Boston College Pre-Practicum Lesson Plan Template

Name: Vanessa George Date: Thursday, October 27th, 2023

School: Angier Elementary Grade: Third Grade

Starting and Ending Time: 8:30am to 9:50am

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to how this lesson
fits into the “big picture” of the students’ long-term learning, which MA framework does the lesson most
clearly address? Select 2 to 3 focal standards that will be key to your instruction and assessment.

Mathematics Standard 3.0A (Operations and Algebraic Thinking)

A. Represent and solve problems involving multiplication and division
C. Multiply and divide within 100.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the
student(s) learn and (2) how will they demonstrate that knowledge?

By the end of this lesson, students will be able to write multiplication and division word problems. They
will learn what needs to be included in a word problem (groups, number in a group, and total) and they
will learn how to write a problem which includes these three things.
They will demonstrate this knowledge through class conversations regarding word problems at the
beginning of the lesson, their individual math book story problems, and the student activity book
worksheet (page 57) at the end of the lesson.

Assessment: What specific, tangible evidence will show that each student has met this objective?

The evidence which will demonstrate their ability to meet this objective will be the individual math book
word problems and the student activity book worksheet (page 57).

Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and
lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge?
Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as cited by Thaashida L.
Hutton in Three Tiers of Vocabulary and Education.

WIDA ELD Standard Three: Language of Mathematics

Students will be learning to use language related to writing math story problems. They will learn how to
construct a math story problem, which contains all the components of an equation.

Assessment: What specific, tangible evidence will show that each student has met this objective?

They will demonstrate this knowledge through their math story book pages.

Content: What are the specific details of the lesson’s content knowledge?

Multiplication, division, writing word problems and drawing illustrations.

 PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to
effectively teach the lesson and meet the lesson objectives.

Opening (5 minutes): How will you introduce the instructional objective to the students, “activate”
learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?

Information for the Opening and Lesson will be presented in this powerpoint presentation!

1. First, send students to go pick out page 57 from their white math binders and then call them
back to the rug to begin the lesson
2. Meet students at the rug, review expectations for behavior during the lesson
3. Introduce the topic and the objective
a. Objective: I can write multiplication and division word problems.
4. Outline the plan for the lesson
a. Discuss writing story problems as a group, Write problems for the class math book,
Review problems for the book as a group, and Complete worksheet from math binders
5. Explain the class math problem book
a. Every student will write one multiplication and one division problem with added
illustrations, to be added to a big book, which students can reference later on!
b. Problem on the front, answer on the back
6. Inquire about student’s previous knowledge
a. “What have you learned about writing math word problems already?”
b. “What are the three main parts of a word problem?”
i. Groups, Number in a Group, Total (of Numbers)

During Lesson (45 minutes): How will you direct, guide, and/or facilitate the learning process to support
the students in working toward meeting the instructional objectives?

Full Class Instruction (10 minutes)

1. Present two word problems and find the Groups, Number in a Group, Total (of Numbers)
a. Problem One: Groups=3 friends, Number in a Group=4 cookies, Total=?
b. Problem Two: Groups=5 bags, Number in a Group=?, Total=30 marbles
c. Discuss language of the problems
i. “How do we know the elements of the problem?”
ii. “How do we know what to solve for”
2. Present two equations, one multiplication and one division
a. Give students a minute to think to themselves about a simple word problem which could
represent the first multiplication equation
b. Then work together to solve the word problem, calling on students to help develop
mathematical reasoning for solving the problem
i. Start by determining what the groups and units in the groups will be
ii. Then assign the numbers and write the problem
c. Repeat this same process with the division problem
i. Use the sentence starter while writing this one!
3. Review important concepts (throughout above discussion)
a. Discuss the concept of “number of groups” and “number in each group”
b. Discuss the similarities between the multiplication and division equations presented
i. They are from the same fact family
c. Discuss language you can use to write a word problem
 i. Multiplication: Equal groups of, multiplied by, how many in all?, times, total
ii. Division: Divided equally by, shared equally, parts, as much

Individual Work (20 minutes)

1. Discuss the steps for the class math problem book
a. Included in the powerpoint (slide 4), which will be left up for this section of the lesson
2. Hand out two math story problem book pages to each student and send them back to their seats
to begin their independent work
a. There will be two small groups of students who work with a teacher on this activity
i. Group 1: Matthew, James, Erick (with Ms. George)
1. Need heavy guidance with work, academic and behavioral support
ii. Group 2: Pierce, Meredith, Kyle, Katie (with Ms. Tilva)
1. Need some support, mostly academic encouragement
3. Students should first find the answers to the equations on their flash card and write the answer
on their flashcard so a teacher can check it
4. Students will then write their word problems and draw their images to represent them
a. Students will be allowed to use the colored pencils in their desk to illustrate their word
problems
b. Students may use manipulatives if they need help visualizing their problems
5. If students finish early, they can practice their multiplication facts with their flashcards

Full Class Instruction (10 minutes)

1. Call students back to the rug
2. Select two or three students to present their math problem book pages
a. Present them using the projector camera
3. Discuss their problems, similarly to how we discussed the problems at the beginning of the
lesson (understanding groups, etc.)

Individual Work (10 minutes)

1. Instruct students to open their white math binder and complete the student math activity
worksheet (page 57)
2. May recall small groups to finish word story problem book activity, if needed
3. If they finish early, they can practice their multiplication facts with their flashcards

Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and determine
what students have learned?

1. Call students back to the rug to discuss page 57

a. Ask them to bring their pages, pencils, and a clipboard
2. Review one of the questions from the worksheet
3. Close by reviewing the information provided at the beginning
a. “What have you learned about writing math word problems?”
b. “What are the three main parts of a word problem?”
i. Groups, Number in a Group, Total (of Numbers)

★ “Yay! We’ve created a new resource (math problems workbook) for understanding multiplication
and division equations!”
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for Learning
(UDL) and utilize resources at the following links:

UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the needs of
students on Individual Education Plans (IEP), English language learners (at a variety of English language
levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same Use Braille or large report
focus of instruction text at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students a copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: P1s choose 2 levels of support to explain in detail the differentiation, P2s, P3s and
Grad P1s choose 3 levels of support to explain in detail the differentiation.

Support #1 Adjust grouping format: Students will have time to participate in full class and small group
discussions, as well as individual time for work. Groups will shift slightly each time to encourage new
conversations and ideas.

Support #2 Alternate response format (verbal/written): When completing the math problem workbook
pages, students will be encouraged to start with whatever method is easier for them, either drawing the
problem or writing it out.

Support #3 Give students a copy of directions: A copy of the directions for each portion of the lesson will
be in the powerpoint to be projected on the board throughout the duration of the lesson.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom routines,
reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

● At the rug, personal space and quiet voices

● Volume during individual work should be a zero
● Waiting for silence to begin instruction
● Honest and direct feedback on behavior
● “That is not third grader behavior”

Technology: How did you incorporate technology into the lesson?

● Projector and powerpoint presentation

Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching
the lesson?

● Powerpoint presentation (and projector)

● Math problem book pages
● Student math activity worksheet (page 57)

★ Students may use colored pencils or manipulatives for book pages

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later time so that
the students continue to work toward the lesson’s overarching goal (i.e., the MA Curriculum Framework
incorporating the Common Core State Standards)?

Math story problems class book will be revisited in the future. Students can use it as a way of practicing
their multiplication facts. Students will continue to write multiplication and division word problems!

5
Updated: Date (2023)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley