Dakota State University

College of Education
LESSON PLAN FORMAT
Name: Jennifer Lease
Grade Level: 3rd Grade
School: Waverly/South Shore School
Date: 09/20/16
Time: 9:30
Reflection from prior lesson:
In the previous lesson, the students used cubes to solve multiplication word
problems. The cubes helped the students visualize the problem, and thus see the
equation. The students were finding the answer in a multitude of ways; some
counted every cube, others added by the group as a whole. Some used skip
counting. There were a few students who really struggled with the concept, and
needed almost constant guidance and prodding.
Lesson Goal(s) / Standards:
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.
CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers.
CCSS.Math.Content.3.OA.A.4 Determine the unknown whole number in a
multiplication or division equation relating three whole numbers.
Lesson Objectives:
Students will demonstrate an understanding of multiplication as involving equal
groups with 95% accuracy.
Students will solve multiplication and related division problems by using skip
counting or known multiplication facts with 95% accuracy.
Materials Needed:
Promethean board
Computer with Pearson Realize math pulled up
100s charts
Colored pencils
Cubes

Individual dry erase boards/markers

Workbook pages 17-18
Contextual Factors/ Learner Characteristics:
The class is made up of 10 girls and 11 boys. None are on IEPs, however 5
students attend Title 1 for both reading and math services. There are several
students who struggle to stay on task; even when doing group activities. These
students need constant monitoring to keep them working and on task. Two
students also need prodding to write answers during group work; they struggle to
keep up due to their lack of focus on the task at hand. There are also learners who
try to avoid work by going to their backpacks or the bathroom during group work
time.
A. The Lesson

1. Introduction (10 minutes)

If I buy Sam 4 packs of Pokemon cards for his birthday, and there are 8 cards in
each pack, I wonder if he would have enough to fill his binder that can hold 40
cards.hmmm.well I know that 4 x 8 equals 32. And 40 take away 32 is 8. So I
guess I would need to buy him 5 packs of cards to fill his binder. (I will
write/draw this out on the Promethean board as I talk)

Yesterday, I asked you all to see if you could find any real life problems that use
multiplication. Would anyone like to share any? (Allow sharing time, and let them
come up to write their equation on the board.coach if they are off on their
answers)

Wow! You had some great examples from real life. Today, well look at more story
problems

Today you should be able to see that skip counting can help you solve problems
when they are in equal groups.

2. Content Delivery (20 minutes whole group instruction/modeling and 10

minutes individual work time)
Lets do some review of skip counting today. We talked about skip counting by 2
a couple of days ago. Lets practice that again. There are 24 of us in this room
right now with students and teachers. Write on your white boards what number
you think we would get to if we counted by 2s 24 times. (allow a minute for
writing) Ok, now lets do it. We will go around the room; when it comes to you,
say the next 2. Mrs. Strang will go after the last student; then Mrs. Krakow and
then me. (count around the room by 2s help if someone gets off ending at
48) How many of you knew or guessed that the number we would end up on
would be 48? (allow a show of hands) This is a multiplication problem; its
2x24=48. (write it on the Promethean board) Now, lets try that same thing skip
counting by 5s. What do you think the 24 th 5 would be? Write it down. (allow a

