This will help students understand because it is a
smaller number and easier to work with while I help them. If this is still too much, I
will go off a smaller multiple. Use 6 rather than 12 or 15. Or partner someone with a
slightly higher skill level to help aid the needs of the child who is struggling.  This
 will help students who are more confused, I will have them show me what they are
doing and work with them in a small group to help them with the different strategies
to solve this. Hopefully by the end of the week they will meet the expectations of this
assignment. Another thing I will use is making boxes for the students to put their
cookies into. This will make things more visual so they can understand more about
organizing their groups, helping to learn more visually through seeing the groups.  
 
Cookies  People at door Cookies per person 
 
 

÷ = 
36  6  6 

 
= 
36      12 

÷ = 
36     

 
= 
    18  2 

÷ = 
48  6   

 
= 
48      6 
 ÷ = 
48    1 

Lesson Plan 2: Counting Crocodiles

Big Idea: Understand that counting is adding one to each number

I can statement: I can move crocodile cut outs and/or use my fingers so that, I can count to 20.

Launch:

“Today we will be reading the book, Counting Crocodiles. I really enjoy reading this book, and it will be a
helpful too for us as we continue our counting skills for math. * read Counting Crocodiles * “Now that
we have finished reading this book I am going to have Danny my paper passer for the week hand out our
class worksheet.” “Alright math students, now I am going to go through the worksheet we have here.”
This Lesson plan goes along with our reading from today so I hope everyone was paying attention.”

Counting Crocodiles

= ___________ Crocodiles

___________ Crocodiles

= ___________ Crocodiles
 = ___________ Crocodiles

= ___________ Crocodiles

= ___________ Crocodiles

= ___________ Crocodiles

= ___________ Crocodiles

“what are a few things we learned from our book today?”

 Kids Answer, “I saw that it started with one crocodile, and then there was more crocodiles at
the end.”
 “I was able to see that there were more crocodiles each time we turned the page.”

State a question- “how do we know how many crocodiles we have in the picture of the book?” (in this
scenario I would ask the students how many fingers they have as we can use their fingers as a tool for
counting.”
Think Pair Share: Ask and check for pre-knowledge- “Do you know how many fingers are on one hand?
How many fingers do you have in total? Turn and talk to a partner.”

Whole Group Response: “what is the highest number we can use with our fingers? The students will
respond with, “10”. Do we all agree on 10? (could be exceptions).

Example- At this point I will show the students a picture of any number of crocodiles in it and model
how to do find the amount of crocodiles, I point at each crocodile and call out, “one, two, three, four
crocodiles.”

“I think this is too easy for your stellar math students, I think we need to have more of a challenge, go
to your Wednesday partner when I say to. You two are going to work together to count using your
crocodile cutouts and your fingers.”

“now class, if you have your 10 crocodiles and your math friend’s 10 crocodiles how many crocodiles
do we have total? Does any one knows? “…..” “well class we would have, 20 crocodiles together.’

EXPLORE: Students will work with a partner to solve the problems and get through the worksheet.
Students will be able to learn to count with their crocodile cutouts, or with their fingers, I will encourage
students to do both.

Grouping: I will Groups students with our math partners we have for the week that I will assign each
week. “alright kiddos, go find your math partner from this week. This should be done in under a minute
and then I want quiet voices.” *finding their partners* “alright now that we are in our groups and ready
to learn, we need our group roles. Discuss amongst yourselves what role you will be taking in the group.
And finally, remember to use your partners as a learning tool, if you don’t understand something they
may be able to help. Ask questions and work through these problems.”

Cooperative learning: Students will be able to work together, this will allow the students the ability to
ask one another for clarification as well a use their partner as a tool to help understand. “today while
we are working with our groups or partners I want you mathletes to talk to one another explain to
your partner why you are doing what you did, this will help both of you understand what we are
doing and help make sense of our procedures.” “if you and your partners hit a road block along the
way raise your hand I will be come help if you are having a little trouble.”

