Name: ___Gabriella Valencia, Sofania Guerra___ Date: _____02/29/2024______

School: __________________________ Grade: _______3________

Expected Duration: __40-50 minutes___

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to how this lesson fits
into the “big picture” of the students’ long-term learning, which MA framework does the lesson most clearly
address? Select 2 to 3 focal standards that will be key to your instruction and assessment.
● 3.OA.A.1: Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in
five groups of seven objects each.
● 3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares
when 56 objects are partitioned into equal shares of 8 objects each.
● 3.OA.A.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
Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the
student(s) learn and (2) how will they demonstrate that knowledge?
● Students will identify which parts of the word problem represent the number of groups, units per
group, and total units
● Students will write out their answer as a sentence and label it as the number of groups, units per
group, or total units
● Students will create a drawing representing the math problem (array, diagram, etc.)
● Students will write the equation representing the word problem given
Assessment:
● Students will be given multiple problems on a work sheet and have to answer parts a-c for each
question. Part A asks them to label the givens in the problem (groups, units per group, total units) and
identify which they are solving for. Part B asks the student to create a drawing to represent the problem
and solve it. Part C asks the student to write out the multiplication or division equation that goes with
the word problem.
Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and lesson
content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge? Refer to WIDA
and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as cited by Thaashida L. Hutton in Three Tiers
of Vocabulary and Education.

- Groups - sets of something

- If we are splitting money among people, each person represents one group
- Unit - one singular object/part of the set
- When splitting money among people, one dollar would be one unit
- Array - an arrangement of objects, pictures, or numbers in rows and columns
- 3x3 array: * * *
***
***
Assessment: What specific, tangible evidence will show that each student has met this objective?
The handout students will complete tasks in creating arrays and labeling groups/units.
Content: What are the specific details of the lesson’s content knowledge?
The students will be given the lesson objectives and told the standards we will be tackling. From there the
students will be introduced to the first classwide problem we will be solving. After showing students the word
problem, we will introduce them to the 3 vocabulary words and how they are tied to today’s lesson. Going back
to the word problem the students will be given a moment to think about which parts of the problem are given
(what are the groups? What is the number of units per group? What are the total units?). They will also need to
identify what the problem is asking them to solve.
From here, we will show the students how to make an array with the given numbers. The entire class will
draw these in their notebooks and solve them together. After going through this group problem, we will show
students how to display their answer: (A)The problem was asking us to solve for the number of groups. The
answer is 3 students, and each student is one group. B)The problem was asking us to solve for how many units
are in each group. The answer is 4 dollars, and each dollar is one unit. OR C) The problem wanted us to find the
total units. The answer is 12 dollars, and each dollar is one unit.
Finally, the students will write a multiplication sentence that matches the problem. The order will be
number of groups x number of units per group = total units. The students will complete the worksheet that
matches the problem we did altogether.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential vignettes/scenarios,
strategies/methods, as well as step-by-step details that could allow someone else to effectively teach the
lesson and meet the lesson objectives.

Opening (_10_ minutes): How will you introduce the instructional objective to the students, “activate” learners,
pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?

“Good morning class! Today we will be learning how to break down multiplication word problems and identify
the different parts. Our objectives are here on the board. (students copy objectives on board)
The problem we will be working on as a class is:
Manny was assigned to bring mini cupcakes to a class party. There are 12 students in his class.
Manny thinks that each student will eat 3 mini cupcakes. How many mini cupcakes should Manny buy?
Before we go ahead and answer the problem, let’s review some relevant vocabulary. The first word is groups,
can anyone explain what a group is in multiplication? (take student answers)
These were all great answers. A group is a set of items. An example would be, if I have money that I need to
split among 4 people, each person is one group.

How about a unit? Does anyone know what a unit is in multiplication? (take answers)
Awesome! A unit is one singular part of a group or set. An example would be, if I have money and I give each
person $3, each dollar is one unit. This means in this example each person has 3 units in their group.

