Вы находитесь на странице: 1из 2

# 11.10.

15
Subject

Math

Duration of lesson
Materials

3rd
1 hr.
-

Standard(s)

MAFS.3.OA.1.1
Interpret products of whole numbers, e.g., interpret 5 7 as the
total number of objects in 5 groups of 7 objects each.

## Pages from textbook

MAFS.3.OA.1.2
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.
MAFS.3.OA.1.3
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.
MAFS.3.OA.1.4
Determine the unknown whole number in a multiplication or
division equation relating three whole numbers.
MAFS.3.OA.2.5
Apply properties of operations as strategies to multiply and
divide.
MAFS.3.OA.3.7
Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g.,
knowing that 8 5 = 40, one knows 40 5 = 8) or properties of
operations. By the end of Grade 3, know from memory all
products of two one-digit numbers.
MAFS.3.OA.4.9
Identify arithmetic patterns (including patterns in the addition
table or multiplication table), and explain them using properties
of operations.

Lesson/Instructional
Objective(s)

## After learning about multiplying and dividing by 4s, students

will complete a worksheet with a score of at least 90%.

Hook/Anticipatory
Set
Procedures

## 2s and 3s multiplication songs.

Assessment of
learning Outcomes

## 1. Formative: walk around while the students are working and

check their work.
2. Summative: worksheet; chapter test

Closure

## Have students turn in worksheet. If they want, they can turn in

the homework page tomorrow for a Skittle.
song

Accommodations and
Modifications for
ELLs

## 1. Vocabulary: Have students copy down the next

vocabulary word onto an index card. Next, have the
students pair up and quiz each other on the vocabulary
words. (One student puts his cards face up, and the other
student puts his cards face down, and they match the
cards up.)
2. Direct Instruction: Briefly review what was learned in
yesterdays lesson about breaking apart a number.
3. Guided Practice: Go over the independent practice and
problem solving sections of both the multiplication
lesson and the division lesson.
4. Independent Practice: last part of worksheet; timed tables
test.

Accommodations and
Modifications for
ESE

Students

## Have them come up with word problems using the 4s

multiplication table. Have them write the problem on an index
card and the answer on the other side. Students can later trade
cards to figure out these problems.