C&T 351 – Mathematics Lesson Plan

If you write this with your teaching partner put your name beside the section you wrote.

Name(s), Title of Lesson, Date you plan to teach

Emily Hutchison, Turn over and multiply, 10/7/2021

Lesson Sources/References –
What did you use to develop this lesson? What materials were provided to you? If you adapted a
lesson(s) then list the sources. If you developed this on your own then note that in this section.

I used this source to find the mathematic game I wanted to play. I added that during the game they
write down the problem on their whiteboards and then solve the equation so that they could visualize
since they were not super strong with their multiplication facts. This was not a part of the game.
https://www.weareteachers.com/math-card-games/

Standards –
Include at least one specific grade level CONTENT standard. Use the 2017 Kansas Mathematics
Standards, available here: https://community.ksde.org/Default.aspx?tabid=5276. Click on “2017 Kansas
Mathematics Standards PDF”. The content standards being on page 19. You could also select the content
standards used by your mentor teacher.
CONTENT Standard(s):

Operations and Algebraic Thinking 3.OA

Multiply and divide within 100 (basic facts up to 10 x 10).

Fluently (efficiently, accurately, and flexibly) multiply and divide with single digit multiplications and
related divisions using strategies (e.g. relationship between multiplication and division, doubles, double
and double again, half and then double, etc.) or properties of operations. (3.OA.7)

Include at least one PRACTICE standard. Use the same 2017 Kansas Mathematics Standards. The
Standards for Mathematical Practice begin on page 9.
PRACTICE Standard(s):

4. Model with Mathematics

Objectives –
Write 2 – 3 specific, measurable objectives using action verbs (do not use words such as “understand”).
You might use the Students Will Be Able To (SWBAT) format.

1. Students will be able to solve simple multiplication problems.

2. Students will be able to answer problems in a timely manner.

3. Students will be respectful to their opponent/classmate while playing the game.

Procedures – include a brief summary of each section below.

Engagement – How will you engage the students at the start of the lesson?

I will verbally ask them questions about how whether they like games then allow time for them to
share their answers. Then I will ask them if they like card games more specifically.

Pre-assessment – Explain how you will pre-assess the students’ entering and existing knowledge and
skills. Will you give a written pre-test, or verbally ask questions, or something else?

I will go over a few problems with them just to get their brains warmed up and then start into the
game. For example, I would ask them simple ones like 2x6, 5x3, and 9x1.

Explore – What will the students do to explore and/or practice concepts during the lesson?

Students will practice concepts during the lesson by practicing how to answer basic multiplication
facts quickly. Many of the problems they will receive will be repetitive so that way they can memorize
them easier. For the game students will be split up into pairs and handed a deck of cards. They are
then to split the hard into two decks and place them in the floor. When I say start students are to flip
over one card from each stack write the numbers on their whiteboards and then multiple the two
numbers. For example, if I flipped over a 5 and a 3, I would then figure out the answer to 5x3 and
whoever gets the answer first puts a tally down on their boards when I say stop after 5 to 10 minutes
whoever3 has the most tallies wins the game.

Technology – How will you use technology and/or account for distance learning?

If students were to be learning over zoom, I would still split them up into groups by putting them into
breakout rooms. Then I would provide them a link to a website where it will flip the cards over for
them. I would still expect them to write down their problems on a notebook and keep their tally
marks on who answered the fastest. To make sure they did this I would assign that they send me a
picture of their work and that is how I know they fully participated.
Summarize – How will you wrap up the lesson?

I will wrap up the lesson by asking the students to raise their hands if they are the winners of their
group. Then I will ask them how they are feeling about multiplication after playing this game and what
they maybe need to work on.

Formative Assessment
During the lesson - Explain the types of assessment you will use to monitor student learning during the
lesson.
What will you do to check for understanding and assess the students while they are working?

To check for understanding and assess the students while they are working, I will walk around and
listen to their conversations and watch as they write on their boards to get an idea of how fast they
can answer the multiplication fact.

How will the students share their thinking?

Students will share their thinking by talking to their partners and by raising their hands if they are
stuck or need help with anything.

What are some probing questions you could ask during the lesson?

1. Are there certain numbers that are easier for you to remember?
2. Are you using any kind of trick to help you remember the multiplication facts?

End of the lesson - Explain the types of assessment you will use at the end of the lesson. Is there
something you expect the students to produce and turn in? What evidence will you collect? If you don’t
plan to collect evidence note that in this section.

I do not plan on collecting evidence from the students. However, I do plan on having a discussion at
the end where each group will go around and say who won from their groups then we will discuss
how they feel that went and where they feel confident in their multiplication facts or if they still need
some more time and assistance.

Accommodations
Consider teaching this lesson to any group of students. Include at least two modifications to
accommodate students with diverse needs. You might write one accommodation for students who
struggle and one for students who need enrichment. Think about a backup plan and include a few
sentences that describe some extension activities you could draw upon if you have extra time or if
something about your lesson does not go as planned.

For students who are unable to play this game there will be the option to play a multiplication game
online. Another accommodation for students might not be able to handle to fast-paced competition
will be given the option to work with another student who might be struggling to just go through the
deck and answer the problems together.

Equipment/Materials
Include a list of all equipment and materials needed to execute this lesson. Note materials that will be
used by the students and materials used by the instructor.

Multiple decks of cards

Whiteboards
Dry erase markers