Pre-Observation – Form 1
(Formal Announced)
Teacher: Hanan D’Ariano
Grade Level(s): 3rd Grade Number of Students: 23
Name of Evaluator: Mr. Gary Mastrangelo
COMPONENTS
Demonstrating Knowledge of Content and
Pedagogy (What is the content to be
taught? What prerequisite learning is
required?)
School: Highview Subject(s): Mathematics
Time/Period: 11:30 a.m. Date 10/17/16
LESSON INFORMATION
Prerequisite to Learning:
Through the previous lessons taught, follow up
assignments, post assessments, and student responses to
both exit tickets and homework assignments, the teacher
is able to determine the following:
 The students understand equal groups of as
multiplication.
 The students understand how to relate
multiplication to the array model.
 The students understand how to interpret the
meaning of factors as the size of the group or the
number of groups in multiplication and division.
 The students understand how to demonstrate the
commutativity of multiplication and practice
related facts by skip-counting.
 The students understand how to model the
distributive property with arrays and number
bonds to decompose units as a strategy to
multiply and divide.
 The students understand how to model division as
the unknown factor in multiplication using arrays
and tape diagrams.
 The students understand how to interpret the
quotient as the number of groups or the number
of objects in each group.
 The students understand how to skip-count
objects in models to build fluency with
multiplication facts.
 The students understand how to use the
distributive property as a strategy to find related
multiplication facts.
 The students understand how to model the
relationship between multiplication and division.
Content to be taught in this lesson:
The students will solve two-step word problems involving
multiplication and division.
Common Core Grade Level Standards:

3.OA.1 Interpret products of whole numbers, e.g.,

interpret 5 × 7 as the total number of objects in 5 groups
of 7 objects each.

3.OA.2 Interpret whole-number quotients of whole

numbers, e.g., interpret 56 ÷ 8 as the number of objects in
each share when 56 objects are partitioned equally into 8
shares, or as a number of shares when 56 objects are
partitioned into equal shares of 8 objects each.

3.OA.3 Use multiplication and division within 100 to solve

word problems in situations involving equal groups,
arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown
number to represent the problem.

3.OA.4 Determine the unknown whole number in a

multiplication or division equation relating three whole
numbers.

3.OA.5 Apply properties of operations as strategies to

multiply and divide.

3.OA.6 Understand division as an unknown-factor

problem.

3.OA.7 Fluently multiply and divide within 100, using

strategies such as the relationship between multiplication
and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷
5 = 8) or properties of operations.

3.RI.1 Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as
the basis for answers

3.RI.4 Determine the meaning of general academic and

domain-specific word and phrases in a text relevant to a
subject area

3.SL.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own clearly

3.SL.6 Speak in complete sentences when appropriate to

task and situation in order to provide requested detail or
clarification.
 Focus Standards for Mathematical Practice:

MP.1 Make sense of problems and persevere in solving

them. Students model multiplication and division using
the array model. They solve two-step mixed word
problems and assess the reasonableness of their solutions.

MP.2 Reason abstractly and quantitatively. Students

make sense of quantities and their relationships as they
explore the properties of multiplication and division and
the relationship between them. Students decontextualize
when representing equal group situations as
multiplication and when they represent division as
partitioning objects into equal shares or as unknown
factor problems. Students contextualize when they
consider the value of units and understand the meaning of
the quantities as they compute.

MP.3 Construct viable arguments and critique the

reasoning of others. Students represent and solve
multiplication and division problems using arrays and
equations. As they compare methods, they construct
arguments and critique the reasoning of others. This
practice is particularly exemplified in daily Application
Problems and in specific lessons dedicated to problem
solving in which students solve and reason with others
about their work.

MP.4 Model with mathematics. Students represent equal

groups using arrays and equations to multiply, divide, add,
and subtract.

MP.7 Look for and make use of structure. Students notice

structure when they represent quantities by using
drawings and equations to represent the commutative
and distributive properties. The relationship between
multiplication and division also highlights structure for
students as they determine the unknown whole number in
a multiplication or division equation.
Demonstrating Knowledge of Students
Prior lessons, exit tickets, and pre-module and mid-
module assessments were used to identify the students
who need additional support, as well as those who have
mastered the skills.
Throughout the lesson, ongoing methods of questioning
will be used to assess students’ skill levels in order to
modify and/or enrich the instruction accordingly.
Individual support and encouragement will be provided to
any student struggling to complete the activity.
Setting Instructional Outcomes (What do
you want students to learn during this The students will solve two-step word problems involving
lesson?) multiplication and division.

