Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Sung Ji Choi
4 November 2016

Subject/ Topic/ Theme

Relate Addition and Multiplication

Grade 3rd grade

I. Objectives
How does this lesson connect to the unit plan?
Students are working on multiplication. Before they learn arrays and multiplication facts, students need to understand how multiplication works and what a
multiplication equation looks like . In this lesson, students will be introduced to the basic concepts of multiplication. Also, they will learn how addition is connected
with the multiplication. In order to understand the multiplication, students need to identify the factor, product, and multiplication sign.
cognitiveR U Ap An E C*

Learners will be able to:

explain how multiplication works and why multiplication is an efficient way to count the total number of equal groups.
explain the relationship between repeated addition and multiplication.

write an addition sentence and a multiplication sentence for a model.

draw a quick picture to show the equal groups.
relate multiplication to real-world experiences.

U
U
Ap
Ap
An

physical
development

socioemotional

x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.MATH.CONTENT.3.OA.A.1 : Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 7.
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, e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.
CCSS.MATH.CONTENT.3.OA.C.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.
CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
(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 will need to know how to solve addition problems, how to skip count numbers, and how to
model equal groups.
Pre-assessment (for learning): In the beginning of lesson, I will ask students, "What do you know
about the multiplication?" "Do you know when we use multiplication?"

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): I will monitoring students' understanding by asking question during the
lesson such as "How can we solve this question?" "What's the another ways to solve this question?"
"How to change this addition sentence to multiplication sentence?" Also, I will walk around and check
their answers during the lesson. If they found the correct answers, I will put + on the problem. If some
students got wrong answers, I will put - on the problems and ask them to correct the answers.
Formative (as learning): Students will assess their own learning by if their solutions for the problem
were correct or not. Also, they will assess their learning by questioning. They will know what they
understand and don't.
Summative (of learning): I will assign pg. 149-150 as homework. I will collect the homework on the
next day. Also, students will be asked to do IXL. E.3 or E.4 during the next day morning. Each student
will use a chrome book, access IXL website, and solve those problems. I will monitor their quiz results
using IXL for teacher.
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?

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

Provide options for perceptionmaking information perceptible

-I will show a skip counting
video to students when I begin
the lesson. That video has both
auditory and visual information.
When I explain how to solve
the problems, I will also write
down the process on the paper
and show it to the entire class
using overhead projector.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
-I will clarify vocabulary and
symbols. What is factor? What
is product? What is
multiplication sign? What
multiplication means?
Provide options for
comprehension- activate, apply
& highlight
-Student can use various
materials such as pebbles and
white boards to enhance their
comprehensions.

Provide options for physical

action- increase options for
interaction
-They will model the equal
groups using pebbles or
whiteboard.

Provide options for expression

and communication- increase
medium of expression

Provide options for recruiting

interest- choice, relevance,
value, authenticity, minimize
threats
-Students will solve the
problems independently.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback
-Student will talk and discuss
with a partner during the lesson.

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies
-I will give a clear direction so
that students can meet the
lesson goals.

Provide options for selfregulation- expectations,

personal skills and strategies,
self-assessment & reflection
-Students will be able to selfassess their learning when they
solve IXL multiplication
problems. They can check their
test result and see what they got
wrong.
- video (Counting by 3s) https://www.youtube.com/watch?v=V96IZWctZYA
-pebbles (if need)
-White boards (if need)
-computer
-overhead projector
-projector
-microphone
-Go Math Textbook
-small dinosaur objects and three small bags.
Students will remain their seats during the lesson.

How will your classroom

be set up for this lesson?
III. The Plan
Time

Components

10
min

Motivation
(opening/
introduction/
engagement)

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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.
1. Show Counting by 3s video to students. Ask them to sing
-watch the video and skip count the
along with a low-medium volume.
numbers by 3s.
2. After watch the video ask them, "Do you remember what
we learned yesterday?"
Ask them to raise their hand and reply. "Today, we're going
to learn how multiplication is like repeated addition and how
to write multiplication sentences"

-"we learned about equal groups and skip

counting."

3. " Before we learn that, let's talk about the multiplication

first."
"What do you know about the multiplication? Do you know
when we use it?
"Multiplication is all around us. We use multiplication at the
grocery store when we count the number of candies in bags,
when we go shopping, and when we count the total number
of equal groups."

-we use it when we count the total

number in faster way.

4. Explain the word 'Multiplication'

"The word multiple means more than once. So,
multiplication means doing something more than once! We
use multiplication when we want to add several things of the
same value.
5."Today I brought three bags of little dinosaurs. In each bag,
there are 9 dinosaurs. How can we find the total number of
dinosaurs? Talk with the person next to you."

-talk with their partners.

5. "If I have to find the total number of dinosaurs in these

three bags, I will take out all the dinosaurs from each bag and
combine them. Then, I will count them one by one. But, do
you think that's the best way? Who can tell me another
ways?"

-"No!! use multiplication!"

6. Listen to one of the students' answer and explain that

"multiplication is the faster way to find the total.
Multiplication is quicker to do than repeated addition."
"Now, we're going to learn how multiplication is like
addition and how they're different."
30
min

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

7. Ask students to turn to page 145. (use the overhead

projector)
"We are going to solve this problem together. Let's read the
question. 3,2,1 "

-Turn to pg. 145.

Tomeka needs 3 apples to make one loaf of apple bread.

