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 Address the following: 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_
What will you do if a student struggles with the content?
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!)
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