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.
cognitiveR U Ap An E C*

Learners will be able to:

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

physical
development

socioemotional

U, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.3.OA.A.2
Interpretwholenumberquotientsofwholenumbers,e.g.,interpret568asthenumberofobjectsineachsharewhen56objectsare
partitionedequallyinto8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.For
example,describeacontextinwhichanumberofsharesoranumberofgroupscanbeexpressedas568.
CCSS.MATH.CONTENT.3.OA.A.3
Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurement
quantities,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.
CCSS.MATH.CONTENT.3.OA.A.4
Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumbers.Forexample,
determinetheunknownnumberthatmakestheequationtrueineachoftheequations8?=48,5=_3,66=?
CCSS.MATH.CONTENT.3.OA.B.6
Understanddivisionasanunknownfactorproblem.Forexample,find328byfindingthenumberthatmakes32whenmultiplied
by8.
(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
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):

Instructor will monitor the students progress during the activity

Summative (of learning):
Fill out a worksheet
Provide Multiple Means of
Representation

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Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Students use their knowledge of

fact family triangles to complete
the worksheet after an introduction

Students glue introduction into

their notebook, and complete a
similar worksheet as before

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Students help each other while

working on the issue

Students write and hear their fact

families. They can continue to use
manipulatives if they want

Students work together

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Students see this lesson as a

long-term goal with
multiplication and division, and
learning division as a long-term
goal

Students continue to work on

small-group work, as well as
individual work

Students complete a handout

that has everything they need

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

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 sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Pre-worksheet (to introduce fact families)

Math notebooks
Glue
Worksheet
Counters, cups, unifix cubes
iPads

Normally- work with side by side partners and individually

How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

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

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Introduce activity with a word problem (Pre-Pass out materials
worksheet) and ask for a quick review of the
-Prepare for activity
different methods
-Show fact family, and ask students if they get the
same answer

-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

-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.)
TheteacherIamaidingfortaughtthislesson.Heronlycommentswerethatthelessonwentwell,andthestudentspickeduponfact
familiesveryquickly.Theworksheetforthislessoncouldhavebeenmorediverse,becausethestudentswritethesamenumberin
eachofthesentenceblanks,withoutthinkingaboutthestatementstheyweremaking.

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