ELED 433 LESSON PLAN FORMAT

JMU Elementary Education Program

Thefollowinginformationshouldbeincludedintheheaderofthelessonplan:
MorganSears
Mrs.Strawderman,JohnWaylandElementary(WillbetaughtwithcooperationofMr.Rice)
Dateandtimelessonistobepresented:November19,2014
DatewrittenplanissubmittedtothepracticumteacherNovember12,2014
______________________________________
A. Let Me Tell You a Story About Multiplication Problems
B. CONTEXT OF LESSON
Pre-Assessment: Based on observations that I have made so far in my
students mathematics lessons (as of October 1, 2014), I have noticed that
the majority of the children in my practicum class grasp new mathematical
concepts fairly well. They are engaged in the content, interested in learning
new things (such as thousands place value and multi digit addition), and
eager to get correct answers. Although I have not yet seen anything directly
related to multiplication, I can predict that the students will be ready for this
unit and lesson and eager to learn a new concept. However, a week or so
before implementing the lesson, I will provide an informal assessment (likely
asking what multiplication is, how to complete it, methods they know of,
and possibly giving the students a few simple problems to solve) in a
discussion format in order to determine how much prior knowledge my
students have regarding multiplication.
Why is this an appropriate activity for these students at this time? How
does this lesson fit in the curriculum sequence (consider vertical and
horizontal planning)?
This lesson is appropriate at this time because the multiplication
unit in my classroom will begin on November 17, 2014. This lesson
will be taught on the third day of the unit, November 19. Because it
will fall at the beginning of a new unit and is a new concept to the
students, I think it is appropriate to start them off with
multiplication word problems in order to provide them with a real
world context and numbers to make connections to.
Vertical Planning: Explain where this lesson fits within the related
prior and subsequent grade level standards.
In second grade, students practice skip counting,
something that leads into multiplication nicely, and
become familiar with some mathematical symbols. They
will also spend a lot of time working with addition. One of
the most initial ways that children learn multiplication is
to practice repeated addition, so they must be
comfortable with this task. In fourth grade, students will
be responsible for solving single-step multiplication
problems and finding greatest common factors, factors,

multiples, and least common multiples of figures, making

this lesson necessary prior knowledge for them.
Horizontal Planning: Explain where this lesson fits within the
ongoing unit and within the school year.
This lesson fits perfectly in the ongoing unit because the
multiplication/division unit begins on November 17 and
this lesson is being taught on November 19. This lesson
will serve as an opportunity for children to practice
multiplication using real-world contexts, situations, and
numbers via word problems in order to serve as a smooth
introduction for them to multiplication.
How does this lesson fit with what you know about child development
(developmentally appropriate practice and learning progressions)?
According to research, this lesson relates to learning progressions
because it addresses a flexible CHOICEof strategies as
described by Carpenter et Al (Carpenter, et al., 1999). I have seen
this group of third graders using a choice of strategies to complete
addition and subtraction problems, showing that it is possible that
they will quickly relate their skill set to multiplication.

C. STANDARDS - VA SOLs and/or CCSS

For this lesson, we will address Virginia SOL standards 3.5: Students will
recall multiplication facts through the twelves table, and the corresponding
division facts, and 3.6: The student will represent multiplication and
division, using area, set, and number line models, and create and solve
problems that involve multiplication of two whole numbers, one factor 99 or
less and the second factor 5 or less. Because this lesson will be taught at the
very beginning of the multiplication and division unit, we will just be focusing
on an introduction to multiplication with less-than-ten word problems.
Cross-curricular standards
A. English: 3.7 (b)- using charts (the students will be using charts in
center 3 of the lesson.
B. English: 3.6 (k)- identify new information gained from reading.
Process standards:
A. Problem solving: students will construct problems from real life
situations.
B. Reasoning: students will use deductive reasoning to draw information
from the word problems to create mathematical sentences.
C. Representations: students will use manipulatives to create and solve
problems.
Also include cross-curricular standards look at the standards for other content
areas (literacy, science, social studies) for ways to make connections across the
curriculum.
D. LEARNING OBJECTIVES

Understand what are the

broad
generalizations/concepts the
students should begin to
develop? (These are typically
difficult to assess in one
lesson.)
U1: Students will understand
that multiplication is a
relationship between two
variables, a co-variation, that
can be expressed as a factor,
a function, or a third variable
connecting the two
variables.

Know what are the tools,

vocabulary, symbols, etc.
the students will gain
through this lesson? (These
knows must be assessed
in your lesson.)
K1: Students will know the
meaning of the following
symbols: x, =.
K2: Students will know that
equal grouping is a method
that is a useful
representation for
multiplication.