Each loaf has the same number of apples. How many apple
does Tomeka need to make 4 loaves?

-read aloud the question.

8. "Let's look at the blue box. The first question is How many
loaves is Tomeka making? How many apples are in each
loaf?"
Ask students, "How can we solve this problem?"

-answer to my questions.
-"4 loaves!"
-"3 apples!"
-"we can use addition! or we can use
multiplication!"

9. "There are two ways to solve this question. The first way
is using repeated addition. Repeated addition is when we add
the same number for several time like skip counting."
10. "Use the 4 circles to show the 4 loaves. Each circle
represents one loaf. Now, draw 3 counters in each circle to
show the apples Tomeka needs for each loaf." (wait until
students draw counters)

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-draw 3 counters in each circle.

11." We are using repeated addition to find the answer. What

number should we have to write in each blank to complete
the addition sentence?"
3+__+ __+__=___

-"3"
-"the answer is 12!"
-write down the answer.

12."Great. So, Tomeka needs 12 apples to make 4 loaves of

apple bread."
13. "There is another way to solve this problem. What can
we use? Can we use subtraction??"
14."Yes! We can use multiplication to find the answer! Turn
to pg. 146."
15. "We are going to solve the same problem using the
multiplication."
"When you combine equal groups, you can multiply to find
how many in all."
"Tomeka has 4 loaves of 3 apples. Let's draw 3 counters in
each circle."(Wait until they draw it)
" Since there are the same number of counters in each circle,
you can multiply to find how many in all."
16. "Let's read this sentence together. Multiplication is
another way to find how many there are altogether in equal
groups."
"So, for example, when there are 3 groups of 2 dinosaurs, we
can multiply to find how many dinosaurs in all. What if there
are one group of 3 dinosaurs and one group of 2 dinosaurs
and one groups of 4 dinosaurs? Can we use multiplication to
find the total?"
(model these groups using small dinosaur objects and show it
to students using overhead projector)

"No, we use multiplication!"

-turn to pg. 146.

-"There are 3 counters in each circle."

-Read the sentence together.

-"No, we can't because they are not

equal."

"We can multiply only when each group has same counters."
17. Explain how to write multiplication sentence.
"Now, I'm going to show you how to write a multiplication
sentence. In order to make a multiplication sentence, we need
to write factors and product in the sentence. Factors are the
numbers multiplied and product is the answer to a
multiplication problem. In this problem. what are the factors?
The problems says he has 4 loaves of 3 apples. So, 4 and 3
are the factors. Between the two factors, we need to put x. X
is the multiplication sign."

-"Factors are 4 and 3."

-fill out the blanks.

-read the multiplication sentence.

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"Then, what's the product? Yes! 12 is the product which is

the answer. Let's read this multiplication sentence. Four times
three equals twelve."
" There are two ways to write a multiplication sentence. It is
similar to addition and subtraction sentence. The first way is
writing the sentence horizontally. The second way is writing
in column."
"So, when we solve a multiplication problem, we can use
both repeated addition sentence and the multiplication
sentence. In this problem, repeated addition sentence is
3+3+3+3=12. We can change it to a multiplication sentence.
4 groups of 3,so it is 4 times 3 = 4 x 3 = 12."
-solve #1.
18. Solve 2 problems together (#1 and #2 on pg. 146-147).
"Let's solve #1 on pg. 146 by yourself. Give me a thumb up
when you finish."
19. "Let's check the answer. We need to write addition and
multiplication sentences for this model. How many
groups(circles) are there? How many counters in each circle?
Write down 4 groups of 5 next to the circle."
"Now, write the addition sentence first. What number should
be in each blank to find the total number of counters?
5+ 5+5+5= __ How many in total?"
"Let's write the multiplication sentence. what's the factors?
There are 4 groups of 5, so 4 and 5 are the factors. 4 times 5
equals to 20."

-check their answers.

-answer to my questions.

-solve pg. 147- 148.

20. Ask students to solve the rest of problems on pg.147148 . Ask students to cross out the number 13.
21. While students solve the problems independently, I will
walk around and check their answers. If they got the correct
answers, I will put + on the problem. If some students got
wrong answers, I will put - on the problems and ask them to
correct the answers. If some students need help, I will
explain the problem individually. Also, they may use pebbles
if they need.
5 min
Closure
(conclusion,
culmination,
wrap-up)

22. "Great job learners. Today, we learned how to write a

repeated addition sentence and a multiplication sentence for a
model. Now you know how to write multiplication
sentences!"
23. "Please turn to pg. 149-150. This is your homework for
tomorrow." Ask students to cross out #8 on pg.149 and #5
and #6 on pg. 150. Ask students to rip off the page and put it
into their agenda.

-follow the directions and put the

homework page into their agenda.

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.)

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My 2nd lesson went well. I didn't run out of time. Students were fully engaged in my lesson. At the end of lesson, most students were
able to solve multiplication problems by themselves. Also, they were able to write a repeated addition sentence and a multiplication
sentence to model the problem. I think it was a good choice to use small dinosaur objects while I taught equal groups and
multiplication. Students seemed to understand better when I used actual objects. For the next time, I will keep using counters or
small objects when I explain or demonstrate. When students raised their hands to answer my questions, I tended to pick students
who were good at math. Next time, I will randomly pick a student using wood sticks so that everyone can have opportunity to
answer.

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