Individual Accountability- “your individual accountability will be to carry out the role you have
selected amongst your partner or group and hold yourself to do your job and help motivate your team
to work through these problems I gave you on the sheet.”

Group goal: “your groups goal should be to get this worksheet done in time so we can talk about this
as a group.”

Key Questions:

 Clarifying : “what two resources can we use to help with our counting?” “How many
numbers do we go up each time when counting?”
  Eliciting: “how many total crocodiles do you have?” “what is the purpose of our
crocodiles.”
 Extending: “what can we count to if we use you and your partners crocodiles?” “what
number do we start at?” “what is the first number?”

Assessment: I will hand out the Counting crocodiles extension sheet. I will give students ample time to
complete this sheet that is dealing with counting. As students finish I will have them bring me their sheet
and I will checkoff and look understanding. If there is clarifying that needs to be done I will have check to
see if they rushed through it or if we need a little extra work on things.

 Use the Counting Crocodiles worksheet to check for understanding of counting

 One to one Correspondence
 Use of manipulatives to help with counting.
 Repeated addition of 1

Summarize: I will guide the discussion while letting the students speak about their findings and the
things they learned.

“what were some different things you guys noticed about counting crocodiles?” Students answer with
different methods (using crocodiles and moving them to count. Using fingers to count to ten, counting is
addition of 1 every time). “Great work students, you guys really have a good idea of what we were
working on today.” I would then say, “Do we think all of these are good methods of counting?” “I think
these are all good ways to do counting. But I think it is easiest to move the crocodiles” said Gavin. “did
you all think that using crocodile counters was easiest?” “no, I think it helped me to use my fingers” said
Trisha.

“There is a bit of a difference between them however, do they both work?” the class responds, “yes.” I
say, “very good class these are good methods for counting when you get stuck. Counting is the building
blocks of mathematics so make sure to keep these methods up here in your brain so u can use them
when u need them.”

Think Pair Share “now everyone take time to think about what happened each time we went to the next
number. And what change was made each time we went to the next digit.” *give time to think*

“now kindergartners, lets turn around and find a partner or two to talk to. Does everyone have a partner
or 2? Okay now let’s talk about our thoughts to our partners and be ready to gather you ideas we will be
sharing our ideas with the class shortly after.” *give the students a couple minutes to get thoughts
together*

“Now let’s think about what we all talked about in our groups. Jada, what did you and your partner
notice about counting?”

Jada says, “me and Greg noticed that when we counted to 10 we went up by one number each time.”

“good job Jada and Greg! Did anyone else discuss this in their groups? Give me a silent signal if you
also talked about this.” *scan room to check for common knowledge* “did anyone notice something
other than this?”
Jim says, “I noticed that once we get to 10 it goes back to 1 all the way to 9 again when we write these
numbers.”

“Jim you must have really been paying attention, good work, you must have noticed this when you
and your partner used both of your Crocodile cutouts.”

At this point in the lesson I will talk to the students about the different ways we can count and the
different strategies and learning objectives we have for counting. I will then model these strategies for
the students again using larger number building on Jim’s discovery. I will use counters or cutouts to help
show and model this lesson.

“what did we learn to do today?”

“I learned to use cutouts to help me with counting.” “I learned to use my fingers and the crocodiles to
count to 10.” Dustin says, “My partner and I learned to count to 20 when we both used our crocodile
cutouts.”

Whole Group Response: “alright class I want you all to answer, what are we doing when we move our
crocodiles in to a pile or into a line?”

The class says as a whole, “Counting!”

Evaluation: Individual assignment to help check for understanding.

