STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Alexis Bing Grade: 3rd Topic: Fact Fluency

Students will demonstrate fact fluency with multiplication facts by playing
Brief Lesson Description:
educational games. Games are a great way to develop fluency because they are fun, repetitive, increase
student involvement, communication skills, and does not rely on memorization but strategies.
Specific Learning Outcomes:
Students will be able to multiply facts of 0, 1, 2, 5, and 10.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson employs culturally sustained pedagogical strategies because it allows students to prior knowledge of addition facts they’ve
learned. Students can make connections using everyday objects. Students of all races and gender can complete this lesson. It is something
that could be useful to all students. Students can make connections outside of the school.
Narrative / Background Information
Prior Student Knowledge:
The students must know:
(1.1d) how to count forward orally by ones, twos, fives, and tens to determine the total number of objects
to 110.
(1.7a) how to recognize and describe with fluency part-whole relationships for numbers up to 10; and
(1.7b) demonstrate fluency with addition and subtraction within 10.
https://www.doe.virginia.gov/home/showpublisheddocument/3086/637982466018970000

(2.2a) how to count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10.
https://www.doe.virginia.gov/home/showpublisheddocument/3090/637982466028030000

and (3.4a) how to represent multiplication and division through 10 × 10, using a variety of approaches and
models.
https://www.doe.virginia.gov/home/showpublisheddocument/3094/637982466036170000

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

SOL 3.4c
demonstrate fluency with
multiplication facts of 0, 1, 2, 5,
and 10;
Specific Problem Solving Strategy being used:
Gaming will be used to problem solve.
3.1 The student will apply develop fluency in adding,
creative thinking to artmaking. a) subtracting, multiplying, and
dividing whole numbers
Use imaginative and expressive
strategies to create works of art.
b) Create work in collaboration
with others.

Possible Preconceptions/Misconceptions:
 Students may confuse addition and multiplication.
 That the product of any number and zero is zero
 Memorization is the only way to develop fact fluency.
 Speed is the way to develop fact fluency.
  There is only one way to do something when in fact there many strategies they can use.
LESSON PLAN – 5-E Model
ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
To access prior knowledge, have students use skip counting in a concrete solution such as counting out their favorite snack. Then
using paint, colored pencils, or markers, students will practice multiplication with arrays. They will fill in charts
with different colors to represent what is being multiplied.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Students will then be able to transition to drawing pictures to represent their multiplication facts

EXPLAIN: Concepts Explained and Vocabulary Defined:

https://www.youtube.com/watch?v=LD4zp8ruvaI

Have students take noes and complete an exit ticket for the video. Answer any questions students might have.

Vocabulary:
-Product
-multiply
-factor
-times
-multiplication table
-row
-array
ELABORATE: Applications and Extensions:
Once students understand the concept, we can start to apply it to games such as “Salute,” a game which is
played with a deck of cards. Students play in groups and apply their knowledge of multiplication facts to
figure out the answers. This will demonstrate if they need more work or if they have mastered the skill.
Teacher will be walking around the room to see how each student is answering the questions.
EVALUATE:

Formative Monitoring (Questioning / Discussion):

For the formative assessment, we’ll continue the games with something such as multiplication Bingo.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

Students will take a quiz at the end of the lesson to demonstrate what they have learned.
Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) For these students, I will use visual and
auditory examples to explain the concepts. Another accommodation is to teach in smaller segments, so they are not receiving too
much information at once.
 ELL The games chosen can be changed so that these learners will be able to participate as well. This is an opportunity for students
to learn different types of games from different cultures and languages.
 Gifted learners Gifted learners can be given an alternative assignment such as creating something that represents their
comprehension of the lesson. A song, a poem, or something of the sorts to demonstrate their comprehension.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
Using the games played, I will evaluate what students have learned and comprehended and see if they need further teaching or if
I need to change the way I approach them.
 Where might/did learners struggle in the lesson?
Students might struggle if they don’t know how to count forward by twos, fives, and tens.
 How can the lesson be strengthened for improved student learning?
The games we play can be catered to specific individuals. If they can relate to or like the game provided, the more likely it will
improve their learning.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
In the same way as improving the student learning, this lesson can be enhanced if it is catered/altered for individuals. Some
students might like to play certain games and other students might like another game based on their background or interests. It is
a simple change that can make sure that all students are included and interested.