Lastly, does anyone know what an array is? (take answers)

These were all great answers. An array is one way we can represent a multiplication problem as a diagram. It
is an arrangement of objects, pictures, or numbers in rows and columns. For the example about money, where
we have 4 people and each gets $3 this is how we would draw the array.
(draw on board) ***
***
***
***
Here each row represents one group, and the number of columns is the amount of units in each group. “
During Lesson (_25_ minutes): How will you direct, guide, and/or facilitate the learning process to support the
students in working toward meeting the instructional objectives?

“Let’s use this information to work on our class problem:

Manny was assigned to bring mini cupcakes to a class party. There are 12 students in his class. Manny
thinks that each student will eat 3 mini cupcakes. How many mini cupcakes should Manny buy?

First let’s identify the parts of the problem. What would the 12 students be in this problem? Are they the
groups, the units per group, or the total units in all? (take answers)
Yes, the 12 students would be the number of groups. There are 12 groups in this problem.

Now, the 3 mini cupcakes. Would those be groups, units per group, or total units? (take answers)
The 3 mini cupcakes are the number of units per group. This means that there are 3 units in each group, and
one mini cupcake is one unit.

Finally, what is the problem asking us to solve? (turn and talk, groups share answers)
Awesome thinking everyone. This problem is asking us to find the total units. This means we are looking for
how many mini cupcakes we will need in all.”
PART B:
“Now that we have our problem labeled, let's use this information to draw an array. How many rows will our
array have? Remember what we said would be the rows, and what we said will be the columns (take answers)
Great thinking! The array for this problem will have 12 rows. One row will represent one person.
How many columns will we have? (take answers)
Yes! This array will need to have 3 columns. One column for each mini cupcake one person will have.

Let’s each use this information to draw our array in our notebook. (After they draw, have students come up to
the front to draw their arrays on the whiteboard)
All of us should have an array that looks like this (draw a 12 x 3 array)

What would be our answer using this array? Count the total number of units to find out. (Take answers)
 Great job everyone! The answer is 36 mini cupcakes. Each mini cupcake is one unit. “
PART C:
“ Finally, we are going to write a number sentence for this problem. The order of our number sentence should
be (# of groups x # of units per group = total # of units). Who can come up and write the problem on the board
for us? (have student come up to write the sentence).
Great! The number sentence for this word problem is 12 x 3 = 36. Now we will each go off on our own to
complete the worksheet. It follows the same steps we have just done altogether. You can work with your
partner or individually to solve the problems. Afterwards we will come back and go through the answers
together. “

Closing (_10_ minutes): How will you bring closure to the lesson and, by doing so, review and determine what
students have learned?
“Let’s come back together.” *
- Go through each question one by one, allowing pairs to give their answers
- Have students ask questions about each other answers or if they need an explanation
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for Learning (UDL)
and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the needs of
students on Individual Education Plans (IEP), English language learners (at a variety of English language levels),
and students who may need an extended challenge. Highlight all that apply. Good!

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same Use Braille or large report
focus of instruction text at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: P1s choose 2 levels of support to explain in detail the differentiation, P2s, P3s and Grad P1s
choose 3 levels of support to explain in detail the differentiation.
Support #1:
Students will be strategically paired to ensure that one student is not doing most of the work. The pairs will be
set so that they each can contribute almost equally.

Support #2:
Students will be given a sheet with the definitions we went through, and the problem we are working on as a
class.
Support #3:
If a student cannot write their answers, someone will be able to transcribe their verbal answers onto the page.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom routines,
reinforce appropriate behavior, and/or handle behavioral issues? Give one example.
- Students will be prompted to raise their hands and use their classroom voice. If a student is
talking too loudly with their pair, they will be reminded that they should be at a level 2 and not
louder.
Technology: How did you incorporate technology into the lesson?
-
Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching
the lesson?
- Handout for the students with the practice problems
- Whiteboard and dry erase markers
Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later time so that
the students continue to work toward the lesson’s overarching goal (i.e., the MA Curriculum Framework
incorporating the Common Core State Standards)?
- Moving forward, the students will use this strategy to label addition, division, and other problems.
They will be asked to label the problems given moving forward. They will also be shown to use
arrays for division problems.