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EDUC 2220-Educational Technology Lesson Plan Template: Common Core Standards

This lesson plan template outlines a 4-day lesson for 3rd grade math students on interpreting and representing multiplication problems using objects like counters. Students will use counters to show the relationship between factors and product in multiplication problems like 2 x 3 = 6. The teacher will assess students before and after the lesson through observational and quiz assessments.

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Cassidy Wenzel
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101 views3 pages

EDUC 2220-Educational Technology Lesson Plan Template: Common Core Standards

This lesson plan template outlines a 4-day lesson for 3rd grade math students on interpreting and representing multiplication problems using objects like counters. Students will use counters to show the relationship between factors and product in multiplication problems like 2 x 3 = 6. The teacher will assess students before and after the lesson through observational and quiz assessments.

Uploaded by

Cassidy Wenzel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EDUC 2220- Educational Technology Lesson Plan Template

Operations and Algebraic Thinking

Cassidy Wenzel

Third Grade/ Math

Common Core Standards:

1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7
objects each. For example, describe a context in which a total number of objects can be expressed as 5 7.

Lesson Summary:
In this lesson students are expected to understand how to represent and solve problems using multiplication. I
will give my students a multiplication problem (2x3=6). Then, each student will get counters. They will need
to show me how to group the multiplication problem. Therefore, the students could have 2 groups with 3
counters in each group OR 3 groups with 2 counters in each group.

Estimated Duration:
This lesson will take roughly 120 minutes. I plan to divide this into 30 minutes increments each day for four
days.

Commentary:
I plan on getting my students interested in this lesson by bringing in different items they can use to define their
groups. Such as, candy, toys, toothpicks, ect. I could reward them by if they get their answer correct they can
eat their candy they used to show me their groups. I could see this lesson having some challenges though.
Young students will get districted with the items they are using. Some might try to throw them, eat them, or
just not do the lesson.

Instructional Procedures:
Day 1:
First 30 minutes: I am going to spend the first day explaining the lesson of using counters for a multiplication
problems. They will learn how to understand that 2x3 could be represented as 2 groups with 3 objects in each
group. Or 2x3 could be represented as 3 groups with 2 objects in each group (like I mentioned earlier).
Day 2:
First 15 minutes: Introductory activity- Students will get into their groups that I assign. I will explain what they
need to do for this lesson (ex- multiplication problem). I will pass out all the material needed (ex- paper,
counters).

15 minutes: I will walk around the room to make sure my students are understanding the lesson. If I notice
students are not understandings I may try to find a better way to explain the lesson to the class. Students will
be putting their multiplication problem into groups with their items given to them.
Day 3:
First 15 minutes: I will go back over the lesson with the students (very quickly) and explain to them what they
need to be doing for the lesson.
15 minutes: Again, I will walk around the room to make sure my students are understanding the lesson. If I
notice students are not understandings I may try to find a better way to explain the lesson to the class. Students
will be putting their multiplication problem into groups with their items given to them. However, I am going to
make the multiplication problem a little harder.
Day 4:
First 5 minutes: Pass out all the material needed and answer any questions students may have.
25 minutes: Let students work on their activity. This time, I am going to give my students quite a few problems
to work on and make them harder. I will go around to each group and they need to explain to me how they got
their answer (everyone needs to talk).

Pre-Assessment:
I am going to have students work by themselves and not talk to others around them. I will give them all a
different problem to solve. This will give me a good feel on what my students already know or if I need to
spend a lot of time on this area of study. If most of my students still do not understand the lesson I must take
time and find a better way to explain myself to them (find a different style to teach).

Scoring Guidelines:
Since I am doing an observational pre- assessment, I would probably grade them out of two points. If they get
it all correct they will score a 2/2. If they get most of it, but miss something small, 1/2. If I notice the student
has no idea what is going on, looking around for help, I will score them a 0/2. Students who score a 0/2 I may
ask to come in during lunch so I can help them more and see where they are struggling.

Post-Assessment:
After the lesson is completely finished I will give all my students a quiz. This quiz will consist of ten
questions.

Scoring Guidelines:
I will score the ten question quiz out of ten points. Making each question worth one point.

Differentiated Instructional Support


For the students who are gifted/ accelerated- I will let them walk around to groups and help those who are
struggling. This will give them the chance to show what they have learned (not only to their classmates, but me
too). Or I may have the gifted students teach the class the lesson- just for fun!
Students who are struggling- I will have them come in during lunch time, so I can sit down with them one on
one and see what they are not understanding.
Extension
https://www.youtube.com/watch?v=4aaI4_-ADOk
This video link provided gives you good insight on how to master the material we are learning. It shows step
by step instructions on how grouping works.

Homework Options and Home Connections


Homework- I would make a video of different grouping multiplication problems. Have them go home, watch it
and complete the problems.

Interdisciplinary Connections
I could have my students write out how they got their final answer. This will not only help them think out their
thought process, but it will also work on their writing skills. I could also have them draw different counter
shapes to help them with their art/ drawing skills.

Materials and Resources:

For teachers Counters, candy, toys.


I will post the problems on the smartboard. The students could have an iPad and open
an app where you can use counters (may be hard to find).

For students iPad, computer, and smartboard.

Key Vocabulary
Counters- one side is yellow and the other side is red. The yellow side represents positive and the red side is
negative.
Additional Notes

Common Core Standards References-


http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Ohio-s-Learning-Standards-in-
Mathematics/Model-Curricula-in-Mathematics/Grade_3_Math_Model_Curriculum.pdf.aspx

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