EDUC 2220- Educational Technology Lesson Plan
Fundamentals of Math
Sarah Meese
Third Grade/ Math
Common Core Standards: .
Multiply and divide within 100
OA.7 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. Limit to division
without remainders. By the end of Grade 3, know from memory all products of two one-digit numbers.
NUMBER AND OPERATIONS—FRACTIONS
3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size
Reason with shapes and their attributes
3.G.1 Draw and describe triangles, quadrilaterals (rhombuses, rectangles, and squares), and polygons (up to 8
sides) based on the number of sides and the presence or absence of square corners (right angles).
Lesson Summary:
The purpose of this lesson is to help students with their recognition skills. They will be able to recognize the
difference between multiplying and dividing, why fractions may be larger or smaller and be able to explain
why. Why a shape has a certain name and why it would be considered that shape and not another shape.
Students will use a made- up worksheet to learn about multiplication and division. We will use a website that
helps students learn to draw quadrilaterals.
Estimated Duration:
Five 50-minute class periods.
Commentary:
I will start by going over homework that was assigned and see if I can figure out what concepts, students are
really struggling with. After I figure out what concepts are difficult, to get the students “hooked” I will find a
video on YouTube that will help further explain the concept. Then I will see if the students can explain to me
what they viewed in the video before I start teaching a new concept. I anticipate students who struggle with
math just giving up and thinking that they will never be able to get the concept.
Instructional Procedures: (This will be one of the most detailed sections of this assignment).
Day 1: I will spend the first five minutes of class asking the students if they know anything about
multiplication and division and see what responses I receive. Then I will pass out notes that students can
follow along with while I teach about multiplication and division. We will spend twenty- five minutes trying to
learn these concepts. After I’m done teaching the concepts. I will allow the students to ask any questions they
have and I will pose questions to students to gauge what they have learned; this will take ten minutes to
complete. The next five minutes we will complete a worksheet to help farther our understanding of these
concepts. During the final five minutes I will find a short video that helps explain difficult concepts.
Day 2: As the teacher, I want to make sure everyone understands what they learned the previous day before I
teach new material so we will start with some questions that will be posted on the board and work through
them as a class, this will take the first ten minutes of class. As I get ready to teach the new material for the day,
the students will pair up with a classmate to complete an activity after the lesson is taught. We will be learning
about equivalent fractions and why the size of the fraction determines if it is large or small, this will take
twenty minutes of class. Next, the students will work with their partner and work on an equivalent fraction
problem I assign them. They will draw a picture or come up with some creative explanation to arrive at the
answer so the students will have ten minutes to complete this activity. The last ten minutes students will
present their findings to the class and explain why they feel like the answer they arrived at is correct and I will
help them with any mistakes I notice so they can understand where they went wrong and be able to do the
problems in the future.
Day 3: Today we will learn about what to look for to tell if a shape is a triangle, quadrilateral or a polygon
during the first fifteen minutes of class. Once, the students learn what to look for, we will use a website that
helps us see what these shapes look like drawn. I will demonstrate how to draw the shapes using the website
and then ask the students to attempt to draw the shapes, we will spend twenty minutes on this website. While
they are working on drawing the shapes I will see if I can find objects that help represent the shapes to talk
about during class and pass around the objects so the students can actually see why the shape is called a
triangle, rhombus, rectangle, square or polygon ten minutes of class time will be used for this. Remaining five
minutes of class will be used for any questions that students may have.
Day 4: I will present a poster about what we have been learning the past three days. Then I will break the class
into groups and I will assign one of the three concepts we learned to each group. Their responsibility is to
come up with as much information as they can about their assigned concept. They can use there notes or
anything they have to help them make their posters. I will be walking around to assist groups with any
questions they have or to re-explain concepts that they still do not understand. This will take the whole fifty-
minute class period.
Day 5: Today the students will present their posters they made to the class. This will help other students learn
difficult concepts and have examples to go off of for future use.
Pre-Assessment:
We will talk as a class about the concepts that were taught. I will ask students questions about what they
learned. I will have them provide an example in their answer to the question asked.
.
Scoring Guidelines:
I will use my judgement as a teacher to see if they have learned the concepts. If I use my judgement
and there is a certain concept every student is struggling with, then I know more learning is needed to
understand the concept.
Post-Assessment:
I would give a short quiz with a few questions addressing each concept that was taught. There will be three
questions involving multiplication, three about division, three about equivalency of fractions and why they are
big or small. Three about shapes and why it is considered that certain shape and not another shape.
Scoring Guidelines:
The quiz will be out of 24 points total. If a student receives a 70% on the quiz, then they have met the
standards. Anything below a 70% is considered not meeting the standards and the student will have to
revisit the concepts. After reviewing the concepts, the students who did not score a 70% or better can
try the quiz again to show what they have learned.
Differentiated Instructional Support
Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: Students who are good at math and understand the concepts can help other students who are
struggling to learn the material. While the teacher might know ways to teach the students and think the way the
information is being presented is effective, not all people will understand the way the teacher presents the
material. Accelerated students might know of different methods that work to teach struggling students and you
end up with the same answer. There is always more than one way to learn a concept.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: You could try to tie the concepts to real world situations to meet the needs of students who might be
struggling. Also, you can print picture off of the internet as a visual that the students can look at to grasp the
concept. When teaching about fractions you can use a pie as an example and see if the students can correctly
identify the differences between the sizes. For examples of shapes, maybe the teacher could have students look
at architecture of buildings or look at paintings to distinguish different shapes.
Extension
3rd Grade Math - Third Grade Math Games and Worksheets (splashlearn.com)
This is a good site for students to use to practice their multiplication, division, fractions and learn their shapes.
It is free and easy for parents to sign their child up. This site relates to the common core standards for third
grade math. Parents can get an update on how their kids are doing with their learning and the best part about
this website is it can be accessed from any device. The children can play games to learn the content. If they get
an answer wrong while practicing, a correct answer is given with an explanation so they can still learn from the
wrong answer.
Homework Options and Home Connections
Homework sheets for multiplication and division will be assigned because students can easily make their own
sheets for practice online. They can practice drawing their shapes at home and also if they get the answer
wrong, it shows the correct answer with a small explanation of what to remember about the shape.
Interdisciplinary Connections
This lesson can be used with art. The students can practice drawing their shapes so they can learn the
difference between triangles, quadrilaterals and polygons. Also, they can make a number line in order to see
what fraction is bigger or smaller. When learning multiplication, they can draw a picture out to represent the
problem. For example, they can draw rectangles to represent 4 times 5 to figure out the answer and then just
count how many rectangles they drew to arrive at the correct answer.
Another content area the lesson can be used with is social skills/ small group communication. This will help
the students learn from each other and maybe they will understand the concepts better. It also helps students
with their presentation skills.
Materials and Resources:
For teachers laptop, projector screen, white board, poster board, pens, pencils, handouts/notes on the
concepts
For students Laptops, poster board, pens, pencils, notes they took about the concepts
Key Vocabulary
Multiply, Divide, Fraction, Equivalence, Shape, Attribute, Reason
Additional Notes