U2: Students will understand

that word problems contain a
relationship between known
parts and unknown parts.

Do what are the specific

thinking
behaviors/procedures
students will be able to do
through this lesson? (These
will also be assessed in your
lesson.)
D1: Students will recall
multiplication facts.
D2: Students will pull out
and use information from
word problems to construct
multiplication sentences in
standard form.
D3: Students will solve word
problems involving
multiplication, where both
factors are less than 10.

E. ASSESSING LEARNING
How will you assess student learning of the objectives? What type of
assessment will you use and why?
During the activity, I will work with a small group while the
teacher works with another and while a third group plays
multiplication games on iPads. Within my station, I will be doing
the assessing of my objectives. I will read out a multiplication
story problem to the students and looking for the things listed in
the chart in order to assess this lesson.
I am choosing to use a formative rather than summative
assessment for this lesson because it is at the beginning of the
unit and I think that it would be overwhelming for them to
complete a worksheet or quiz three days into a completely new
unit.
Objective

U1: Students will

understand the meaning of
multiplication.
U2: Students will
understand that word
problems contain a
relationship between known
parts and unknown parts.

AssessmentTool
What documentation will you have
for each student?

DataCollected
What will your students do and
say, specifically, that indicate each
student has achieved your
objectives?

The cooperating teacher will

mostly be working with
students completing this
objective. Students will
create a multiplication
organizer as a form of
documentation of their
understanding that will be
collected. The CT will also be

Students will use prior

knowledge of story
problems to pull out factors
from the information. He
may listen for things like:
This number is
important because
We know this
We dont know this

monitoring their progress.

K1: Students will know the
meaning of the following
symbols: x, =.
D2: Students will pull out
and use information from
word problems to construct
multiplication sentences in
standard form.

U1: Students will

understand the meaning of
multiplication.
K2: Students will know that
equal grouping is a method
that is a useful
representation for
multiplication.

I will be observing the

students methods and
knowledge and taking note
of these things on a
supplemental recording
sheet (attached).

D3: Students will solve word

problems involving
multiplication, where both
factors are less than 10.

D1: Students will recall their

multiplication facts.

Teacher will have access to

fact progress reports on the
iPads after they have played
the games.

yet
Students will create
multiplication in standard
form using the information
that they pulled from the
story problem, showing their
knowledge of the symbols x
and =. The CT will look for:
Students using the
correct parts of the
problem to put
factors in place.
Correct multiplication
equation structure.
Students will use cupcake
holders and paper counters
to create visual
representations of the
information from the story
problems. I will look for:
Students putting out
the correct number of
cupcake holders and
putting the correct
number of paper
counters in each.
Students will work to pull
out relevant information
from the story problems and
solve them. They may
verbally reason through this
with each other or with the
teacher. I will listen for
things like:
This number is
important because it
shows one part.
We need to figure
out how many there
are in all.
I can solve this by
adding over and over
again.
Students will work
independently on fact
practice games on iPads.
Teachers will check iPad

reports afterwards to
determine progress.

F.

MATERIALS NEEDED
Notebook for my recording purposes (me)
Paper counting manipulatives (me)
Dry erase boards (CT)
iPads (CT)
Enough multiplication organizers for the class (me)
Printed sheets with story problems on them (Center 2)(me)
Printed sheets with story problems of different varieties (Center 3)- set of 8
(me)
Cupcake holders (me)

G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S)

POSED IN THE PROCEDURE
PORTION OF THE LESSON
Select the mathematical task(s) for these lessons. What task(s) will students
complete on Day 1 and Day 2? Include the actual problem(s), center(s), game(s),
etc.
This will be a one day lesson.
During the time that I teach this lesson, the students will be divided into
three groups (the cooperating teacher has these already planned and in
use).
The students will spend around 15 minutes in each center. The centers will
be as follows:
o Center 1: Students will be using iPads (provided by the
school/teacher) to practice addition and subtraction fact
practice/fluency games.
o Center 2: Students will be working with me on a rug in the back of
the classroom. I will have an equal groups activity in place. Each
child will have a stack of cupcake holders. I will read out story
problems to them (for example, Jean had a bookshelf with 4
shelves on it. There were 3 books on each shelf. How many books
did Jean have all together?) If working with the example, we would
work together to pick out important information from the problem.
Then, the students would have 4 papers each and would put three
paper counters into each cupcake holder. The students may also
have the option of using other methods that they come up with
(skip counting, drawing equal groups on white boards, etc.) to work
through the problems, as long as they are valid. We would then
(most likely) use repeated addition to find the product of the
problem (students may choose to use other strategies for coming to
their product, for example skip counting). Students will then have
an opportunity to show their understanding by creating 1-2
problems independently.

