Lesson: 3rd grade Fact Families using Multiplication and Division

Language Objectives:

SWBATExplain orally why they chose those numbers for their fact family
using math terms including multiplication and division.

SWBAT Describe how they solved their division problems using complete
sentences and present tense.

Ways to Assess:

During this unit students will be writing down key math vocabulary that
is new to them. At the end of the unit students will create a song about
fact families using the key math vocabulary including multiplication
division numbers and fact families. Students will then perform
their songs outloud to the class to see the different ways the terms
were used in song form by the students.

As students are writing down key vocabulary in this math unit students
will be creating a motion for each new term. This will help students
remember the term. Then at the end of the unit students will create a
skit using complete sentences and all the vocabulary given throughout
the unit.

Students will also create a poster describing how they solved their
unknown division problems within their fact families. For example, the
students may have a fact family of _, 2, and 12. They would then write
that they know that 12/2=6 so their missing number would be 6. Or
they could write they counted by 2s until they got to 12 and they
counted 6 times therefore their missing number must be 6. Students
will be required to use complete sentences on their poster and the fact
families will be given to them by the teacher to ensure they arent
creating a fact family that they already know the facts for.

How to use the data:

Students will be expected to meet the objectives of the lesson by using

the math terms correctly in both the song they create as well as the skit.
While the students are performing both their song and their skit the teacher
will use the class roster and put a check mark next to the students who used
the terms correctly. If the students in the class dont use the math terms
correctly in the song or the skit and therefore dont receive a check mark
then in the following lesson I would review the math terms with that group of
students. I use this approach to ensure the students understand the
vocabulary before moving on to the next unit. I would then assess the
students who didnt understand the terms again on their use of vocabulary
terms so make sure everyone understands before moving on, this way
students dont get lost. In the next assessment, I would have the students
explain the terms orally with another performance based assessment
because it would be faster to check students off. In both activities students
should be using complete sentences and once the students have done the
performance in front of the class the teacher will evaluate the students
written work. If the students didnt use complete sentences then they will
rewrite their skit or song using complete sentences. The length of the skit or
amount of terms needed to be used would vary depending on the student.
This is to ensure each student can be successful in this assignment
regardless of English ability or a disability.

Students will also create a poster describing how they solved their
unknown division problems within their fact families. In this assessment
students will need to explain non-verbally and verbally how they solved their
division problems. The students should be using the correct terminology
which is something the teacher will be able to see when looking at the
students posters. The teacher will look at each students poster and
explanation before they are read aloud in front of the class. This is to make
sure the students arent embarrassed if they get it wrong in front of their
peers. If the students are incorrect then they will be given an opportunity to
correct the poster before presenting it to the class. Once their poster is
correct the students will then verbally explain the poster to their peers. This
is another way the teacher will be able to tell if they understand the terms in
the unit. If they still get the wrong answer in their fact family or use the
wrong terms to describe the words then as the teacher I would go over with
them the multiplication and division facts again and talk with them privately
about what they are not understanding. This could be a discussion of not
using complete sentences or a larger issue going on such as learning
disability. I decided to include both verbal in non-verbal because some
students are stronger in one area over the other and this will ensure they get
the best opportunity to show their strengths. The expectation for the posters
is that they use complete sentences and can verbally and non-verbally
explain the posters they have created.