minute for them to write) Ok, lets skip count around the room the same way.
This time, as you say your number, Im going to turn it over up here on the board
(show the Pearson Realize skip counting by 5s chart as I touch each number on
the board, it will flip to reveal the next 5 there are 36 total, so it will count up to
180. Start the skip counting around the room; stop when get to me, the 24 th
person.) So the 24th 5 is 120. Did anyone know or guess 120 as their number?
(allow them to raise hands if so) If we were to write this as a multiplication
problem, can someone come show me what it would be? (allow a student to
come to Promethean and write 5x24=120) Great! Our equation is 5x24=120.
Lets keep counting as a class until we turn over all the squares up here.
(continue skip counting until get to 180) So lets see how many squares we
turned over. There are 6 rows and 6 columns. I know from my math facts that
6x6=36. So my equation for skip counting by 5s to 180 would be 5x36=180
(write both the 6x6 and 5x36 equations on the Promethean). For the next few
days, we will be counting by different size groups and using 100 charts to rec ord
our work. We will highlight the numbers we say when we skip count by 2. These
numbers will be multiples of 2. For example, on this 100s chart, (hold one up) if I
were skip counting by 2, I would color 2, 4, 6, 8, 10 and so on, all the way to 100.
Then on the bottom of this chart, you will see 1x__= 2x__= and so on, all the way
to 10x__=. We will fill each blank in with the number 2, and write the answer. So
for 1x2, the answer would be 2. Do you have questions about this? Ok, go ahead
and get out a colored pencil while I hand these out. When you get yours, you
may begin. Once you finish, please put your name on it and hand it in. (Pass out
100s charts and circulate to check that it is being done correctly. While they are
coloring, deliver bags of cubes to the studentsthere will be a bag of 100 cubes
for every 2 students) As you can see, Ive given you some cubes. Were going to
do an activity with them. I want you to work with the person next to you on this
activity. (assign partners as needed for the odd groups; there will be one group of
3) I want everyone to participate, so make sure you and your partner are working
together. First of all, using your cubes, I want you to show me how many towers
of ten cubes you would need to make a total of 100. (circulate as the groups
work together, stopping to ask students about their thinking here and there or to
direct students who are confused) Someone tell me how many towers of ten you
need to make 100 cubes (call on students until you get 10 towers) Very good! If
this were a multiplication problem, it would be 10x10=100 (write it on
Promethean) Now, how many towers of 5 do you think it would take to make
100? Do you think we would need more towers of 5 or more towers of 10 to
make 100? (call on a few students to share their thinking) Lets find out. Work
with your partner to build towers of 5 until you get to 100. Then, on one of your
white boards, write your equation like I have up here. (circulate as they work,
stopping to ask about their thinking and to check their equations) So would can
tell me how many towers of 5 it takes to get to 100 and what your equation
would be? (call on someone for the answer 20) Was that more towers than we
needed when we did towers of 10? How many more was it? (call on someone
until they say twice as many) Great thinking! Now that weve talked about 5s

and 10s more, Id like you to complete a 100s chart for skip counting by both 5
and 10 like we did with the 2s earlier. Remember to complete the bottom
showing your multiplication problems and answers. Once youre done, please
hand them in with your name on them. When you finish your 100s charts, you
can begin your homework, pages 17 and 18. There are story problems on them,
and the majority of them deal with a multiple of 2 or 5, so you can use skip
counting to help you solve them. As always, if you have a question, please raise
your hand so we can come help you. (allow the remainder of the time as work
time, helping those who need it and circulating to check progress/accuracy)

3. Closure (5 minutes)
Soon, were going to start working with multiplication flashcards and doing some
practice to help us learn our facts. As were doing that, youre going to see that
there are relationships with certain numbers. For instance, 5 and 10. Five is half
of 10, so when you are multiplying a number times 5, it will be half of what it
would be if you multiplied by 10. Some of those relationships are going to help
you when you are learning your facts, because you can use them when you get
stuck to help you solve a problem. Skip counting is also a valuable tool that will
help you; skip counting by 2, 5 and 10 is fairly easy as youve practiced it since
kindergarten. Well start looking at skip counting by other numbers like 3, 4 and
6 soon, and youll find that takes a little more time and brain power to master,
but in the long run, will help you multiply and divide tremendously.

B. Assessments Used
100s charts for 2, 5 and 10
Workbook pages 17&18
Class participation

C. Differentiated Instruction
Remediation: For the students who struggle to stay on task, I will utilize the
assistance of my cooperating teacher and the paraprofessional who is in the
room during our math time. Between the two of them and myself, we will make
it a point to cycle by those who are known to struggle, checking their work and
progress, and helping them as needed. During individual work time, we will
work one-on-one with those students who are behind/struggling with the
concept to help them understand and get their work completed. For any who
have work left to complete, I may ask our high school helper to work with them
during her time in the room later in the morning.
Enrichment: For those who grasp the concept well and who finish their work
quickly, I will have a partner activity at the end of the lesson, such as multiplying
numbers on dice or playing cards (the person with highest number gets a point
first to 5 wins), quizzing one another with their multiplication flashcards, or
playing a Missing Factors game.

ELL: There are no ELL students in the class.

D. Resources
Investigations, Grade 3 Unit 1 Understanding Equal Groups
Pearson Realize: Math, Grade 3 https://www.pearsonrealize.com/#/