T&L Instructional Plan Template

8/15/2014
(edTPA Aligned)

Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Rachel Pederson
Date: 09/17/2014
Cooperating Teacher: Steve Gardner
Grade: 3rd Grade
School District: Mead School District
School: Evergreen Elementary School
University Supervisor:
Roger Fox
Unit/Subject:
Mathematics (Distributive Property)
Instructional Plan Title/Focus: Multiplication using Arrays (Distributive Property)

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
This instructional plan develops students conceptual understanding of the distributive property by helping
them understand the addition and subtraction of equal groups in an array. This is an introductory lesson to the
concept development of the distributive property.
b. Alignment to State Learning Standards:
3.OA.5: Apply properties of operations as strategies to multiply and divide. Example: Knowing that 8x5=40
and 8x2=16, one can find 8x7 as 8x(5+2)=(8x5)+(8x2)=40+16=56 (Distributive Property).
2-3.1: An ELL can construct meaning from oral presentations and literary and informational text through
grade-appropriate listening, reading, and viewing.
c. Content Objectives:
SWBAT: Find related multiplication facts by adding and subtracting equal groups in array models.
Language Objectives:
SWBAT: identify math vocabulary used within problem sets that help solidify the main idea in order to complete
each word problem.
d. Previous Learning Experiences:
Students have been working with arrays for about a week, learning different ways to represent multiplication
and division throughout daily practice. They have been working on skip counting, adding equal groups of
objects familiar to them, and drawing arrays with intentions of helping them understand the multiplication
process in a variety of ways. They have also gotten many opportunities to work with hands on manipulatives to
solidify their learning process.
e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
After the class is set free to work on their problems individually, students who need extra help on their
worksheets have access to the back table where an adult can help them with their problems.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives
SWBAT: Find related multiplication facts
by adding and subtracting equal groups in
array models.

Assessment Strategies
Formative: Students will share with a partner the answer
they got for questions 4 and 5 on the problem set.
Teacher will go around to each group to see where their
understanding is.
Summative: Students are given an exit ticket to
complete before the end of the day. The problem on the
exit ticket will have them show their knowledge of
adding and subtracting equal groups in array models.

SWBAT: identify math vocabulary used

within problem sets that help solidify the
main idea in order to complete each word
problem.

Formative: Students will be asked to come to the front of

the room (randomly) and highlight key words in the word
problems that will help them to complete the problems as
a class. Words would include multiply, how many, etc.)
Summative: On their exit tickets, students will highlight
key words on their exit tickets that are important for
completing the word problem. Words would include
multiply, how many, etc.)

g. Student Voice

K-12 students will be able to:

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Student-based evidence
to be collected (things
produced by students:
journals, exit slips, selfassessments, work
samples, projects,
papers, etc.)
Exit Tickets

Description of how students will

reflect on their learning.

Exit tickets will be collected for

students to display how they feel they
are progressing toward the targeted
objective. They will display this by
writing down the objective on their
exit slip, and by drawing an arrow on
the target graphic displayed on their
exit ticket. They point the arrow to
where they feel their progress is
currently at.
Problem Set Worksheets After individual work time, students
are given the opportunity to work
through problems again with the
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3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

Sticky Notes

teacher. They must use a red pen while

doing so. This gives them the
opportunity to see where they made
mistakes and to see how they are doing
with the problem set they worked on
that day. They are using their
worksheets as a tool as well as using
the teacher and their table partners to
help reteach what they did not
understand.
Before they are released for individual
work time, students will be asked to
write what kind of resources
throughout the room can be used in
order to help them understand the
concept more clearly. They will write a
bulleted list on a sticky note and stick
it to the white board at the front of the
room. The teacher will look at these
during individual work time and check
individual progress by walking
throughout the room.

Grouping of Students for Instruction

Students will work within groups of 2-4, occasionally discussing questions asked by the teacher throughout the
lesson. Students will mainly work individually on problem sets within the lesson and one their exit task. Whole
group instruction will take place while students are learning the beginning concept of the distributive property.

