LESSON PLAN Lesson #__3____

Format and Cooperating Teacher Feedback Form

Name:

Lauren Checker

Content Area:

Mathematics

Date:

10/8/15

Grade Level:

Use this template to plan, removing the notes in parentheses and this box. Give this form to your
cooperating teacher for review and a signature before you teach your lesson.

Goal(s):

Planning:

CCSS.3.1.OA - Represent and solve problems involving multiplication and division.

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.

I am teaching this lesson to a group of third graders in a 3rd/4th split classroom.

From what I have observed thus far, the students have been exposed to story
problems in mathematics but are still developing their understandings of how to
derive information from the text. They have been working on basic multiplication
and division facts. Because my lesson is focusing on multiplication and division
in story problems I will definitely make sure to use smaller numbers. This will
build up their confidence for solving story problems in mathematics. Many of the
students still rely on arrays and the counting method to solve multiplication and
division problems. When considering this group of students I will make sure to
provide many visuals so that they can confidently approach story problems to
solve for the answers. I am even planning to incorporate manipulatives so that the
students can solve story problems more kinesthetically. During my lesson I am
using candy as manipulatives. While I wouldnt do this often in my own practice,
I feel that it will reach the students in an engaging way. I believe these group of
students would benefit from this incentive. With this being said, I will have to set
high expectations for the students. I will have to reinforce that they cannot eat the
candy until their work is done. After the lesson I will ask the students to put the
candy in their backpacks. Giving the students this incentive during my lesson will
only be received if students are being responsible and respectful. I will take the
candy away and give the students bingo chips if they arent being focused and
attentive. The students are very talkative so Im planning to include opportunities
for the children to talk. This will include turn and talks, participation with the
SMART board, and partner work. I am hoping this will eliminate some of the
talking that is unrelated to the topic. The students also can have a hard time
listening to one another when taking turns sharing ideas. I will definitely have to
reinforce appropriate and respectful behaviors throughout the lesson. I am
planning to have my lesson appropriately scaffolded so that students will be
successful. I have a couple different strategies that the students can use to solve
the story problems using multiplication and division. Some common
misconceptions may be that every story problem is multiplication. I will show the
students how to notice key words that tell us if a problem is division or
multiplication.

Objective(s)::

Students will be able to solve two step word problems using manipulatives.
Students will be able to multiply and divide to represent accurate products and
quotients.

Vocabulary: array, multiply, divide, story problem, evenly divided

Language Function: Students will be solving story problems by using multiplication
and division. They will represent these answers during my lesson with guidance and
independently.

Assessment:

Informal: My lesson will focus a lot on informal assessment. Throughout my lesson I

will be monitoring student participation and answers. I will be able to tell which students
understand concepts when they come to the SMART board and when they orally tell me
answers. For the students who I dont call on during my lesson I will have to check-in
with them when they are working in their math notebook. I will also check-in with them
when they are working with the candy as manipulatives. I will use the activity sheets as
an informal assessment as to which students understood these concepts.
Formal: There will not be much formal assessment this day. The students are still
learning about story problems and how to derive answers using multiplication and
division to solve. This will be preparing them for following lessons involving these
concepts. It will also be helpful for students to think back to the strategies we worked on
during my lesson when taking their next test.

Materials Needed:
Procedures:

SMART Board, math notebooks, pencils, bags of candy

Introduction: 3 minutes

Good morning boys and girls, I need you to meet me over by the SMART board

with your math notebooks and a pencil.

I know that we havent practiced sitting in front of the SMART board before, but
this means that we have to be paying extra attention and be responsible and
respectful. Really quick- who can tell me what type of behaviors we should have
when were sitting in front of the SMART board and focusing on our math

lesson?
Today we are going to continue practicing with word problems using
multiplication and division to solve. Before we begin lets get our math brains
ready and skip by 5.s ( see if the children can get to one hundred.) 1,2,3 eyes on
me to gather their attention back.

Go through the warm up with the students. Ask them what the candies represent.
*** Its an array. Ask the students how many candies there are and how we can
represent this with a multiplication fact.

Engagement, demonstration, participation: 10-15 minutes

The students will now practice a turn and talk about what a story problem is.
Because this group of students hasnt had much exposure to this explain what a
proper turn and talk is.
*** tell them you turn to a neighbor nearby and exchange ideas. Your

conversation should not stray from the question being asked.

On slide four ask a student to read the problem. Tell the students this is an
example of a story problem (even though they have been pre-exposed.) Count the
number of children on the slide. Underline that each student has 2 tootsie rolls.
*** think aloud. Hmmm the question is asking how many there are in total.
Put 2 tallies under the first child, then ask for a student to come up to the board to
complete the rest. After this process make sure to ask the students what

multiplication fact can represent this. 4 X 2 or 2 X 4.