For this lesson I will have the students make sure their class work is done, and that their counting
crocodile sheet is turned in. I will look over this to see if the student’s did a good job of this and worked
well with their partners. I will have a new worksheet due for homework that the students will use their
cutouts or other manipulatives they can find at home to find for counters. The new sheet will go up to
20 and they will complete this at home with their own counters. The sheet will have different animals
and will have a different amount for them the do this sheet is the ZOO Count Me. This ZOO sheet is set
up the same as the Counting Crocodiles sheet however there are different animals and has different
values.

ZOO Count Me

= __________ Monkeys
 = __________ Tigers

= __________ Monkeys

= __________ Elephants

=____________ Tigers

= ____________ Birds

Accommodations:

Enrichment- for the enrichment I will have the students work on counting by dumping out some
counters and practice their counting skills. This can be done as an independent activity or done with a
partner.

Remediation- For remediation I will have a separate group come to work with me and we will model on
the table one-to-one correspondence and making a line of our cut outs to help organize our counters to
help us. This will be an important thought to have organization to help students be able to see a group
and recognize how many shapes, counters, or crocodiles they have. This will help the students physically
and visually see the counting happen in front of them.

Lesson Plan 3: A Very Improbable Story

Big Idea: Understand that probability is using fractions decimals and percentages of data to show how
often something may happen.

I can: I can understand charts and pictures so that I can determine the likelihood of something to
happen.

Launch: “good morning class, today we will be starting our day by reading one of my favorite books, A
Very Improbable Story this book will lead us into our math lesson today dealing with probability.”
*Read the book* Introduce the worksheet that ties along with the story that I read the class. “Alright
friends, I will be coming around to hand out the Improbable Story worksheet, after I hand this out make
sure your eyes and ears are on me, so you know what to do when we break into work time.” Introduce
the problem that will be solved, using data or situations to find probability. (do not solve it for them).

 Think Pair Share: “What are some things we noticed that happened in the book? Turn and talk
to your partner.”(after a couple mins) “Ok guys what did we notice?”
- I noticed that Ethan and Odds were able to find chance in his cereal, and when
Ethan picked his socks?
- I noticed that Ethan used the fractions for his soccer game.

“If I hit a homerun 1 time every three times I got up to bat what are my chances of hitting a homerun?
What number goes on tops and what number goes on the bottom?”

-Check for Pre-knowledge- (what do we know about fractions? What do they tell us? How can they
work for probability?)

- Whole Group Response: “How many homeruns were hit? When you have the
answer put up that many fingers.” students respond by putting up one finger. Then
I ask, “how many totals at bats did I have?” they respond, “three.” Next, I would
pose the question to the students, “what would our probability ratio be?” I would
now look for students to say that the odds are 1:3 at bats. “Did anyone else find a 1
to 3 ratio for this as well?”

- At this time, I will create an example problem so the students can see how to fill out
the work sheet. I show that they fill out the number of goals Ethan made in total,
the number of shot attempts he had all together. Making this an easier example
making 1 goal and attempting 10.
 - “Ethan had a very good game and won MVP award of the championship game, he
made 4 goals in 16 attempts.” “Let’s try to find the ratio for some different stats
that Ethan had throughout the year.”

Explore: Students work in partners or small groups to solve the problem. There should be multiple
solutions or multiple ways to solve the problem.

 How will students be grouped? For grouping today, I will number students off
to put them in groups of three or four, I think this lesson is a great time to have
larger groups to help talk amongst the group to help find clarification through
partners. “I’m going to number you guys off by fours each corner of the room
will be a different group. *number them off* Now go to find your groups and
decide on our roles, this should be done in under a minute.”
 Cooperative learning- this is an important part of groups for this lesson the
students will have their group members to help find out and teach each other
how to find probability ratios. “as we are in groups I want you guys to discuss
what we are finding and how you guys are doing this, maybe this more than one
way to find these answers or different methods as to what you are looking for.”
 Individual accountability- “your job today is to talk with your team and help to
answer questions and ask questions about what we are doing today.”
 Group goal- “your group goal is to finish this sheet with your group while having
a good discussion with your math team members on how to solve these
problems.”

