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Math Lesson Plan 3rd Grade: Essential Question

This math lesson plan teaches 3rd grade students how to use the distributive property to solve multiplication problems with factors of 3 or 4. Students will work through example word problems using tools like counters to split problems into smaller steps. The teacher will demonstrate problems on the board and whiteboard, have students do independent practice, and informally assess their understanding through discussion. Accommodations are provided for struggling students or those who need visuals in Spanish.

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181 views3 pages

Math Lesson Plan 3rd Grade: Essential Question

This math lesson plan teaches 3rd grade students how to use the distributive property to solve multiplication problems with factors of 3 or 4. Students will work through example word problems using tools like counters to split problems into smaller steps. The teacher will demonstrate problems on the board and whiteboard, have students do independent practice, and informally assess their understanding through discussion. Accommodations are provided for struggling students or those who need visuals in Spanish.

Uploaded by

api-483752287
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Jaime Youngkin

Math Lesson Plan

3rd Grade

Essential Question
● How will students use the distributive property to split up multiplication problems
with unknown facts of 3 or 4 as factors?

Standard(s)
● CC.2.2.3.A.1
○ Represent and solve problems involving multiplication and division.

Objectives
● Students will be able to use the Distributive Property to break apart unknown facts with 3
or 4 as a factor.

Materials and Equipment


● Teacher ipad
● Student ipads
● Smart board
● Dry erase boards
● Dry erase markers/erasers
● Pencils
● Counters (optional)

Procedures

Introduction
● Begin with Daily Review on seesaw
○ Give 5 minutes to work on it then go over the answers.

Anticipatory Set/Activating Learning Strategies


● Ask students, “what are the steps we go through when using the distributive property?”
● Introduce the solve and share problem
○ “There are 3 rows of pictures on a wall. Each row has 7 pictures. How many
pictures are on the wall?”
■ What information are you given?
■ How could you use tools to help split up multiplication problems?
● Explain/show steps to solve the problem on the board
○ Have students follow along on whiteboards drawing the figure and splitting it up.

Sequence of Lesson
Model
● Visual learning bridge
○ “The district park has canoes stored in 3 rows. There are 6 canoes in each row.
How many canoes are there in total?”
○ How can you split up a multiplication fact?
● Convince me problem
○ Students will complete the convince me problem independently using their
counters if needed
○ I will walk around and ask guiding questions as they complete this
○ We will then go over this as a class to see what they got and if they understand the
concept.
Independent practice
● I will choose a guided practice problem for students to work on independently as I walk
around assisting them.

Closure/Summarizing Strategy
● “You all did a great job today with learning about the distributive property to multiply!”
Assessment/Evaluation
● I will informally assess students' work as we discuss the problems as a class, and while
walking around asking them questions as they solve their problems.

Special Considerations

Early Finishers
● This is done as a group, so there will be no early finishers.

Remediation

● If students are struggling, they can use counters.

Enrichment
● Students are using their knowledge of multiplication facts to multiply using the
distributive property.
Special Accommodations

● I may give Spanish speaking students more visuals for the word problems to help them
grasp the idea.

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