Center 3: Students will be working with their cooperating teacher

to complete a multiplication organizer. They will be given a few
word problems. For each word problem, they will need to write the
known and unknown things about the problem. Then, they will work
with the teacher and each other to write an equation. The point of
this exercise is for the students to be able to dissect word problems
do draw out valuable information for computation.

Anticipate students strategies and mistakes as they work on the task(s) in the
lessons. What valid strategies might students use? What mistakes would make
sense and indicate a misconception? Be specific. Actually doing the task(s) yourself
is the best way to anticipate. This section is one of the practices for orchestrating
productive mathematics discussions: Anticipating.
Center 1
o I do not anticipate any misconceptions the students might have while
using the iPads. They will likely be working with repeated addition
games, and they have already had tons of practice and enjoy doing
regular addition games.
Center 2
o I anticipate that this will be a fairly simple concept for most students to
grasp, so I think students will use valid strategies such as:
Use prior knowledge of word problem structure that they have
gained from working with addition and subtraction.
Thinking through the word problems to pull out what groups
they have.
Organizing their papers and paper counters with correct
quantities, skip counting by low numbers such as 2 (doubling),
possibly 4, and possibly 5 (potentially using the clock), and/or
drawing representations or other helpful visuals on the white
boards that will be provided to them.
Counting by using repeated addition (possibly with their fingers)
to come to a product (for example, doing 3+3+3+3 from the
example used earlier).
o Because multiplication is being introduced to these students just two
days before me teaching this lesson, it is possible and likely that they
will have misconceptions. Some that could be anticipated include:
It is possible that the students may not understand what I am
asking of them when I ask them to complete the equal grouping
(I will use more child-friendly directions when the lesson is
conducted). They may misunderstand why they need to put 3 of
the paper counters in each cupcake holder, for example,
indicating that they do not understand the concept of equal
grouping yet.
Students may not understand which parts of the word problems
are important yet.
Students may not understand how these problems are different
from the addition word problems that they have previously
worked with.
Center 3

Some things that the students might do with validity may include:
I anticipate that the students will do relatively well with this part
of the lesson and grasp it well, based on their previous use of
graphic organizers and pulling out important information from
story problem because they will have had prior knowledge of
addition and subtraction word problems.
I also think that they will do well with putting together
multiplication sentences because they have lots of experience
doing so with addition and subtraction.
o Some misconceptions or misunderstandings they may have could
include the following:
Students may not fully understand the meaning of a
multiplication symbol yet, hindering their ability to construct
multiplication sentences.
Students may misunderstand or confuse information that is
known and unknown in the problems.
G2 PROCEDURE
Include a DETAILED description of each step, including how you will get the
students attention, your introduction of the activity, the directions you will give
students, the questions you will ask, and appropriate closure. Write exactly
what you will SAY and DO. Think of this as a script.

Procedure

BEFORE: Engagement (5-10 minutes)

Whole Group Introduction:
I will first start by asking the question, What is multiplication?
I will use the method of think-pair-share by instructing
students to talk about this with a partner next to them for a few
seconds. We will then come back to a whole group setting to see
what kind of answers various partners gave. I may also ask
questions like, What do you know about multiplication so far?
What kind of ways do you think we could solve a multiplication
problem? and following these up in the same way that I did the
first one.
I will explain to the students that we are going to be using word
problems to figure out how we can understand what is
important and what is unimportant in a word problem and that
we will be introduced to one new method of solving
multiplication problems: direct modeling.
I will introduce to the whole group that we will be doing
centers/rotations. I will tell them which group will be working
with iPads first, which group will be working with Mr. Rice first,
and which group will be working with me first. I will explain iPad
directions whole group (below) because there will be no teacher
present for this center.
Center 1:
I will tell students before we break into groups that, just like every
Wednesday, they work with iPads in centers to complete fact practice.
They will be using teacher-approved apps to practice addition and