 Key Questions:
o Clarifying- “what is a ratio?” “how do you find percentages”
o Eliciting - “how many total shots did Ethan have?” “how many shots
did Ethan make?”
o Extending- “can we find out who has a better chance of making a shot
if we have 2 sets of data?”

Assessment:

I will hand out the new worksheet for the students. I will give them time in class to complete this shorter
worksheet by themselves. They can use their worksheet from earlier to reference how to work through
the process of probability.

o Use Improbable story worksheet to help write ratios

o Construction of ratios and probability
o Use datasets and information to find information
o Use information to found to understand what is likely to happen
Summarize: I will guide the discussion while letting the students speak about their findings and the
things they learned.

“what are some things that can be found using probability?” students answer “we can find the
likelihood of an event or something happening.” Good what else can you find? “you can use it to see if
doing one thing is better than another.”

“good answers, probability does a lot of good things for us as humans, it is a very useful tool and is used
in everyday life.” “what strategies di you guys find when doing your work?”

Toby says, “I always took the number of shots that Ethan made and put them on the top.” That does
work in this situation that’s a good method for this situation. “what if I asked you guys the probability
that Ethan would miss the shot?”

Jessica says, “would the numbers flip?” I say, “Good job Jessica, I hope you all heard what Jessica said
because there may be some of these questions on your homework.”

Think Pair Share-

“everyone take this time to think to yourself, about what we did today. How did we find
probability ratios and what we use them for.” Give about a minute for thinking
“okay now turn to your left and discuss what you thought about. Ready, go!” give time to
discuss with partner.
“now what did you and your partner talk about?” “Dexter what did you and Samantha talk
about?”
“we said that probability is useful to find things that relate to real life and comparing items using
stats. I play sports and I noticed that these things can be used in deciding who should play.”
Does anyone have something to say about how we find these? “we use the data and use it to
decide on a ratio, then we use the ratio to see if something is good or bad.”
At this time, I will explain to the students the many important uses of probability and how it can
be used in many different situations and constructed in many different ways.
Students will be able to show understanding of probability by finding the ratios of certain data
sets and information that is given to them.
Whole Group Response: “what did we learn today? Talk amongst yourselves and discuss the
answer when You have the answer I will count to three and you will all respond. 1…. 2…. 3…..”
“We learned how to find probability ratios. And what they mean.”
“what are we looking for when finding probability?”
“we are finding how often something may happen or the chance that it will happen.”
“that’s a good observation, yes we are learning probability and that it can be used to find the
odds of something happening or the chance it might possibly happen.”

Evaluation:
For this section I will have the students complete their worksheets and turn them in to me.
When the students turn these in I will grade them and check to see if the students are
understanding the concepts that were being taught. The students that understand what is going
on will move on the more challenging problems where students will work to lower and reduce
the odds further (ie. 4/20 to 1/5 or use higher numbers). Students who are struggling will work
with me on similar problems with a little more instruction.
I will have students work on a worksheet that is structured the same as the initial worksheet
however it uses different problems and extends on the thoughts of what was learned in class.
The work sheet will be this:

Enrichment: For enrichment I will have students think about things in their life that they can
relate to their life for probability similar to what the book did bringing in ideas from everyday
life.
Remediation- for remediation I will have the students work with smaller number of attempts
and smaller ratios. I think this will allow the students to see the importance of probability and
get a better fell for the use of probability in mathematics and everyday life.
 Lesson Plan 4: 7x9=Trouble

Big Idea: Understand that multiplication is repeated addition

I can statement: I can add groups repeated to solve multiplication problems.

