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Name: Juwaher Rashid Ali Grade Level: Grade 3 CCSS Math Strand:

Alnaqbi- H00255210 Students 26 Unit 1 operations chapter 4 lesson 1


represent the multiplication

CCSS Standards:
According to CCSS standard, for operation lessons students generally will grasp the concept of
multiplication by working with equal groups of objects to gain foundations for multiplication.
The relationship between multiplication and addition.

Main Lesson Aims (Concepts, Procedures, & Processes):


Learning objectives:
Students will recognize the multiplication process by working with equal groups of items.
Students will identify the multiplication as repeated addition.

- Materials: PowerPoint, hand papers, Ballet rings, worksheets, paper clips, puzzles, rope and clips for
hanging the works.
Teacher books McGraw Hill, CCSS, Math Book for grade 3 studnts, Volume 1. (Teacher edition)

student McGraw Hill, CCSS, Math Book for grade 3 learners, Volume 1. (Student edition)
book(s)
worksheets/ For chapter 4, lesson one, every description paper, worksheet and activities is
papers attached with the lesson plan.

Teacher - Classroom rules on the papers


materials - Hang rope
- White board
student - Worksheets.
materials/ - Ballet rings
manipulatives - Paper clips, puzzles, rope and clips for hanging the works.
Technology 1- PowerPoint while explaining the lesson.
2- multiplication for equal groups game
http://www.multiplication.com/games/play/carls-cookie-capers
other None

Key vocabulary with definitions (and pictures if appropriate):

word glossary definition image

number A sentence includes numbers and math signs such as 5 3 = 2


sentence multiplication sign and equal sign
Multiplication The symbol or the symbol used between two numbers to show
sign that they should be multiplied together

Multiplication The basic idea of multiplication is repeated addition.
For example: 5 3 = 5 + 5 + 5 = 15


Equal groups The same number of items in each group.




Students Prior Knowledge:

- Students did recognize and identify on the last lessons about addition properties, so they will be able to
realize the new concept of multiplication by using equal groups and repeated addition to find the
products of multiplication sentences, as it will be feasibly works.
Possible Problems :

- Problem: The time may not be enough; the teacher must give students enough time to get the task concept.

- Solution: The teacher must set a timer, and look at the time. To do not take a long time in the pre and core stage,
I mean the teacher has to give one example that is enough for first session then she has to start the post stage as
that also play an important role to engage the students with the new concept and facilitate the grasping of lesson
idea.
Misconceptions:

- Problem: Students may have misconception and errors on differentiation of number of groups and the
items in each group to convert the addition sentence to multiplication sentence.
- Solution: so the teacher will try to use visual activities such as drawing groups and pictures as she will
act it by using the rings.

- Problem: student might straggle with the products of multiplication questions.


- Solution: Teacher will link between addition operation and the new operation which is multiplication.

Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Engage (warm up, review prior knowledge): T & S interaction Time

T will greet the students and then display the classroom rules which are Teacher: will give
asked from students: the rules. And
then write some
- Be good listener. examples, then
- Raise your hand up before you give an answer. she will open the
- Respect your classmates. PP. Almost
5-
- Each student will have a reinforcement table for their participation, 10mins
organization, quietness and collaboration as individually and groups.
Students: will
- Gifts for participated students. listen and follow
- When you see the teacher raise her hand that means you have to shut her instructions.
your mouth and focus with her.
- T will ask students to breathe deeply
- T will write the objectives on the board and ask students to read.
- And then she will start to give some examples from the last lesson
which is about simple addition then she will link it with the new
lesson.
Core (introduce and practice new concepts & procedures):
Teacher:
Through this stage the teacher will explain the new concept of she will engage
the students
with the 25
activity min
Gives clear
instructions.
Ask questions
multiplication on PP which is this example: that related to
the next steps
then she will apply two activities in the game
Motivate
students to
think and
First activity for whole class: explore.
T will write on the board the number sentences; first sentence Students:

includes addition then the second one includes multiplication. They will
response to
Then she will act it out by using the ballet rings and ask students to the teacher
and interact
act with her to present the written question on the board. with her.
Answer teacher
Then she will do it again but without her helping but students that she questions. Write
the answer on
chose them have to solve it by themselves. the board
Maybe they
will ask
teacher if
they dont
understand
The next activity (by groups of three or four sts then will present Follow
with whole class): teacher
instructions.
Each group would have two hands made of paper and a Represent
the
multiplication problem, students have to draw circles or any multiplicatio
n problem by
items such as cupcakes, flowers , then they have to hang using ballet
rings as
their hands paper on the rope that the teacher put it in front of groups

the classroom.
Teacher will ask one student from each group to show her
group answer.

Teacher: will
After the whole class activities are be done, the teacher will distribute the
give each group their activity: worksheet and the
paper clips, then
she will explain the
Activity for High Students ability: activity for the
high students and
For high students: they will work as group of three sts, they have a problem solving provide them with
and they have clear instructions:
1- Read the question 1. Read the
2- Circle the number of groups (plates)
3- Underline the number that should be on each group, which will be the number
question
of (cupcakes) 2. Use the
4- Then draw the plates and the cupcakes presented clips
5- Write the addition sentences and then the multiplication sentence. to count and
As you can see here: find the
products
3. write the
repeated
addition
sentence and
then write the
multiplication
sentence
4. When you
finish raise
your hand
quietly.
Students: will read,
explore, draw, represent
numbers and find the
sum and the products.

Activity Medium Students: (work individually)

Students with medium ability would have ready groups of paper clips and
they have to write on the worksheet the repeated addition sentence then the
multiplication sentence, as you can see here:

Teacher: will give


Activity low Students: (work individually) the paper for the
students, explain
They would have pieces of puzzle that shows the addition sentence, the instruction first
multiplication sentence and the ready groups which are trees, and solve the
1. Students will put the pieces together. activity with the
2. They will compare between the multiplication sentence and the whole class at the
groups that already there and they have to find how many end.
apples they have to draw on each tree.
3. Find the sum of repeated addition.
4. Then write the product of multiplication sentence. Students: they
will follow
activitys
instructions, find
the requirements
and then go to
present their solve
on the board.

Teacher: will give


the paper for the
students, explain
the activity.
Draw apples:

Students: have to
reorder the steps
correctly, then
stick their answer
on the board.

Close (wrap up, discussion, brief review activity or


assessment): Teacher: she will
display the game
The teacher will display a multiplication for equal groups game and solve the
http://www.multiplication.com/games/play/carls-cookie-caperswill be questions together
presented at the end of the lesson
Students: they
will look, and 10
interact with min
teacher.
If the game doesnt work there will be paper clips and the teacher will
write any multiplication sentence and the students have to represent it Teacher will end
by using clips. the lesson and
give the winner
T will ask each group to reorganize the classroom and count their group gifts.
happy face stickers that they collected.

Attachments:
Copy of all resources given to students.
Reference page with all books, journals and websites.

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