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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Catherine Dean

Date April 2014 Subject/ Topic/ Theme Fact Families (Lesson 5) Grade _______3______

I. Objectives
How does this lesson connect to the unit plan?
This lesson explains he relationship between division and multiplication through fact families.

Learners will be able to:
cognitive-
R U Ap An E C*
physical
development
socio-
emotional
Understand and create fact family triangles and number sentences
Apply their knowledge of division to be able to solve division problems using the missing factor method
Create fact family triangles and number sentences for division and multiplication
U, Ap
C



Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.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. For
example, describe a context in which a number of shares or a number of groups can be expressed as 56 8.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in each of the equations 8 ? = 48, 5 = _ 3, 6 6 = ?

CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied
by 8.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start
Identify prerequisite
knowledge and skills.

Students use the format of large group, small group, then individual instruction with nearly all
mathematical concepts.
Students can use manipulatives
Students know other operations including multiplication, addition and subtraction
Students know multiplication facts

Outline assessment
activities
(applicable to this lesson)
Pre-assessment (for learning):

Formative (for learning):

Formative (as learning):
Instructor will monitor the students progress during the activity
Summative (of learning):
Fill out a worksheet
What barriers might this
Provide Multiple Means of
Representation
Provide Multiple Means of
Action and Expression
Provide Multiple Means of
Engagement

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lesson present?


What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for perception-
making information perceptible

Students use their knowledge of
fact family triangles to complete
the worksheet after an introduction
Provide options for physical action-
increase options for interaction

Students glue introduction into their
notebook, and complete a similar
worksheet as before
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Students will start to see the
connections between multiplication
and division
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students help each other while
working on the issue
Provide options for expression and
communication- increase medium
of expression

Students write and hear their fact
families. They can continue to use
manipulatives if they want

Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students work together
Provide options for comprehension-
activate, apply & highlight

Students complete a handout
that has everything they need
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students see this lesson as a
long-term goal with
multiplication and division, and
learning division as a long-term
goal
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students continue to work on
small-group work, as well as
individual work
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?


Pre-worksheet (to introduce fact families)
Math notebooks
Glue
Worksheet
Counters, cups, unifix cubes
iPads


How will your classroom
be set up for this lesson?

Normally- work with side by side partners and individually




III. The Plan

Time Components
Describe teacher activities AND student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation
(opening/
introduction/
engagement)
-Introduce activity with a word problem (Pre-
worksheet) and ask for a quick review of the
different methods
-Show fact family, and ask students if they get the
same answer
-Pass out materials
-Prepare for activity





Development
(the largest
component or
main body of
the lesson)




-Go through the first example with students
-Allow students to complete the first side of the
worksheet, then checking answers with side by side
partners (5-10 minutes)
-Allow students to complete the worksheet while
monitoring students work and giving individual
help

-Follow along with examples
-Complete worksheet
-Work on iPads














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-Pull 3 students at a time to work on iPads
-Students may play division for kids as an
assessment,
-Choose test and level one
- Students then write a sentence on their score
and how they think they are doing with division







Closure
(conclusion,
culmination,
wrap-up)





-Allow students to share their throughts on this
connection
-Collect sheets

-Put away materials
-Turn in sheet


Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The teacher I am aiding for taught this lesson. Her only comments were that the lesson went well, and the students picked up on fact
families very quickly. The worksheet for this lesson could have been more diverse, because the students write the same number in
each of the sentence blanks, without thinking about the statements they were making.