D091 Task 2

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School

University of Nebraska, Lincoln *

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332

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Mathematics

Date

Apr 3, 2024

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docx

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5

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Laura Coplai Student Number 010800775 Date: 3/25/2024 Task 2: Lesson Planning A. General Information Lesson Title: Multiplication Subject(s): Mathematics Grade/Level/Setting : 3 rd Grade There are 15 students in the classroom. These students are placed in five groups of three. The instruction will involve both whole group instruction and independent work in the classroom. Prerequisite Skills/Prior Knowledge: Students should know how to use addition and subtraction within 100 to solve problems of adding to, taking from, putting together, taking apart, and comparing with fluency. Standards and Objectives State/National Academic Standard(s): NY-3.OA.1 – Interpret products of whole numbers. Learning Objective(s): Students will be able to multiple two whole numbers up to the ten times table by using groups with 90% accuracy by the end of the week. Materials Technology Vocabulary cards Index cards with multiplication expressions Blank sheet of chart paper and marker A smart board will be used throughout the multiplication lesson – each child will have the chance to come up during the lesson to fill in the proposed questions. Language Demands Language Function(s): Students will be able to explain multiplication tables and strategies using supports. Vocabulary: Equal groups Factor Multiply Product Skip counting Strategy Discourse and/or Syntax: By having the students discuss with their group, they will be discussing the
multiplication strategies and key vocabulary words. We begin with a class discussion, a group discussion, and then they work independently. In closing, they will again review with their group using the syntax again to confirm understanding. Planned Language Supports: Anchor chart Teacher modeling Comparison of multiplication expressions to real life visuals Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions I will be displaying images and will ask the students to describe what they are looking at within their groups. They need to discuss with their partners before sharing with the whole class. These images will be different multiplication strategies without numbers (i.e. Skip counting with blank lines: __, 10, 15, ___, ___, 30). Students will need to be discussing the strategies they see displayed on the smart board. They will be able to reference their vocabulary cards. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions I will be discussing the multiplication strategies and how it is important for us to know our multiplication facts. Memorizing these facts will help us solve problems faster. We can use multiplication expressions using these facts. We will then show how to use different strategies and they will need to use their journaling minds to write anything they think is important. I will be modeling a multiplication expression (i.e. 5 x 3) to demonstrate the expression. This should be something like, I have five groups of three. I can visualize this because this class has five groups of three to make that connection with the children. I will then demonstrate skip counting, equal groups, and repeated addition. The anchor chart will be shown throughout the lesson All students will be participating in the class discussion. They should be recording any words or phrases they find important about the strategies discussed.
on the smart board for students to reference. Guided Practice: Activity Description/Teacher Student Actions The class will already have been divided up into smaller groups and they will pull a multiplication expression from their bags. They can choose to solve the problem in whatever strategy they choose. They will need to record the problem on their papers and find the answer. I will be walking around to each group and giving them real life examples of their expressions. During group discussion with the class, I will call on students to explain their reasoning more in depth, asking if they can find the answer in a different way. Students will be in their groups where they will be finding the answer to the multiplication expressions and recording their answers on their blank chart papers. They will then discuss with the rest of the groups on how they found the right answer, what their real life visual is, and what strategy they used. Independent Student Practice: Activity Description/Teacher Student Actions Each student would then get out their tablet for their independent practice. They will log on to the math program we use and complete 10 problems. I will be walking around to make sure everyone is completing their work. I will get a report of their work at the end of class. Students will be working independently on their tablets for the 10 multiplication problems. When they are complete, they will submit the work to me for review. Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions In closing, I would have the students review their exit ticket and talk to their group about their responses. I would remind them that using a strategy is important before we memorize facts, pointing out that using visuals is useful to help solve math problems. Students will be discussing with their group and writing on their exit tickets the answer to the question, what strategy they would use, and why that strategy is beneficial. Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: For those who complete their independent work faster than others, they will be given a piece of paper with a few harder multiplication problems
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