Launch: “for our lesson today we will be reading 7x9=Trouble this is a good story to help us with
our objective and lessons for the day.” *read the reading* introduce the worksheet for the
lesson, 7x9 worksheet. “everybody make sure they get the sheet I’m about to go over right
now.” Introduce problem to be solved (make equal groups to show knowledge of
multiplication).

o Think Pair Share: “What are some things we noticed about the story today? Turn and
talk to a partner then raise your hand.”
 I noticed that they talked about multiplication tests
 I noticed the tests about multiplication ad all the talk about using multiplication
o “how can we make equal groups to add up to 12?”
 I would say, “if we have four groups and there are twelve total people how
many people are in each group?”
o Check for pre-knowledge:
 Whole Group Response: “if we have 6 groups of 3, how many groups do we
have, and how many are in each group? With a show of fingers how many how
many groups do we have?” They will hold up six fingers. “Good now how many
are in each group hold up that many fingers.” Students will hold up 3 fingers.
(this is to check for understanding of how to set up multiplication problems. I
hope the students will be able to set up the groups and how many in each group
based off of me saying this and understanding it. “there are 6 groups, and 3 in
each group.” Even though it is universal this will help for understanding the way
to read problems in the future.
 I would now model a problem so the students understand the grouping idea and
how to read problems and then record it on their worksheet.

o “now that I tried modeled a problem or two let’s move on and do some different more
challenging multiplication facts.”
Explore: Students work in partners or small groups to solve the problem. There should be multiple
solutions or multiple ways to solve the problem.

 Grouping students- Students will be grouped using pairs or small groups. “Alright class,
what we are going to do is break into small groups of 3 or 4 per group. We are going to
work with our partners on our worksheets.”
 Cooperative learning- “for cooperative learning we will be using our partners to
collaborate on our ideas. This will be helpful for all of us to talk about our thinking and
what we are doing as we work through the problems I have on the sheet for you.”
 Individual accountability- for this is will have students have role and things that are
asked of them to stay on task and understand there thinking and what they are doing.
“make sure you are working with your group and working on your tasks, today we will
be sharing our problems with the class and what how we solved the problems.”
 Group goal: “the group goal is to help each other on the worksheet and have a good
conversation about what we are learning, as well as working to finish the sheet if
possible.”

Key questions:

 Clarifying- “what is equal?” “how do we form groups?”

 Eliciting - “how many groups will we need?” how many will be in each group?
 Extending- if we have a total of 24 counters can you find a way to make a multiplication
sentence for this?

Assessment- This is what you will be looking for in the lesson to show what the students understand.

X =
X =
 X =

X =

X =

X =

I will give students time to work on this sheet, they will be able to use counters or manipulatives to find
groups and create repeated addition. As students finish up I will have them give me the assignment. I
will take this time to check for the student’s skills and knowledge of the concepts we are learning.
  Use the sheet to check for understanding of basic multiplication
 Use the sheet to create groups
 Show use of repeated addition
 Use to find factors of different numbers

Summarize- Teacher guided discussion of the key math concepts from the problem. Students share
what they learned and are actively involved in the summary.

“what are some ways we can use 18 counters to make a multiplication number sentence?”
students will respond saying, “we can make even groups and then use the groups to create a
multiplication sentence.” Catie says, “we can use the counters and count them out move them one at a
time until we have even groups and then decide what the answer is.” I say, “those are both very good
ideas and they both work, which ever one helps most and is easiest for you, is a great strategy.”

Think Pair Share- “Take a moment to think to yourself what strategy works best for you.” *45 seconds*
“okay now share with a partner which strategy you like best and why it helps to make equal groups and
write sentences.” Give more time to students. “okay now does anyone want to share their ideas?”
Zander, says “I like to make equal groups first rather than moving them one-by-one because its faster.
“thank you, Zander, anyone else?” Rose says she likes to one them one by one into a group because she
can see how they line up better and its easier to see equal groups.
I will now tell the students the difference they were acknowledging and how both strategies are good as
long as we are able to find the right answer speed isn’t necessarily essential yet.