subtraction fluency. Some children may have already moved onto

multiplication problems through these games. The goal of this center is
for students to have the opportunity to work independently on fact
fluency.
Center 2:
I will tell one of the groups to come to the rug in the back of the room
and have a seat.
I will explain to the students that the goal of my center is to learn how to
use one strategy for multiplication: equal grouping. I will explain to them
that equal grouping is when we put an equal number of objects or things
in a number of groups.
I will tell the students that we are going to work together to solve the
first problem.
I will have a bag for each student with 6 cupcake holders and 25 paper
counters in it and a whiteboard and marker.
I will explain to student that we are going to solve some multiplication
problems by grouping (this will become more clear when we do the first
problem together). I will tell them that they can use the materials that I
give them to create a representation of the multiplication problem that
they come up with from the story or, if they have another method that
they would like to use and share with their peers (such as skip counting
or creating other visual representations on their white boards), they may
do so as long as it is valid.
Center 3:
The CT will ask students what they can tell him about word problems
(students will be thinking about prior knowledge and shouting out
answers).
The CT may ask students what kind of strategies they normally use to
find important information in word problems (students will be thinking
about prior knowledge and shouting out answers).
The CT will explain that the students are going to choose some word
problems to work on using the multiplication organizer that they will be
given.
Directions for the activity are explained thoroughly in the during"
phase.
DURING: Implementation this is the time when students are either working
independently or in small groups and you are conferring with students. (see
pp. 25 of your 3-5 text)
In your procedure, be sure to address the 4 During Phase Teacher Actions:
Each center will last approximately 10 minutes each time
(approximately 30 minutes total for rotation portion of the lesson).
Center 1:
Introduction to this activity is provided in the before section above.
The students should move smoothly into this station without needing
guidance.
iPads will be set out with multiplication games already pulled up on

them. One group of students will work independently in this station

(they do this every Wednesday, so they are used to the expectations).
Center 2:
I will read out a very simple word problem (potential problems attached).
We will practice pulling out relevant information from one story problem
together. I will ask students questions like, What do you notice about
this story problem? Does it remind you of other problems that you have
done in the past? and What numbers do we need to take from this
problem in order to solve it? How do you know?
Once we work together to find the important information, they will be
given their bags of supplies. The students will take out their supplies. I
will explain to them that the cupcake holders are to signify one of the
known parts and that the paper counters are to signify the other known
part (for example, for the bookshelf problem mentioned earlier, lay out 4
cupcake holders and place 3 counters in them).
We will solve this problem together, using the physical equal grouping
method with the cupcake papers. I will ask students questions like, How
do we know how many cupcake papers to use?, How do we know how
many counters go in each, and Why does this work?
If they are having a difficult time, I will explain the concept to them by
saying something like, Pretend each cupcake paper is a shelf and your
paper counters are books. Put three books on each shelf.
We will solve the problem together by (most likely) using repeated
addition (3+3+3+3=12). I will explain to the students that, while they
are welcome to use this method, I would also love to see other methods
of coming to a product that may work for them.
After we have gone through this problem together, I will ask the
students, We just practiced building the number with manipulatives.
What other ways can you think of that we could use to solve these
problems? I will follow up answers to this questions by probing thinking,
asking, Why does this work? or Can you explain us how this works?
The students will then be released to work on other multiplication story
problems by themselves using the physical grouping method that I
showed them or other valid methods that they wish to use or find more
efficient, including skip counting and using the white boards.
I will be monitoring during this time, addressing misconceptions and
misunderstandings that I see, as well as taking note of each students
thinking and asking them things such as, Can you show me what you
are doing here? and Why does this work?
For the students that are going through these problems with ease and
moving quickly, I will have some more difficult problems prepared for
them to work with (attached). For those that are not moving through
them efficiently and are struggling, I will provide extra attention,
working with them on the problems as opposed to them working
independently.
I will repeat this process with each group.
Center 3:
The cooperating teacher will hand each of the students a math organizer
(front and back) and a list of story problems for students to choose from.

The CT will explain the directions of the sheet: top left box is where the
word problem is written that they choose, top right is where they will
write what they are given from reading the problem and what they
need to find out from reading the problem, bottom left explains
multiplication equation structure with words, and bottom right is where
they will write the equation of the story problems that they choose. The
CT may need to elaborate these directions for some students, but their
prior knowledge from doing similar things with addition should allow
them to be fairly independent in this exercise.
The CT will explain to the student that they will have a minute or two to
look over the story problems and choose two that they want to work on
independently.
The CT will allow them to work independently, monitoring them as they
work and answering questions and providing extra support where
necessary. The CT may also ask questions such as, How do you know
that this is an important part of the problem? and Why did you
organize it like this? They may also ask What ways could you solve
this problem to reach an answer?