Call on a student to read the next story problem. Count how many children there
are on the slide. Ask the students what information is important in this problem.
Have a student come to the board to show how many candies each student will

have. Ask what multiplication fact got us to that answer.

Let students work with their math notebooks to solve the story problem on slide 6.
*** Have a student come up to the board and show how they got the answer.
Make sure they understand that the story problem answer is 5 X 3 or 3 X 5.
When moving to the next slide, directly tell the students that we are now dividing
in story problems. Ask students what the difference is from multiplication and
division.
*** Answer: Multiplication is combining numbers with repeated addition,

division means breaking a number apart as evenly as possible.

So if we have the number 8 how could we break it up into 2 different boxes?
Have a student come to the board to model. Make sure to show students the

representation for division.

Model to students on slide 8 how to find the important information in a division
problem. Explain to the students that the boxes help us to understand that there
are five friends. Make sure to connect back to the warm up activity about
counting by 5s. Stretch student thinking by saying how many times can 5 go
into 25?

*** make sure that the final answer is 25 / 5.

For the next slide (9) read the division story problem and have students solve in

their math notebooks.

*** Answer should be 30 /5 = 6
On slide 10 ask for 3 volunteers. Tell the students that we are going to use real
candy to solve this story problem. Read the story problem. Ask the 3 volunteers to
stand up. Give 2 pieces of candy to those students. Ask the students how many
pieces of bubble gum were given away.
*** Tell the volunteers not to eat the candy. Make sure to collect it after the
problem. Tell the students that they will get a chance to eat candy after the lesson
is over. Make sure to write the multiplication fact 3 X 2 = 6 or 2 X 3 = 6 under the

story problem.
Do the same thing with slide 11. Read the problem. Ask the students how many
friends there are in the problem. Ask them why this problem is division and not
multiplication. If time permits give the actual candy out as a representation of 9 /
3. Make sure to write 9/3 on the board as a visual understanding.

Practice: 5-7 minutes

Tell the students that now we are going to practice with actual candy (expect the
students to get rambunctious.) Be stern with the students and tell them its very
important to listen and be responsible and respectful (Manitoba rules.)
*** You are all going to get an individual baggie with candy in it. There will be
12 pieces of candy in each bag. We are going to use this candy to practice solving
story problems by multiplying and dividing. If you start eating your candy while
still solving problems I will take it away and you WILL NOT get the candy. Once
you have completed your worksheet raise your hand and I will give you
permission to start eating the candy. After the lesson the candy will go in your

backpack and will not come out until you get home.
Tell the students you are going to give each student a bag of candy. Tell them to

keep it in front of them until further notice.

Tell the students there are 12 pieces of candy in each bag. Ask a student to read
the story problem on the board. Ask the students if they will be multiplying or

dividing based on the story problem.

Ask students to now take the candy out of their bags. Tell them to divide the 12

pieces of candy for 2 friends. (So they will need 2 piles.)

Go around the room to see if students are understand the division story problem
and getting how to move the candy into piles.

After this problem tell the students we just divided with candy. Show the

representation 12/ 2 = 6. There are 6 pieces of candy in each pile.

Tell the students to put the candy pieces back in their bags. Explain that now they
are going to use an activity sheet and the candy to help them multiply and divide

in story problems.
Hand out the activity sheets. Briefly explain that they will be using the candy to
put in boxes on their sheets. Tell the students they can stay on the floor and do this

activity.
Remind the students they cannot eat the candy until they are finished with their

activity sheet.
Confer with students during this time to assess their knowledge and
understandings.

Closure: 2 minutes

Explain to students that we just used candy to help us understand multiplication

and division in story problems. We were able to physically represent our answers.
Ask students if they enjoyed candy to solve story problems.
Once the 4th graders come back in the room tell the 3rd graders its time to clean
up. Explain that if they are still working on their activity sheet they can take one

piece of candy out of their bag, but then they must go put it in their back packs.
Collect activity sheets.
*** Give the 4th graders one piece of candy (otherwise there will be hard
feelings.)

Strategies for students requiring additional assistance: I designed my plan so that there would be enough
scaffolding taking place for students who are still struggling with multiplication and division. There are many
visuals on my SMART board lesson to help students actually see the multiplication and division process. The
purpose of the candy is to help guide the students in the multiplication and division process. I understand that
story problems are challenging, so I am hoping this will guide them to see the big picture.