Demonstrating Knowledge of Resources

(What resources were considered for this Resources:
lesson and rejected? Why? What resources  Monster Mash Fluency PowerPoint
will be used? Why?)  Interactive SMARTboard Lesson
 EngageNY Lesson 20
 Personal White Boards
 Lesson 20 Problem Set
 Lesson 20 Exit Ticket
 Lesson 20 Follow-up Homework Sheet

Designing Coherent Instruction (Briefly list Warm up:

the steps of the lesson)  The students will participate in a monster mash
fluency activity in anticipation of the concept
development.

Motivation:
Application Problem-
 A word problem will be displayed on the
SMARTboard to review solving a single-step word
problem using units of 4. The students will guide
the teacher on how to solve the word problem
using the RDW strategy.

Presentation:
Concept Development-
Whole Group
 The teacher will introduce the concept
development using the interactive SMARTboard
presentation.
 The teacher will first model the use of a tape
diagram to break down varied multi-step word
problems.
 The students will apply this strategy to another
word problem using their personal white boards.
Small Group:
 The students will work in pairs to solve five varied
two-step word problems in their workbooks.
 The teaching assistant will circulate and provide
additional assistance or challenge where needed.
 The teacher will work with a small group of
students who may have had difficulty with the
paired activity and previous lessons. The teacher
will read aloud and break down the problems into

Designing Student Assessments (How will
you measure the goals articulated in
setting instructional outcomes? What does
success look like?)
Reflecting on Teaching Practices and
Student Data
smaller parts demonstrating the RDW process.
The teacher will use a white board and a tape
diagram model as well as hands on manipulatives
to further assist the students in solving these
problems.
Summary:
Student Debrief-
 The teacher will invite students to review their
solutions for the Problem Set on the SMARTboard.
 The teacher will guide students in a conversation
to debrief the Problem Set and process the lesson
by asking questions to lead discussion.
 The students will reflect on the lesson and discuss
what they learned about the strategies used to
solve two-step word problems.
Independent Practice
Exit Ticket-
 The students will complete the Exit Ticket. The exit
ticket will be used to modify homework for
students struggling with the lesson and to
determine which students are ready for more
complex tasks and which students need review.
The goals of the lesson will be assessed through the
following:
 Student level of active and effective participation
during whole group and in collaboration with a
partner
 The student’s responses to the teacher’s
questions
 Level of independence during problem set
worksheets
 Successful completion of exit ticket
 Successful completion of follow-up homework
 Success level on follow up objectives and tasks
Students’ scores on pre and post assessments, classroom
observations, follow-up assignments, and results from the
mathematics component of i-Ready will continue to be
used to drive instruction. The data collected is used to
assess and group the students accordingly, in order to
better address and meet their individual needs. This will
allow them to better understand and retain the third
grade Common Core Math Standards as they continue to
build upon these skills in fourth grade.
 Lesson Plan

Teacher: Hanan D’Ariano School: Highview Subject(s): Mathematics

Grade Level(s): 3rd Number of Students: 23 Time/Period: 11:30 a.m Date 10/17/16

Name of Evaluator: Mr. Gary Mastrangelo

Aim: The students will solve two-step word problems involving multiplication and division.

Materials Needed:

 Monster Math Fluency PowerPoint

 Interactive SMARTboard Lesson
 EngageNY Lesson 20
 Personal White Boards
 Lesson 20 Problem Set
 Lesson 20 Exit Ticket
 Lesson 20 Follow-up Homework Sheet

Questions: (NYS CCLS)

3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
groups of 7 objects each.

3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares
when 56 objects are partitioned into equal shares of 8 objects each.

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal
groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem.

3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three
whole numbers.

3.OA.5 Apply properties of operations as strategies to multiply and divide.

3.OA.6 Understand division as an unknown-factor problem.

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of
operations.

3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for answers

3.RI.4 Determine the meaning of general academic and domain-specific word and phrases in a text
relevant to a subject area

3.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own
clearly

3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.

Essential Question: How can we apply the strategies we have learned to solve two-step word problems
involving multiplication and division?

Questions:

How is the RDW process helpful when solving word problems?

What types of models can be used to show our work when solving word problems?
How are tape diagrams helpful when solving multi-step word problems?
What strategies can we use when solving unfamiliar multiplication or division facts?
How do we identify the known and the unknown in the word problem?
What do the knowns and unknowns represent?

