USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being Taught: Subject/Content: Math
3

Name: _Heather
Group
Size: 17

Date of Lesson: 2/9/162/10/16

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 and arrays by using a symbol for the unknown variable to represent a
number in a problem.
MAFS.3.OA.2.6
Understand multiplication and 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?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:

Students will be able to use and understand how to perform multiplication and division in
solving two-step word problems by using various strategies to solve each problem.

Students will be able to do:

Solve two step word problems
Use multiple strategies to solve each problem
Explain their answers with complete mathematical terminology.

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being Taught: Subject/Content: Math
3

Name: _Heather
Group
Size: 17

Date of Lesson: 2/9/162/10/16

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
will you use to document
student learning during

Multiplication and division can be very challenging to students to grasp, but I have made
an effort to relate the process to many day-to-day experiences in hopes to make the
process of learning multiplication and division a little easier to conquer.

I will be conducting the following:

Formative assessment: I will roam around the room as the students work in their table
groups to solve the math problems as well as listen in on their discussions on how they
would solve the problem given.
Summative assessment: I will use a quick worksheet with two problems on it and the

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being Taught: Subject/Content: Math
3

Name: _Heather
Group
Size: 17

Date of Lesson: 2/9/162/10/16

this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

students have to show me their work, explain how they came up with their answer, and
show me their answer.

What Content Knowledge

is necessary for a teacher
to teach this material?

The students will work towards their fluency with multiplication and division facts and
computation in a variety of ways. They develop a meaningful sense of operations and the
actions they represent as they think about the context of things that come up in group,
and solve word problems.

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?

Students should know the following:

How to apply their multiplication factors

Decompose numbers to find a product or quotient
Strategies on how to solve division problems
Know the terminology such as dividend, divisor, quotient

Students often struggle with division because they only know or understand one way into
solving the problem. They dont make connections with the problem. They tend to solve
the problem before actually reading the meat of the problem. The students often just

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being Taught: Subject/Content: Math
3

Name: _Heather
Group
Size: 17

Date of Lesson: 2/9/162/10/16

look at the numbers in the problem and begin solving without even understanding what
the problem is asking them to solve.

Lesson Implementation
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.)
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.)
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?

Whole group discussion, table partner share and on their own practice.
Present power point.
Worksheet using two problems for ticket out the door.

Time

Who is
responsibl
e (Teacher
or
Students)?
2-3
minutes
(Teacher/S
tudent)
2-5
minutes
(Teacher)

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).
Review the morning word problem.

Introduce Fluency problem or problems.

Mackenzie finds 678 acorns. She feeds 460 to the squirrels and uses
the rest to make a cool necklace for her sister. How many acorns
can she use on her sisters necklace?

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being Taught: Subject/Content: Math
3
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?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name: _Heather
Group
Size: 17

Date of Lesson: 2/9/162/10/16

534 - y = 423
1 minute X
2
problems
(Students)
5-10
Minutes
(Teacher)

Student has 60 seconds to solve the problem. I will call on one to

two people for explanation of the problem and how to solve.
I will introduce the review problem of the day.
Brad is trying to solve the multiplication problem 6 x 15. He thinks
he can use the distributive property to solve it. He comes up with
the math sentence
(6 x 5) + (6 x 10). Will that work to solve the problem? Why or
why not?

2 minutes
(Students)

45-60 seconds to solve. 60 seconds to discuss with table. Raise

hand when done.

1 minute
(Teacher)

I will introduce the problem of the day.

Ms. Vila paid a mechanic $256.89 to fix her car. She was charged
$166.89 for parts plus the cost of labor which was $9 per hour. How
many hours did the mechanic work on Ms. Vilas car?

3 minutes
(Students)

Students have 3 minutes to solve. Raise thumbs up when done.

Have the students check with their group to see if they all got the
same answer.

1 Minute
(Teacher)

Discuss the scale. 1-2-3.

(Teacher)

Pass out the Ticket out the door practice word problem.

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being Taught: Subject/Content: Math
3

Name: _Heather
Group
Size: 17

Date of Lesson: 2/9/162/10/16

Worksheet:
Trent earns 8 fair tickets each of the 5 days he helps out in the car
room. He spends 10 tickets each hour at the fair. How long will it
take Trent to spend all of his tickets?
What will you do if

a student struggles with the content?

Provide a little extra class discussion. Give more than one-to-two examples. If
they still doesnt work then I would pull small group of those who are
struggling with the content.

What will you do if

a student masters the content quickly?

Allow these students to work independently. Allowing them to help at their
table groups to teach their table members in solving the problems. I would
provide a little extra word problems to allow them to test their knowledge a
little more.

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?
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
During my lesson plan, I will walk around and determine who has difficulties
and I will pull a small group of students and model the example problems given
and help them understand how they can use their strategies by using their fact

USF Elementary Education Lesson Plan Template (S 2014)

Williams___________________________________
Grade Level Being Taught: Subject/Content: Math
3

Name: _Heather
Group
Size: 17

Date of Lesson: 2/9/162/10/16

families to understand the given problem.

How will you differentiate instruction for students who need additional
language support?
Mrs. Kindle the ESE teacher comes in and assists several of my students who
need additional support during the lesson.
Speech therapist comes in and pulls a couple of my students that need
additional support for language.
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!)

YC: Mrs. Kindle (ESE Teacher)- student will be given the same problem and with help by
Mrs. Kindle, she will help break down an easier way for YC to solve the problem by
drawing out pictures.
TH: Mrs. Kindle (ESE Teacher)- student will be given the same problem and with help by
Mrs. Kindle, she will help break down an easier way for TH to solve the problem by
drawing out pictures.
DS: Mrs. Kindle (ESE Teacher)- student will be given the same problem and with help by
Mrs. Kindle, she will help break down an easier way for DS to solve the problem by
drawing out pictures.
BW: Mrs. Kindle (ESE Teacher)- student will be given the same problem and with help by
Mrs. Kindle, she will help break down an easier way for BW to solve the problem by
drawing out pictures.
Whiteboard
Markers
Projector
Powerpoint
Worksheet