Whole Group Response- “what have we learned today class? Discuss with everyone and come up with
an answer when I count to three everyone say the answer. 1…. 2…. 3….”
“We learned how to make even groups and write a multiplication problem from them.”
“what do we do with these groups to make them work?”
“we make sure they are even groups or they wont work.”
“Good job! We are learning to do multiplication through making groups and adding the groups
together.”

Evaluation:

I will have the students finish their worksheets. This will help me see if the students are doing their work
properly and if they are understanding the concepts. The students that understand this will move on
and have time to work with a partner and use their counters to make more multiplication facts. The
students who struggle will work with me and I can work with them to help them better understand what
parts they are missing. I will also have the students complete a similar worksheet to the one they
worked on in class with less problems to do on their own to make sure we learned what was needed. If
they need a little extra work we can use this to help show that. I will assign a quiz at the end of the week
going over some more of these problems and some clarifying questions as well.
The worksheet will look like this:
Accommodations:
Enrichment: I will have the students use counters and create new multiplication facts though breaking
their counters into equal groups and using groups and adding the equivalent to it each time. They will be
able to do this alone or with a partner, I will have them record the different multiplication facts they find
and how many counters are in the groups.
Remediation: For this area I will work with a group of struggling students who need a little extra help to
make sense of this. I will likely use smaller groups of facts like 2x2 then work my way up to using higher
digits. I believe slowly guiding these students into showing them how multiplication works is an easy
way to check for understanding then build on it to extend the understanding and knowledge of the
topic.

Lesson Plan 5: How Long or How Wide

Big Idea: Understand that measurement can be used to find how long, tall, wide, short something is.

I can statement: I can use units of measurement to see the size of something.

Launch: “today we will be reading the book, How Long or How Wide. This book will give us some
background information for our math learning today. *read the story* “make sure we have our listening
ears on so you can follow along the worksheet I will be going over. This worksheet will relate to the
ideas that we are talking about in the story.” Introduce the problem (use a ruler to find measurement of
different items).

 Think Pair Share- “What are some things that were talked about in the story today?
Turn and talk to a partner then raise your hand.”
o “they said a foot is 12 inches”
o “A ruler is a foot long.”

Whole Group Response- “how can we figure out how long or tall something is? Turn and talk with the
whole group and when I count to three everyone say it together. 1… 2… 3…”

“measure it.”

“where do we start our measurement on the ruler?” (pre-knowledge check).

“remind me class how many inches are in a foot? How many inches are on a ruler?” they will
respond saying, “12” good job class, does everyone agree we have 12 inches on a ruler and we start our
measurements at zero?” quietly nod your head if you agree.

I would now create a problem and show the kids how to do the worksheet fill it out and work
through the problems. I show them that the need to start at the first part of the object and go all the
way to the end to mark down the measurement.
 “Now that we went over the measurements, I want you to try this on your own and figure out
the measurements that are on the sheet. Let’s try to finish the remaining parts of this worksheet using
what you know and working with your partner.”

Explore: Students work in partners or small groups to solve the problem. There should be multiple
solutions or multiple ways to solve the problem.
 Grouping: Students will be paired up with students that share similar skill levels to work
with each other and help them communicate and be on the same level. The students
will help to motivate each other and show support when it is needed. “now let’s find our
math partners I have assigned for you to work with. This should take less than a
minute.”
 Cooperative learning: Students will use their partners to motivate each other and to
talk and communicate about the work they are assigned. “make sure to use your
partner for help, and to talk about what you may be missing, if you and your partner
need help raise you hand and I will come help.”
 Individual accountability: Your individual accountability is to help motivate your
partner on this assignment, and to get this work completed.
 Group Goal: your group goal is to complete this worksheet with your partner and to be
able to share what you learned.

Key Questions:

 Clarifying: “what are we trying to find?” “where do we start out measurement?”

 Eliciting: “how do you use your materials?” “what part of the ruler tells us the size?”
 Extending: “How many feet are in a yard?” “what can we do if the object is bigger than
your ruler?”