Vocabulary:

 Array: an arrangement of objects in rows and columns

 Commutative property: rotate a rectangular array 90 degrees to demonstrate the factors in a
multiplication sentence can switch places
 Equal groups: with reference to multiplication and division, one factor is the number of objects in
a group and the other is a multiplier that indicates the number of groups
 Distributive property: used to multiply a single term and two or more terms inside a set of
parentheses
 Multiply: an operation showing how many times a number is added to itself
 Divide: partitioning a total into equal groups to show how many equal groups add up to a specific
number
 Factors: numbers that are multiplied to obtain a product
 Product: the answer in multiplication
 Quotient: the answer in division
 Unit/Part: one segment of a partitioned tape diagram or number bond
 Unknown: the missing factor or quantity in multiplication or division
 Number bond: illustrated part-part-whole relationship
 Tape Diagram: a method for modeling problems
 RDW: read, draw, write
Warm up:

Group Counting/Fluency/Movement

 The students will participate in a monster mash fluency activity to review multiplication facts of
3, 4 and 5 in anticipation of the concept development.

Motivation:

Application Problem-
 A word problem will be displayed on the SMARTboard to review multiplication using units of 4.
This will also lead into Problem 1 of the Concept Development.
 The students will be prompted to share with the class how to use the RDW strategy to solve the
problem.
 The teacher will review the steps needed to solve for the unknown in the problem.

Presentation:

Whole Class:

Concept Development-

 The teacher will share with the class that today we will be learning how to model and solve two-
step word problems using a tape diagram.
 The teacher will project a story problem and ask the students to compare it to the problem they
just solved in the application problem. (What is different?)
 The teacher will ask the students to turn and talk to their partner to discuss how they can use
their answer from the application problem to solve the new problem.
 The teacher will elicit from the students that we found the cost of the 6 scarves and we just
have to add the cost of the hat to the total.
 The teacher will guide the students through modeling this information using the RDW process
and a tape diagram.
 The teacher will then guide the students through problem 2 of the concept development using
the interactive SMARTboard lesson.
 The teacher will elicit from the students what is known (-> Each plant is $5. The rose bush also
costs $5.) and what information is unknown (-> The cost of the 7 plants, so we don’t know how
much more the plants cost than the rose bush.) from the problem.
 The teacher will model how to draw and label a tape diagram that shows this information.
 The teacher will ask the students what strategy we might use to solve for the unknown (->
Subtract the cost of the rose bush from the total cost of the 7 plants.)
 The students will be asked to work with a partner to solve another two-step problem using their
personal whiteboards.
 While the students are working, the teacher and teacher’s assistant will circulate for assistance.
  Student volunteers will be asked to show the class how they solved their word problems on the
SMARTboard.
 The teacher will then introduce the problem set, in which students will be working in
cooperative pairs to solve. The teacher will remind the students to use the RDW process when
solving.

Small Group:

Problem Set-
 The students will work in cooperative pairs to solve the problems in the problem set using tape
diagrams.
 The teacher’s assistant will circulate and provide individual assistance and encouragement to
the students working in pairs.
 The teacher will work with a small group of learners who had difficulty during the content
development activity and previous lessons. The teacher will read aloud the problem and break
them down into smaller steps while reinforcing the RDW strategy. The teacher will model the
strategies taught during the lesson using a white board as well as manipulatives to reinforce the
use of a tape diagram when solving two-step word problems.

Summary:

Student Debrief-
 Student volunteers will be invited to review their solutions for the Problem Set on the
SMARTboard. Students will be asked to explain their strategy and solution to the class.
 The teacher will guide students in a conversation to debrief the Problem Set and process the
lesson. Ask questions to lead discussion. The teacher will ask, “What new strategy did we learn
today?” and “How did we use the tape diagram to solve two-step word problems involving
multiplication and division?”
 Students will explain the steps in using the RDW process.
 Students will reflect on the lesson and discuss what they learned about using tape diagrams to
demonstrate their work.

Independent Practice:

 The students will complete the exit ticket for the lesson.
 The teacher will collect the exit tickets and grade them in order to determine if any students are
still struggling with the concept.
 The data from the exit ticket and follow up assignment will be used along with the notes that
the teachers made during the small group activity, in order to monitor the progress of the
students in reaching this Common Core Learning Standard.

Follow-up:

The students will be given a homework worksheet that will review the learning target taught
today. Students will use tape diagrams and the RDW strategy to help them solve the problems.
The worksheet will reinforce the concept that a tape diagram can be used to solve multi-step
word problems.