Differentiated Lesson Plan Format

Name: ____Brandon Lamberty______

Type of Setting: ____________

Grade/ Subject Area: 3rd Grade Math

Date of Lesson: ______________

1.

PURPOSE
This lesson is focused around multiplication tables. Students will participate in an activity
that creates a tool to aid them as they use multiplication. Students will know how to multiply
numbers by using several methods such as number skipping, adding/ subtracting, and others.
Essential Questions:
- What is a product?
- How can we use what we know about addition and subtraction to help us learn
multiplication?

2.

VOCABULARY & KEY TERMS for teacher use and to demonstrate your content
knowledge about the topic and a student friendly vocabulary list, also may include a
concept web for the topic:
Product Result of multiplying, or an expression that identifies factors to be multiplied.
Sum- Numbers that are added together

3. Skills
- Addition, Subtraction and Multiplication conceptualization.
- Describing methods they used personally and discussing it among peers.
4. OBJECTIVE(S)
Upon completion of this lesson students will be able to define product as the result of multiplication. They will
also be able to interpret and explain products as the number of objects in groups of objects.
5.

NEW YORK STATE LEARNING STANDARDS

CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers.
CCSS.Math.Content.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the relationship between
addition and subtraction.

PRE-ASSESSMENT - (how you determined (1) that the objective(s) is/are appropriate for
the learner(s); (2) at what level the learner(s) may be expected to meet the objective(s); (3)
What evidence or data have you gathered to plan for instruction?):
7. LESSON PRESENTATION:
6.

This is appropriate for the students of this grade because it allows them to gain a tool that
they can use year long to help them with the new concept of multiplication. Students are also
accessing prior knowledge and applying it to a new situation as they discover the relationship
between addition and multiplication.
SET-INDUCTION

Tell students that in math we use words to describe specific actions, remind them about how
sum indicates that two numbers are being added together. Similarly in math, when two
numbers are multiplied together the answer is called the Product.
Remind students that they have started learning multiplication in previous classes. Start a
game called product. This can be a game for small groups or the whole class, depending on
the population of the class. Instruct the students that the way to play this game is by using the
multiplication fact families (3,4,6) and they will need to go in a single order. If we choose to
use the 3 fact family then the students go in an order around the room counting (one, two) but
on a number that is a product of the fact family that is being used the student must say
product instead of the number (one, two, product, four). If the student forgets to say
product on a fact family number, or says product on an incorrect number that student is out
for that round. Depending on how long this takes with the class you can play a few rounds
using different numbers from the fact families.
PROCEDURE
Inform students that today they will be practicing different ways to show multiplication by
making a flipbook. These flipbooks can be used throughout the year to help aid their
multiplication skills. Review ways to show a multiplication problem:
1. Show the problem in a grid
2. Write the problem and use skip counting.
3. Use repeated addition.
(Model how to use each of these methods by writing the problems 3x4 and 7x8.) Have
each student try to answer the questions using one of the methods above and after a few
minutes ask for some help in answering the questions. If students feel comfortable with a
certain method in multiplication ask them how they use this method and explain how they
used it to the class briefly. Ask when might you use these multiplication methods? (Word
problems/mental math problems, etc.)
Making Flipbook
Pass out 5 sheets of paper to each student. Tell them that these will be the flipbooks that
they can use for the rest of the year. Students can illustrate and personalize their flipbook
however they may like using the coloring materials provided. Hand out a checklist with things
that need to be included in the flipbook which include:
1. Name of student
2. Class
3. On each page there must be a complete set of multiples of 2 numbers. (Page one
5x1-5x10 and 6x1-6x10)
4. At the end of the flipbook students should see a pattern and each would become
easier.

Once the students complete the books provide each student with 5 problems that they must
answer using their new flipbooks. The questions they answer should be written in their notebook
and once they answer they have to write 2-3 sentences on how they got that answer by using
their books.
CLOSURE
Ask students what they learned today, whether that is definitions, multiplication tables, or a
new method to solve multiplication problems. On board write the following questions (that
students will have also on a worksheet that you must hand out):
1.
2.
3.
4.

Carla has 5 boxes of crayons. Each box holds 12 crayons. How many crayons does
Carla have?
There are 8 candies in one bag. How many candies are there in all if Martha packs
9 bags of candies?
Rob decorated 6 cakes. He put 4 candles on each cake. How many candles did he
use?
7 students go to the library. Each student has 7 books to return. How many books
are returned?

These questions are to be answered for homework, using the same strategies that they used in
class today. They must answer the questions and show what method they used and write 2
sentences on why they used that specific method.
8. MATERIALS and RESOURCES
- Hotchalk.com Problem solving sheet for each student
- Flipbooks for each student
o (5 pieces of paper that can be folded over to make a small book)
- Colored pencils/Crayons
- Markers
- Manipulative
9. FOLLOW-UP ACTIVITY or ASSIGNMENT
The homework word problems are the follow up assignment to this lesson. Repeating
concepts that they learned in that class and show whether they grasped the material or not
by their answers and explanations behind their answers.
10.

EVALUATION / ASSESSMENT
The answers to the questions provided for homework would serve as an evaluation of the
students grasp on the concepts taught in class. If students were able to get the correct
mathematical answer and write how they discovered that answer then they show mastery of
the concept. If one of the areas is weak that shows where the teacher may go back and reteach certain ideas or methods specified to what the students did not understand.

11.

DIFFERENTIATED

The differentiation applies to the point where the teacher provides the students with
specific problems in class.
Gifted Learners Given higher number multiplication problems to answer.
ADHD Using manipulative along side their flipbooks provides them a way to show they
conceptualization of the material taught in class.
ESL Provided vocabulary sheets for vocab taught in class, also using manipulative to help aid
comprehension.

11.

APA Reference
http://www.hotchalkeducationnetwork.com/