USF Elementary Education Lesson Plan Template (S 2014)
_Artigas___________
Name: __Courtney
Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
MAFS.3.OA.1.3 Use multiplication and division within 100 to solve word problems in
situations involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.
MAFS.3.OA.2.5 Apply properties of operations as strategies to multiply and divide.
Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property
of multiplication.) 3 5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 =
10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40
and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56.
(Distributive property.)
MAFS.3.OA.2.6 Understand division as an unknown-factor problem. For example, find 32
8 by finding the number that makes 32 when multiplied by 8.
MAFS.3.OA.4.8 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including
rounding.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
Understanding Inverse Operations
How can you use models to write related facts?
How can you use multiplication to divide?
USF Elementary Education Lesson Plan Template (S 2014)
_Artigas___________
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
Name: __Courtney
SWBAT use manipulatives or their own problem solving methods to solve journal
problems in order to understand how to use multiplication and division inversely.
Students understand multiplication and division separately, but now it is important for
students to understand how they relate with each other. This lesson is being taught in
this way because the use of a journal question
During independent work time, teacher walks around and assesses student work.
When students present their thinking, teacher is assessing as well.
Class discussion with HOT questions
USF Elementary Education Lesson Plan Template (S 2014)
_Artigas___________
Name: __Courtney
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?
Basics of multiplication
Basics of division
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Procedures/routine as they enter classroom- coming in, turning in homework, get out
math journal, and get ready to start the day
Multiplication and Division have been taught throughout previous weeks. After
assessments and chapter checks, it is determined that students are prepared to start this
lesson.
Students often confuse multiplication, division, and addition and subtraction.
Lesson Implementation
USF Elementary Education Lesson Plan Template (S 2014)
_Artigas___________
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Name: __Courtney
Scaffolding: After first question, students are scaffolded on how to complete the second
question
Partner work/Independent work: When given the question, students are allowed to
collaborate with their peers.
Demonstration: Students come up to the front and demonstrate their thinking/different
methods of solving problems
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Time
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
10
min.
Who is
responsibl
e (Teacher
or
Students)?
Teacher
and
Student
Each content area may require a different step-by-step format. Use
whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Give students 10 color tiles and ask them to make an array
with 2 equal rows.
Ask students to write the division and multiplication equations
that match the array.
Have students draw a model and write the equations in their
math journals. Introduce the concept of fact families.
Then have students use 9 tiles and make 3 equal rows.
Ask students to write the division and multiplication equations
that match the array, drawing a model and writing the
equations in their math journals
10
min.
Both
As students are completing independent work, teacher
circulates and assesses student work. Three students are
chosen, with three different methods, to show the class their
thinking. Hot questions are asked during this time.
USF Elementary Education Lesson Plan Template (S 2014)
_Artigas___________
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Teacher
Name: __Courtney
HOT Questions:
What do your rows represent in each array?
What do the tiles in each row represent in your array?
How can the same array show both a division problem and a
multiplication problem?
What do you notice about the array with 9 tiles? Why arent
there 4 related facts in the fact family?
10
min
Teacher
Present Fair problem.
Select and sequence students to share. After students share
give the What if scenario. Have students solve. Then have
discussion using these talking points:
What did you notice about these two problems? How can you
use what you know about multiplication to divide?
How are multiplication and division related?
What are some strategies you could use to find the unknown?
HOT Questions:
How do you know when to divide and when to multiply to
solve a word problem?
Why can you use multiplication to solve a division problem?
Have students work on page 237, #7-15 independently.
Give Journal question as exit ticket.
What will you do if
a student struggles with the content?
Give individual attention to students during independent work time
Allowed to collaborate with peers if needed
Can use whatever manipulatives necessary that are needed to understand the concept
USF Elementary Education Lesson Plan Template (S 2014)
_Artigas___________
Name: __Courtney
a student masters the content quickly?
Asking HOT questions before discussion is over- having students figure out questions
independently rather than with collaboration
Meeting your students
needs as people and as
learners
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Student lives, names, etc. are used when creating math probems
If applicable, how does this lesson connect to/reflect the local community?
Student lives, names, etc. are used when creating math problems. Local aspects in
community are used in problems.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Asking HOT questions before discussion is over- having students figure out questions
independently rather than with collaboration
How will you differentiate instruction for students who need additional
language support?
Giving individual student instruction during independent time.
If student is struggling, additional problems will not be given(ie. Exit ticket, journal
problems, etc.)
USF Elementary Education Lesson Plan Template (S 2014)
_Artigas___________
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
Name: __Courtney
SS: Being tested for ASD, unique behavioral plan is given and content is not a main focus
MI: Make sure to hold speaker when teaching. Student with hearing impairments- needs
speaker that connects to her hearing aids.
Vocabulary: model, manipulatives, array, factor, product, fact family, divisor,
dividend, quotient
Manipulatives: available to all students to use whenever needed
Math Journals: Printed math problems given to students, students glue problem in journal
and complete questions
