Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Jean Weisner Lesson # _2_____ Subject/Grade: 6th Grade self-contained and e tended resource !ate and Ti"e of Lesson: Learnin# $bjecti%e: The students will be able to orally answer multiplication facts correctly
using manipulatives in a small group setting 7 out of 10 times. &li#n"ent 'ith Standards: CCSS. ath.Content.3.!".".# $etermine the un%no&n &hole num'er in a multiplication or division e(uation relatin) three &hole num'ers. For example, determine the unknown number that makes the e uation true in each of the e uations ! " # $ %!, & $ ' ( ), * " * $ #

!e%elo("ental &((ro(riateness or Cross-curricular connections: This lesson is

developmentally appropriate for my students because most of my students do not know their multiplication facts or are slow at answering them. This will be a small group lesson with at most & children. +ross,curricular connections can be connected into common core language with their oral pronunciation and communication. -++.../01,0iteracy..0.*.1 /ngage effectively in a range of collaborative discussions -one,on,one, in groups, and teacher,led2 with diverse partners on grade * topics, texts, and issues, building on others3 ideas and expressing their own clearly.2

&ssess"ent)s* of the $bjecti%es:

4re,assessment5 6 will give out a sheet full of multiplication facts to each student and see which multiplication facts they are struggling with. 7ased on what numbers each students struggle with, 6 will group the students so 6 can work primarily on the numbers that they struggle with first. 6 will also add more of the problems they struggled on into the lesson. 8uring assessment5 6 will keep count of the students who have answered uestions correctly on the first go around and who has had to put uestions back into the bucket. 6 am going to have a list of names from each group, while watching 6 will tally in each person3s name if they got the uestion right the first time. 6f they got it right 6 will put a check and if they got it wrong 6 will put and x. 4ost,1ssessment5 6 will see and record the count of uestions the students have kept because those are the ones they would have gotten right. 0esson 9b:ective-s2 1ssessment-s2 of the ;se of Formative 9b:ective-s2 1ssessment -T<. section 72 6mprove their .mall group lesson 7ased on how many multiplication fact skills having the students the students get uickly answer right and which ones multiplication facts and are fre uent right keep the ones they got answers, 6 will lessen right. the ones that they 9b:ective = -if 1ssessment for 9b:ective students are solid on and give the applicable2 = students more instruction on the numbers they are struggling with.

&cco""odations: The students will be grouped based on ability so that we will have e ual

ability and 6 will be able to focus on weaknesses in each group. .ince this is a game based on uickness, all students should be together during this lesson. <hen the students are answering the uestions as uick as possible, 6 will give them a little extra time to think about the problem.

Lander University Teacher Education Lesson Plan Template Rev. 2013 .ince this is the first time doing this lesson, 6 will allow them to use dry erase boards. 1s they progress, 6 will take away the white boards.

+aterials: bucket full of multiplication facts, white boards, dry erase markers, erasers ,rocedures:
1. 6 will group the students into three groups based on data from my pre,assessment

=. The one group with me will be working on multiplication facts, the second group will be with >s. 938ell learning what factors are and how to find them, the third group will be on the computers working on supplemental math work. The groups will be =0 minutes long. 6 will set a timer and when it goes off, we will change groups. ). 6n my group, 6 will be working on students mastering their multiplication facts. %. 7efore 6 start the lesson 6 will give each student about ten multiplication facts where one side is the uestion and the other side is the answer. 6 will ask them to go over these twice and when they are done, switch with the person beside them. These uestions will be ones in the container that they may pull out and have to answer on their own. This will give them a little practice individually before it becomes a full group lesson. &. 6 will have a container full of multiplication uestions -the uestions range from numbers = to ?2 *. 6 will start from one side of the table and have the student pick out a multiplication fact. 1s uick as possible 6 will ask them to answer the uestion. -ex. @Five times two e uals tenA2 6f they get the uestion right, they will keep the uestion and move onto the next person in the group. The student will keep the uestion if they get it right and will put the uestion back in the :ar if they get it wrong. 7. <e will keep going through this se uence until all the uestions are gone. !. 6 will ask them to count up how many pieces of paper they have. <hoever has the most pieces of paper will be the winner. *. 6f there is still time left in the group 6 will ask the students to put their pieces of paper back in the container and we will start the game over again&cti%it. &nal.sis:
1ctivity 9ne5 <hen the students first come to my group, 6 will have about ten multiplication uestions -one side will be the uestion and one side will be the answer2 6 will ask them to go over these. <hen they are done going over them, 6 will ask them to switch with a person next to them. This will give them practice on trying to answer the uestion and to check the answerB the answer will be on the back. This is will help reinforce the skill of uickly answering multiplication problems. The students in my classroom really struggle with their multiplication facts. This will be really important for the students to know to be successful in any standardiCed testsDmath tests they need to take. 6 used technology to make the cards the students will be using for the two activities. 1ctivity Two5 1fter the students practice seeing the answers to multiplication facts, 6 will show the students my can of numbers. This can of numbers, will have multiplication facts ranging from = to ?. 6 will start from one side of the table and ask the student to pick out a sheet without looking from inside the can. 1s uick as they can, 6 would like them to answer it. 6f they get the answer wrong, they will need to put the uestion back into the can and move onto the next person. 6f they get the uestion right, they will be able to keep the uestion. This will help with their skills of recogniCing uestions and uickly being able to answer the uestion. 1ctivity )5 The students will be on the computers working on supplemental math problems based on their ability to answer the uestions from standardiCed tests.

Lander University Teacher Education Lesson Plan Template Rev. 2013 1ctivity %5 >s. 938ell will be teaching skills from the new +ommon +ore math books in the class. 8uring this lesson she will be teaching the students about factor pairs and perfect s uare pairs. .he will use the .mart7oard during her lesson to help teach the information.

/eferences:

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