AFTER: (10-15 minutes)

The teacher will ask students to all come back together as a whole
group for the after portion/discussion.
Once the students have returned to their seats, they will begin
classroom discussion. The teacher will explain by saying things like the
following:
Please respect what your friends say, even if you do not agree
with their answers.
We will shout out that someone is wrong because that is not
polite.
Think about how you thought about the problems in comparison
to other people.
The teacher will begin by having some students come up to the
document camera to show how they completed one of their problems
from center 2. They will be selected by how well they understood the
concept and what kind of methods they used (I will be looking for a
variety of methods). Students that solved the problem using the
concrete representation will share first, then students who drew visual
representations, then students who used other methods (mental math,
etc.). The teacher will probe the sharer by asking questions like, How
did you do this? and Why did you do it this way? Peers will have
opportunities to ask reasonable questions or make comments at this
point.
After sharing is done for this center, the teacher will ask the whole
group, What did you notice about the methods that your friends used?
How did they all relate? How were they different? The students may
have the opportunity to think-pair-share with a partner next to them
for these questions.
Students from center 3 will then have the opportunity to share with the
class. Based on what is observed throughout this center, students will

have the opportunity to share in the order of: people who completed the
organizer in a more common way, then students who completed the
organizer in a more abstract way that was not anticipated. The teacher
will ask similar questions to those asked when center 2 methods were
being shared to probe their understanding. Peers will again have
opportunities to ask questions and make comments.
Teacher will repeat the questions asked after center 2 sharing and a
short think-pair-share.
The teacher will close by asking the students what they learned, what
they found most difficult, most fun, and easiest. The teacher will also
say, Today we learned a little about how to approach multiplication
story problems. We practiced how to pull important information out of
them, and one method (equal grouping) to figure out the part that we do
not know from the problem (the answer). In the future, we will continue
to practice these strategies and explore new ones for solving problems.

H. DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with
varied interests and readiness levels by completing ONE of the six boxes below
for each day. You may choose the same box for each day. Use the learning
progressions to support your decisions. Include a specific differentiation plan for
each day.
This connects to your During Phase Actions: providing support and extensions.

Content

Interest

Readiness

Incenter3,Iwill
differentiatebyinterestby
givingstudentsthe
opportunitytochoosewhich
wordproblemstheywantto
workwithduringthiscenter.
Theywillvaryinthereal
worldsituationsthatthey
conveyandnumbersize.

Process

Product

I.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO
ABOUT IT?
Think about this specifically for THESE lesson plans. This CANNOT include fire
drills, interruptions due to announcements, weather, or other emergencies.
One thing that could possibly go wrong is that the iPad multiplication
games could be too difficult for the students because this lesson is at the
very beginning of their multiplication unit. In the event that this happens, I
will allow students to practice addition fluency with games instead,
possibly repeated addition. I think that this will still help them with
preparing themselves for multiplication.
In center 2, the students could misunderstand directions or find the equal
groupings activity confusing. I will work with them and model how to
group equally in order to solve this confusion. I will also work
independently with a student if needed in order to make sure all students
have understanding.
In center 3, the students could choose story problems from the sheet that
are too difficult for them (I will have some that are easier than others).
This could cause issues in frustrations and ability to complete the tasks for
the students. To help this, the CT will go around and assist with problems,
or help children choose problems that are more appropriate for their level
of understanding

Bibliography
Carpenter, et al. (1999).Childrens mathematics cognitively guided instruction.

Word Problems for Math Lesson: Center 2

Tom has 3 bags. He put 4 sweets in each bag. How many sweets does Tom have all
together?
John Wayland Elementary School has 3 busses. Each bus carried 5 children for a
field trip to the Safari Park. How many children went on the trip in all?
Brad has 2 bowls. He put 7 fish in each bowl. How many fish does he have all
together?
Mrs. Strawdermans class is going apple picking for a field trip. After walking around
the orchard once, they had put 8 apples in each of the 4 baskets. How many apples
did they pick?
Miss Sears is going on vacation. She has 2 suitcases. She packs 9 shirts in each
suitcase. How many shirts did she pack all together?

Word Problems for Math Lesson- Center 3

Annie has a bookcase in her room with 6 shelves on it. On each shelf, there are 9
books. How many books are on Annies bookcase all together?
Marks mom is packing lunch for him and his brother. She puts a baggie with 10
chips in it in each of their lunch boxes. How many chips did Marks mom use all
together?
In Mrs. Smiths garden, there are 4 tomato plants. There are 6 tomatoes on each
plant. How many tomatoes does Mrs. Smith have in her garden in all?
An explorer has 5 ships in his fleet. There are 5 men on each ship. How many men
are there all together?
Mr. Rices class goes to the computer lab to practice their Reflex math facts. There
are 10 tables in the computer lab. Each table has 2 computers on it. How many
computers are there in the computer lab all together?