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# USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

Lesson Content
What Standards (national
or state) relate to this MAFS.3.OA.2.5: Apply properties of operations as strategies to multiply and
lesson? divide. Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known.
(You should include ALL (Commutative property of multiplication.) 3 5 2 can be found by 3 5 = 15,
applicable standards. Rarely then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of
do teachers use just one: multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5
theyd never get through + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.)
them all.)

Essential Understanding
(What is the big idea or
essential question that you Understanding and Applying the Distribute Property
want students to come away Fluency and Strategies for 3s and 6s
with? In other words, what,
aside from the standard and Essential Question: How can the Distributive Property help you become fluent with 3s
our objective, will students facts?
understand when they finish
this lesson?)

## Objectives- What are you

teaching? SWBAT use the distributive property to model fluency with 3s facts.
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

## (i.e., I will see her

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following In previous units, students have been working on fluency facts of 2,4,5, and 10. During
questions: this unit, students are focusing 3,6,7,and 9.
Why are you teaching this
objective? Fact fluency and familiarity with the hundreds chart has helped students become familiar
Where does this lesson fit with some facts of 3.
within a larger plan?
Why are you teaching it After learning 3, students move on to 6 and 9. Because of the patterns seen with
this way? 2,4,5,and 10 involving doubling and halving, students are expected to see the same
Why is it important for pattern with 3 and 6.
students to learn this
concept?
Evaluation Plan- How will
you know students have -Use of HOT Questions
mastered your objectives? -Class discussion and observations
-Differentiated Groups
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

## What Content Knowledge Basic knowledge of multiplication and division

is necessary for a teacher Knowledge of the distributive property
to teach this material?
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

What background
knowledge is necessary for
a student to successfully Students know how to use manupulatives (snap cubes, plates, counters, etc.)
meet these objectives? Students know procedures about using daily math problems in journals
How will you ensure Students know basic multiplication and division fact families or how to figure out
students have this products/multiples
previous knowledge? Students know color coding system for differentiated groups
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about Confusing distributive property with other properties
this content? Misconceptions about multiplication facts with 3s and other numbers

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? HOT Questions
Examples include guided SMP 1, 2, 4
release, 5 Es, direct Modeling
instruction, lecture, Scaffolding
demonstration, partner word,
etc.)
Step-by-Step Plan Time Who is
(What exactly do you plan to responsibl
do in teaching this lesson? Be e (Teacher
thorough. Act as if you needed or
a substitute to carry out the Students)?
lesson for you.) Opening/Engaging:
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

## Give students the following problem to solve: Melina was planting

Where applicable, be sure to broccoli. She planted 3 rows with 7 broccoli plants in each row.
address the following: How many broccoli plants did she plant?
What Higher Order Encourage students to model the problem using an array, and
Thinking (H.O.T.) questions monitor/select/sequence students to share their thinking.
will you ask? Then, tell students Melina had 21 broccoli plants. She plants them
How will materials be in 3 rows. How many broccoli plants are in each row?
distributed? Again, encourage students to model the problem using an array,
Who will work together in and the using the Distributive Property to decompose the array into
groups and how will you 2 new arrays. Monitor/select/sequence students to show their work.
determine the grouping? .
How will students Whole Group:
transition between Unlock the Problem page 141.
activities? Have students model the problem in their math journals; encourage
What will you as the them to use color tiles, arrays, and the Distributive Property to
teacher do? solve.
What will the students do? **Make sure students use the double-double strategy (3x2)+(3x2)
What student data will be or doubling 4 with another group of 4 (1x4)+(2x4).
If you dont see both of these strategies, make sure to model them
collected during each
for students!
phase?
What are other adults in
*Based on student responses, code for differentiated activities:
the room doing? How are
RETEACH: pg. 141B, Tier 1 Activity, pg. 265B, Tier 1/Tier 2 Activities
they supporting students
(need counters, string, grid paper for arrays)
learning?
CORE: pg.143 #15-16, pg. 144, #22, pg. 268, #37, 39
What model of co-teaching
ENRICH: Boy Meets World Multiplication Sheet
are you using?
HOT Questions:
How could you break apart your array into easier multiplication
facts?
When we break apart the factors, do we change the value of the
final product?
What is another way to show the Distributive Property for this
problem?
How do the products of 3 compare to the products of 2?
How can I skip count to solve?
How can you use what you know about x3 facts to help you become
fluent in x6 facts?
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

## Give individualized instruction

Model directions more clearly
Allow student to work with their table groups
Students who need more support will be pulled for a reteach group activity

## a student masters the content quickly?

Students will be asked to complete problems with larger numbers and explore additional
fluency facts
Students who master content will be put into an enrichment group activity.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
All students and people use multiplication daily to figure out common things such as
time, amount of food, amount of people, and many other things. Learning about
multiplication and division applies to all people.
If applicable, how does this lesson connect to/reflect the local community?
All students and people use multiplication daily to figure out common things such as
time, amount of food, amount of people, and many other things. Learning about
multiplication and division applies to all people in the community in different ways

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Enrichment activity/worksheet given to students who need additional challenges

How will you differentiate instruction for students who need additional
language support?
Give explicit instructions/step by step for students to follow
Allow students to work in groups if they want
Provide individual instruction during independent work time to ensure understanding
Model examples of thinking before students begin independent activity
Accommodations (If
needed) LN: Additional support and attention to ensure understanding before beginning
(What students need specific independent activity
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

## accommodation? List Allow students to work with partners/small groups if needed

individual students (initials), -Place student in group with reteach activity
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Manipulatives, counters, string, grid paper, worksheets
Why did you choose these
materials? Include any
resources you used. This can
also include people!)