Assessment: Students work in partners or small groups to solve the problem. There should be multiple
solutions or multiple ways to solve the problem.

Worksheet for measurement in class.

  I will now hand out the worksheets to the students. This will be to help the students
practice their skills and monitor their learning. Students will be using their rulers or cut
out cut out rulers to find initial measurements. After I will have the students turn in
their sheets so I can check in on their work.
o Use rulers
o Show knowledge of measurement skills
o Use inches and feet
o Use how long or how wide sheet to show understanding of measurement
concepts

Summarize: Teacher guided discussion of the key math concepts from the problem. Students share
what they learned and are actively involved in the summary.

“what are some things we noticed when measuring the different items for this worksheet?”
Calls on students to answer… “those are good ideas, I’m glad you made sure to use zero on your ruler,
and it is very important to use these strategies for measuring.” And then I check for clarification, Whole
Group Response- “does everyone agree on these strategies? If you do put your hand on your heart.
Were there other strategiesor techniques you used?”

Think Pair Share- “I want everyone to take some time to think to yourself about how you were able to
find and use measurement, think quietly for about a minute.” “okay now that you have thought about
that, I want you to turn to your partner and tell share your thoughts.” One to two minutes…. “okay
everyone, now what was talked about in your discussion with your partners?” Jonathan says, “I was
able to use my ruler to find out the length and height of different things.” “good did anyone talk about
anything else? What strategies would I need to know if I wanted to use my ruler?” Quinn says, “you
would need to know how to use the ruler, start it at zero and then find where the object ends on the
ruler and that is your measurement.” “good job Quinn and Jonathan. These are both very good
observations and ides to talk about!”

I will now talk to the students about clarifying the use of our tools, rulers, yard sticks, etc. I will then
make sure they know by having someone show the class the discovery or have them model the idea of
making a measurement. This will help them to fully grasp the idea before moving into the next portion.

“What did we learn today?”

“I learned how to measure using our cutout tools and our class rulers.”

“I learned that there are 12 inches in a foot.”

“these are both very good learning tools and ideas to have!” “what are we learning when we use our
rulers or yard sticks?”

“we are learning to measure things.” “Very good, we are learning to find measurements of objects
using our tools and our knowledge.”

Evaluation: This is an individual assignment that is separate from what was done during the lesson.
Some examples might be homework, quiz, journal, performance assessment, etc.
I will have to students finish their worksheet, this will allow me to see what the students may need work
on or what they are doing well on. The Students who are excelling in this regard may move on to some
extensive work that will help them to think deeper in their learning. Whereas, the students struggling
will get a little extra instruction to help point the mand steer them in the right direction. I will work with
the group who is struggling to give them a little extra tune up and work out any problems areas they
may have with the assigned work.

I will now have the kids work on a new sheet with things that they can measure in class that may not be
on the sheet of paper and I will go through it with them tomorrow. I will have them measure things like
unsharpened pencils, their book bags, a certain textbook. This worksheet is a measurement scavenger
hunt that can be done alone or with a partner, this is a good activity to have students move around the
room while also accomplishing a task.

Classroom Measurement Scavenger Hunt

Object: Length: Height:

Unsharpened pencil

_______ Inches _______ Inches

Backpack

_______ Inches _______ Inches

Math book

_______ Inches _______ Inches

 Desk

_______ Inches _______ Inches

Accommodations:

Enrichment: The students who are understanding this topic well will be able to find measurement fairly
easy. The students who have this skill will be able to expand their knowledge by finding objects around
the room and even at home to measure and record, this could be a homework assignment or it could be
done for the students to pass time while I am working with a separate group.

Remediation: students who are struggling and need a little extra guidance will be able to have time to
work with me. I will work with the students going step by step to ensure they use the tolls correctly to
help them find the answers for this. I will have the students do a little extra practice to help them, these
problems will likely all end on an inch line so there is no room for confusion.