USF Elementary Education Lesson Plan Template Name: Claire Meitzner

Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

Lesson Content
What Standards (national or
state) relate to this lesson? MAFS.3.OA.1.3
(You should include ALL Use multiplication and division within 100 to solve word problems in situations involving equal
applicable standards. Rarely do groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for
teachers use just one: theyd never the unknown number to represent the problem.
get through them all.)

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words, How can I use arrays to help me solve multiplication problems?
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching?
(Student-centered: What will SWBAT recognize and understand the concept of arrays through the drawing of their own arrays and
students know and be able to do by matching arrays with their corresponding equations, with minimal error.
after this lesson? Include the
ABCDs of objectives: action, SWBAT identify rows and columns within an array by explaining that the first factor indicates the
behavior, condition, and degree of number of rows and the second number represents the number of columns, with minimal error.
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.)."
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

Note: Degree of mastery does not

need to be a percentage.)

Rationale
Address the following questions: This lesson will provide students with yet another strategy to use when solving multiplication
Why are you teaching this problems.
objective?
Where does this lesson fit By asking the students to be able to draw their own arrays, match them with multiplication equations,
within a larger plan? and create arrays from multiplication story problems the students will get multiple opportunities to
Why are you teaching it this practice this strategy.
way?
Why is it important for This lesson is important to the building students knowledge and experience with multiplication.
students to learn this concept?

Evaluation Plan- How will you

know students have mastered I will discuss with my CT the students prior knowledge with multiplication and where the students
your objectives? struggle most with the concept.

Address the following: During the students individual work and during the game I will be observing the students as they work
What formative evidence will and checking off, on my clip-board, if I think they are understanding the lesson fully, almost, or not at
you use to document student all.
learning during this lesson?
What summative evidence will Students will complete an exit ticket at the end of the lesson that will allow me to if the students fully
you collect, either during this grasped the content of the lesson.
lesson or in upcoming lessons?
The summative assessment will be a test at the end of the unit.

What Content Knowledge is

necessary for a teacher to teach
this material? Knowledge of multiplication strategies and basic multiplication facts.
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

How to use arrays to help with multiplication.

What background knowledge is The background knowledge needed for the lesson include:
necessary for a student to
successfully meet these Understanding the meaning of multiplication
objectives?
How to use repeated addition to find the product of a multiplication sentence
How will you ensure students
have this previous knowledge? How to use manipulatives to represent a multiplication sentence
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 this
content? Students may have difficulty understanding how parts of the multiplication number sentence connect to
specific parts of the array, for instance the fact that the first factor in the equation indicates the number
of rows and the second number represents the number of columns

Lesson Implementation
Teaching Methods
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

(What teaching method(s) will you Direct Instruction

use during this lesson? Examples Demonstration
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan Time Teacher 1) Have students sitting at their desk and read them the book One
(What exactly do you plan to do in Hundred Hungry Ants to introduce arrays.
teaching this lesson? Be thorough. Students 2) Have students take out math notebooks
Act as if you needed a substitute to Teacher/stu 3) Write essential question on notebook and the date, have them copy
carry out the lesson for you.) dent 4) Write a multiplication story problem that you can use an array to solve,
Teacher in their notebooks
Where applicable, be sure to Student 5) Give them time to work on the problem independently in their
address the following: notebooks
What Higher Order Thinking Student 6) Ask the students to raise their hand to answer the question
(H.O.T.) questions will you Student 7) Allow the student I choose to explain their answer and allow them to
ask? talk with their peers about why they think or do not think their answer
How will materials be is correct.
distributed? Teacher 8) Explain that the number or rows and the number of columns make up
Who will work together in the multiplication equation
groups and how will you Teacher 9) Give them a problem that asks them to write a story problem out of an
determine the grouping? array that is given.
How will students transition Student 10) Allow them time to work independently
between activities? Student 11) Ask students to explain their thinking and do a comprehension check
What will you as the teacher with the class to make sure they are understanding how to make the
do? equation with the array and find the answer of how many are in the
What will the students do? array without counting them all out
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

What student data will be Teacher 12) Introduce the game of I have, who has, explain the directions of the
collected during each phase? game and that this is a way to practice matching arrays and equations
What are other adults in the to each other
room doing? How are they Student 13) Have the students come to the carpet and pass out the cards
supporting students learning? Student 14) Ask the students if they have any questions
What model of co-teaching are Student 15) Give students time to look at their card and become familiar with it
you using? Student 16) Play the game
Teacher 17) Assist in the flow and facilitation of the game while it is being played
Student 18) Allow students to use dry erase markers during the game to help them
when working with their card.
Student/teac 19) Replay game again by collecting the cards and passing them out again
her 20) Bring students back to their desks to work on exit ticket
Student 21) Exit ticket includes:
a. Give students a card that has a different array on it
b. The student will have to do two things
i. Write a multiplication word problem to match the array
on their card
ii. Write the multiplication sentence to match
Teacher 22) Collect the exit tickets once they are finished.

What will you do if a student struggles with the content?

Allow time for questioning as we go through the lesson

Go over the them individually and guide them through the problem

What will you do if a student masters the content quickly?

During the game if I notice students are mastering the content quickly I will give them two cards to
work with during the game.
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
This lesson connects to the interests of the students because they like games and the I have, who has
game is a fun way to practice matching arrays to their multiplication sentence

If applicable, how does this lesson connect to/reflect the local community?

Multiplication is a math concept that can be used commonly in everyday circumstances in the grocery
store.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Students that I noticed struggled with this topic will be given a simpler I have, who has card for the
game, as we switch to the second part of the game I will decide if I think the student is ready for a
harder card

How will you differentiate instruction for students who need additional language support?

If I had students who needed additional language support, I would allow the student to work with
another person who spoke their native language and I would intentionally work with that student to
make sure they understood what are supposed to be doing.

Accommodations (If needed)

(What students need specific E. will be allowed to sit closer to the desk to be able to see clearer and will be given a print out of the
accommodation? List individual essential question that he can use to copy into his notebook.
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

Materials
(What materials will you use? Why I have, who has cards
did you choose these materials? Notecards with arrays on them
Include any resources you used. Students math notebooks
This can also include people!) Small whiteboard markers
One Hundred Hungry Ants by Elinor J. Pincezes