Section 2: Instruction and Engaging Students in Learning

Introduction: Teacher will introduce the concept of the distributive property by writing the word
distributive on the board, and dissecting word parts to help understand what the word means. Students
will identify the word distribute, and will be called on to define and/or give examples of what it means
to distribute something. This will then be related to the concept of multiplication that has been
developed within their lessons for the past week.
Do you remember how we evenly distributed the three musketeers to every student in the class
yesterday for Kyes birthday? Well today, we will be learning how to distribute numbers within
an equation to find answers to more difficult problems!
Students will make the connection between distribution and the multiplication process they have
been working on in class for the past two weeks.
Learning Activities:
Fluency and Application Piece:
We will begin by practicing our multiplication using the skip counting technique as a review
before we get started working on the distributive property.
Teacher will write 2x5= on the board. Students will skip count by twos to reach the answer as a
group.
They will repeat this process with 2x3=.
Students will then skip count backwards to find the answer. Starting with 10, they will skip count
backwards by twos until they reach zero.
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Students will then participate in a multiplication by twos speed drill. They will complete as many
problems as they can in two minutes.
Students will then be directed to practice counting by threes forward and backward to 30. This
will help them develop their counting by threes skills.
Teacher will draw a 7x2 array on the board. Students will be called on to say two multiplication
sentences that represent the array. Students will recognize the commutative property of
multiplication that we have been working on so far this week.
Teacher will draw a 5x3 array on the board. Students will be called on to say two multiplication
sentences that represent the array. The teacher will then write 5 threes=15 under the problems
contributed by students.
One more group of three will be added to the array. The teacher will then write 5 threes + 1
three =. Students will be called on to say how many groups of three there are in the array now
that one row has been added. Students will see that there are 6 threes in the array now, and a total
of 18 individual parts of the array.
Before moving on to the concept development, students will be asked to write tools they can
access if they need help throughout the lesson. They will write bulleted lists on sticky notes and
post them on the white board at the front of the room.
Concept Development: addition
a) Students will be invited to follow the teacher to the grass field outside the classroom. There are
22 students in the class, and 2 teachers. 24 people will be manipulated and placed into life-sized
arrays to develop the concept of adding and subtracting groups.
b) Students will be asked to get into 4 groups of 6 and hold hands. Two of those groups will be
asked to stand in straight rows. The class will be asked How many rows do we have? and
how many people are in each row? Students will respond with 2 rows that have 6 people in
each, resulting in 12 people total.
c) A third group will be asked to join the life-sized array. How many rows did we add to the
array? and how many people were added? Students will respond with 1 row being added, and
6 more people. I will then explain that two rows of 6, plus one row of 6 equals three rows of 6 or
18 people.
d) Students will participate in more combinations as stated above: 2x12, 3x8, and then teachers will
be eliminated making it possible to work with 2x11.
e) Students and Teachers will return inside. Students will work with chips to reinforce the concept
of adding and subtracting groups to arrays. Students will set chips up into an array that shows
5x3. They will then display an array that shows 2x3 underneath. The teacher will write the
equations for both on the board (5x3=15 and 2x3=6). Students will discuss with their partners
that 5 threes plus 2 threes is the same as 7 threes, and that the products of both of these arrays
can be added together to find the product of the entire array.
f) This will re reinforced with 6x3 plus 2x3= 8x3.
g) While working through these problems, the teacher will be using examples of words that will be
found in the students problem sets. Using words like add, plus, and more, and
emphasizing that these words are clues that students are being asked to add in this story problem.
Teacher will also call on students to answer questions like what are we going to be doing in this
problem, Billy? Students will correctly respond with addition.
Concept Development: subtraction
a) Students will create an array that shows 9x3. The teacher will notice that 9x3 seems to be very
close to 10x3, and 10x3 is a much more friendly equation to work with. Students will add
another row to their array to show 10x3. Students will skip count by tens with the teacher until
they reach 30.
b) The teacher will ask: What do we have to do to this array to turn it back into 9x3? Students
will respond with the concept of subtracting one group of chips, or three chips. The teacher will
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write 10 threes minus 1 three equals what? She will display that 10 threes equals 30 and 1 three
equals 3, so 30-3 equals 27.
c) This will then be demonstrated again using 10x3 minus 2x3 equals 8x3.
d) While working through these problems, the teacher will be using examples of words that will be
found in the students problem sets. Using words like subtract, minus, and less, and
emphasizing that these words are clues that students are being asked to subtract in this story
problem. Teacher will also call on students to answer questions like what are we going to be
doing in this problem, Billy? Students will correctly respond with subtraction.
Problem Set
Students will be given individual work time to work on their problem sets. Problem sets have been
written so that students are working with objects they are familiar with. The teacher will periodically
check in with those who need help, and will walk throughout the class to make sure students are
understanding the worksheet and completing it correctly. While they are working, students should be
highlighting important vocabulary in the word problems that help them understand what is being asked
of them. After completion, students will be asked to work through problems again with the teacher using
red pen to solidify understanding of the problems they just did.
Questions:
What do you think the word distribute means?
When two groups are added together, do they make a bigger group or a smaller group?
When one group is subtracted from another, will the resulting group be larger or smaller than the
original?
What kinds of things do you see being distributed outside of school?
How do two parts of an array compare to a complete array when they are added together?
The teacher will ask these questions throughout the lesson to guide student
understanding. Question 5 will be asked on the Exit Ticket to check understanding of the
concept that was introduced today.
Multiple means of access:
Throughout this lesson, students will learn verbally, visually on overhead (I do you watch, I do you help,
You do I help, You do I watch), and kinesthetically.
Multiple means of expression:
Students will show their learning verbally by answering questions, writing answers while filling out
their worksheets, and talking within groups and partners. Students will be actively learning throughout
this entire lesson. If they are watching me do something, it will be for a short period of time. Mainly,
students will work right along with the teacher, keeping them actively learning rather than passively
watching.
Closure: Student debrief and exit ticket
a) The teacher will debrief students after the problem set is complete. Students will be given the
opportunity to ask questions, and the teacher will be given the opportunity to discuss any
concepts that didnt seem clear while students were working on the problem set.
b) The exit ticket will be passed out, students will fill it out and pass it back in before leaving for
the day. This includes one more problem for them to complete, as well as reflecting on student
voice questions listed at the bottom.
c) Question 1: Weve been practicing adding and subtracting groups within an array today. What is
this process introducing you to? A: The Distributive Property
Question 2: What does the word Distributive mean? A: It means splitting up something between
two or more groups.
d) It will be explained to students that the Distributive Property will be further developed in future
lessons!
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 Independent Practice:
Students will be given homework to be taken home. They can choose to work on it by themselves, or have
help from their parents/guardians/siblings/etc. Parent/Guardians will need to sign their homework planner
when homework has been completed for the night.
Instructional Materials, Resources, and Technology
All instructional material is included in the Engage NY curriculum book.
Acknowledgements:
Instructional Plan adapted from Engage NY curriculum, Module 1, Lesson 9; Instructional Plan created by
Rachel Pederson.