USF Elementary Education Lesson Plan Template (S 2014) Name: Nikeisha Olmstead____________

Grade Level Being Taught: Subject/Content: Math/ Group Size: whole Date of Lesson: October 17,
3rd Associative Property group 2017

What Standards (national or MAFS.3.OA.2.5 Apply properties of operations as strategies to multiply and divide
state) relate to this lesson?
(You should include ALL applicable MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Essential Understanding What properties and strategies can be used to solve multi-step word problems?
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you The student will be able to use the associative property to solve problems fluently
teaching?
(Student-centered: What will The student will be able to persevere through word problems using the associative property
students know and be able to do with little to no assistance.
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 (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
USF Elementary Education Lesson Plan Template (S 2014) Name: Nikeisha Olmstead____________
Grade Level Being Taught: Subject/Content: Math/ Group Size: whole Date of Lesson: October 17,
3rd Associative Property group 2017

Rationale
Address the following questions: This lesson will promote abstract and skills-based thinking. Students will be able to thoroughly think
Why are you teaching this through word problems to decide which approach is best for them.
objective?
Where does this lesson fit Students should understand why the mathematical properties work and how they are applied.
within a larger plan?
Why are you teaching it this I provide different manipulatives so students have options while working independently.
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you Formative: The teacher will be walking around as students work to observe their understanding
know students have mastered
your objectives? Students will receive a number on the top of their paper, this will tell them which group they are working
with based on observation
Address the following:
What formative evidence will Summative: The students will be asked to complete a worksheet with additional, relative word
you use to document student problems in small group and individually to ensure they understand the concept.
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is What is associative property and how it works

necessary for a teacher to teach
this material?

What background knowledge is Students have already been exposed to the different properties (communitive, associative, zero and
necessary for a student to identity)
successfully meet these
objectives? We will begin the lesson by going back to their notes and reviewing the meaning.

How will you ensure students I know my students have been doing great with other two-step problems. This may still be challenge for
have this previous knowledge? some but I will have manipulatives and support throughout the entire lesson.
USF Elementary Education Lesson Plan Template (S 2014) Name: Nikeisha Olmstead____________
Grade Level Being Taught: Subject/Content: Math/ Group Size: whole Date of Lesson: October 17,
3rd Associative Property group 2017

Who are your learners?

What do you know about them?
What do you know about their
readiness for this content?

What misconceptions might That this property will eventually be true for division as well.
students have about this content?
That if the factor order is switched, the product will be different

Lesson Implementation
Teaching Methods
(What teaching method(s) will you Teacher modeling.
use during this lesson? Examples
include guided release, 5 Es, direct Whole group discussion.
instruction, lecture, demonstration,
partner word, etc.) Turn-and-talk

Group work

Independent work.

Step-by-Step Plan Time
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

Where applicable, be sure to

address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
1min Teacher/ As students are preparing for math time, getting out their notebooks and such, I
will pass out to 3 different students a set of snap cubes. I will instruct to them
that they can use as many or as few as they like, but to make one strip of them.

7 min
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
3rd
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
What will you do if
Name: Nikeisha Olmstead____________
Subject/Content: Math/ Group Size: whole Date of Lesson: October 17,
Associative Property group 2017
Teacher/ Those students will be called up to display their strips on a drawn-out
Student multiplication problem with one set of parentheses. Then I will ask other
students to solve on their white board, making sure they write out the problem.
Reminding them of which operation to solve first (parenthesis).
I will walk around to make sure all students are working well. One student will
share their work
I will move around the cubes, and ask the students to solve again. One student
will share.
What did we notice
- I hope students will respond with that even though we moved the
numbers around, we still got the same answer
Youre right! Can anyone remind me which multiplication property that is?
Now we will go back into our notes and review the definition, we will read the
definition out loud.
1 min Papers person will pass out Problem Solving worksheet
Student
5 min Read through problem #1 on the worksheet together.
Teacher/ Solve together using arrays (with counters)
Student
5 min Allow students to continue working on the worksheet with their shoulder
Teacher/ partner. Reminding them that they can use any manipulatives available to them
Student (white board, counters and snap cubes)
I will be walking around giving students group numbers
20 min Students will continue to work on their problem-solving sheet as the teacher
Teacher/ pulls small group.
Student If students finish before time, they will be instructed to work on their math labs
a student struggles with the content?
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
3rd
What will you do if
Meeting your students needs as
people and as learners
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
Name: Nikeisha Olmstead____________
Subject/Content: Math/ Group Size: whole Date of Lesson: October 17,
Associative Property group 2017
Small groups will be pulled
a student masters the content quickly?
Math lab will be available.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
My students enjoy being able to move around and use manipulatives. By incorporating the manipulatives,
students will be more engaged.
If applicable, how does this lesson connect to/reflect the local community?
Because students will be working in groups and with manipulatives, they must remember their
community skills such as sharing and how to work with others. Skills they will need as members of a
more general society.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students have a Math Lab with different math activities that are both fun and challenging
How will you differentiate instruction for students who need additional language support?
I dont have any English Language learners but the lesson involves many visuals as well as a little
reteaching so concepts and terms will be familiar.
BL math students will have more time with the teacher during small group, also the manipulatives are
provided for visual assistance.
HH may sometimes experience behavior he has a hard time dealing with, he will be able to work
individually if he is not enjoying any partner work.
- Problem Solving worksheet
- Snap cubes
USF Elementary Education Lesson Plan Template (S 2014) Name: Nikeisha Olmstead____________
Grade Level Being Taught: Subject/Content: Math/ Group Size: whole Date of Lesson: October 17,
3rd Associative Property group 2017

(What materials will you use? Why - Counters

did you choose these materials? - White boards and markers
Include any resources you used. - Elmo
This can also include people!)