Blair Vaughn

November 21, 2016

Fact Families of Multiplication/Division

Essential Understanding: We can use our comparing numbers skills and knowledge of skip

counting by 5s and 10s to solve our problem solver. We will learn about American Indian
culture through a BrainPop video, read-aloud legend, and practice multiplication through
solving a problem related to the legend.
Standards: (math) 3.5 The student will recall multiplication facts through the twelves
table, and the corresponding division facts.
Purpose: To gain understanding in the relationship between factors and products, leading
to an increase in fluency of our multiplication facts, and beginning to make connections
with division through fact families.
Goal: By the end of this lesson, students will gain problem solving skills, increase in math
multiplication fact fluency through the interactive missing multiple practice, and learn
about American Indian culture, while practicing math skills.
Allotted Time: 1 hour (math)
Whole Group Instruction
Time

Activity

Procedures and Comments

<5
minutes

Go over
Classroom
Expectations

1. The teacher will then go over the classroom

expectations with the class and stress the
importance of meeting the classroom expectations,
along with the consequences for not meeting
expectations.
Comments: By reviewing the classroom expectations
daily, the students are re-informed of the expectations
they are to meet.
1. After going over the classroom expectations, the
teacher will read the days agenda and goal to the
students, which will be written on the board.
a. Mondays Agenda:
i.
Go over Classroom Expectations
ii.
Math Chants
iii.
Problem Solver
iv.
Multicultural Math Lesson
v.
Science Unit 4 Lesson 5
1. Fast Finisher Math Activities
b. Monday Goal:
i.
We will celebrate American Indian
culture and practice our math skills.

Blair Vaughn
November 21, 2016

5
minutes

Fact fluency/
Multiples of
Review

1. Say, Class, I need you to quietly clear your desks.

The first person that talks will receive a number.
2. Write several multiples of 6 on the whiteboard. (6,
12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72, 78, 84, 90,
96, 102, 108, 114)
Comments: Probe students for patterns they notice
among the numbers. Ex. the ones repeat in the pattern: 6,
12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72.
3. Say,
a. Class, what do you notice about the
numbers I have written on the board?
(Take student responses- probe for the
multiples of 6; skip count by 6, etc.)
b. Does anyone notice any repeating patterns
among the multiples of 6? I want you to
look at the numbers, think, and then share
with your table group. (allow 30 seconds
for sharing, then redirect)
4. Erase the last eight numbers off the board. Say,
a. Now, we are going to practice saying some
of the multiples of three together. All
together: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60,
66, 72
5. Erase a number and have students chant the
multiples again- making sure not to skip the
missing multiple. Say,
a. Now, say the multiples of 6 together again,
but dont forget the missing multiple.
6. Erase 4 numbers and have students chant the
multiples again- making sure not to skip the
missing multiple. Say,
a. Now, say the multiples of 6 together again,
but dont forget the missing multiple.
7. Erase all the numbers. Say,
a. This is the last round. Say the multiples of
6 that were just on the board, as a class.
(May need to say with students, as
necessary)
8. Praise students for good work!

5
minutes

Written Fact
Practice

1. Say, Get out your Math Mania notebooks. Turn to

a clean page and write the title: Math Facts. On the
page, I want you to write the 0s multiplication
facts from 0x0 to 0x12, then the 1s multiplication

Blair Vaughn
November 21, 2016

facts from 1x1 to 1x12. Then the 2s facts from 2x2

to 2x12. You will have 5 minutes to complete the
task, so work as quickly as you can.
2. While students are working, let struggling learners
know if they will be called on for Math Fact
Checkers.
3. After the time is up, call on students to answer the
math facts as quick as they can. (To differentiate,
students who may not be comfortable with their
math fact fluency/skills yet, will be informed prior
of the fact they will be asked to say. For the rest of
the class, it will be a secret who will be called on to
answer the fact.
15
minutes

Problem Solver of
the Day
Skills
addressed:
Compare
numbers and
count by 5s and
10s.
Incorporates
knowledge of
skip counting,
and using or
making a
table.

1. The Problem Solver for the day covers comparing

numbers and skip counting skills.
2. Read the question to the class: show via Elmo.
3. Say, Today, we are going to look at a new problem
to solve. We want to find out Zach gave a puzzle to
his brother, Spencer. Zach said, Guess how many
ducks I counted on Uncle Teds pond. Ill give you
these clues: There are more than 25. There are less
than 40. I say the number when I count by fives. I
dont say the number when I count by tens. How
many ducks are on the pond?
4. Say, Take about 10 minutes to try to solve the
problem.
5. Allow students 10 minutes to work on the problem
of the day.
Resource: The
Comments: As students are working, make sure to walk
Problem Solver
by Judy Goodnow around, assisting as needed.
and Shirley
Hoogeboom
(Creative
Publications)

30
minutes

Multicultural Math
Lesson

1. This Multicultural Math lesson will discuss

American Indians, celebrate their culture, and
solve math problems relative to the current unit
on multiplication.
2. Show students a BrainPop video about American
Indians to start the lesson and give students
background knowledge about American Indians.
3. Ask students what a legend is.

Blair Vaughn
November 21, 2016

4. Take student responses and describe that a legend

is: a popular traditional story that may or may not
be historical.
5. Read aloud to students a Menominee story that
was retold by Louise Bear and Terri Zhuckkahosee
called, Brother Bear.
6. Prior to reading say, Menominee is an American
Indian tribe located in Wisconsin. The following
story is a legend retold by members of the
Menominee American Indian tribe.
Comments: Source for Brother Bear story: Using Native
American Legends to Teach Mathematics; Edited by
Judith Elain Hankes, Ph.D. and Gerald R. Fast, Ph.D.; Univ.
of Wisconsin Oshkosh.
7. Show the legend via Elmo and have students get
out their Math Mania notebooks to respond to the
following questions.
8. Say, Get out your Math Mania notebook and write
as the title: Brother Bear: Math Lesson. Then write
a number 1 on the 1st line to write your work and
answer to the first problem.
9. Say, Now, we are going to solve some Math
problems that involve this story.
10. Say,
a. Number 1: There were 7 oak trees. In
each oak tree there were 6 blue jays. How
many blue jays were there all together?
(gather student responses and discuss) In
this problem we use ___ (multiplication)__
to find the total number of blue jays in the
oak trees.
b. Number 2: To celebrate the old mans safe
return, the old lady held a feast. 8 friends
came to the feast. Each friend ate 3 pieces
of fry bread. There were 6 pieces of fry
bread leftover. How many pieces of fry
bread had the old woman fried? (gather
student responses and discuss) In this
problem we use ___ (multiple steps:
multiplication and addition)__ to find the
whole amount of fry bread the old woman
fried.

Blair Vaughn
November 21, 2016

Assessment

Reflection:
What worked?

What didnt work?

Comments:

1. Students responses and work will serve as

formative assessment data from the lesson.

Blair Vaughn
November 21, 2016

Science Lesson
Essential Understanding:We will learn about how environmental changes affect living

things.

Standards: (science) 3.5 The student will investigate and understand relationships among

organisms in aquatic and terrestrial food chains. Key concepts include a) producer,
consumer, decomposer; b) herbivore, carnivore, omnivore; and c) predator and prey. 3. 6
The student will investigate and understand that ecosystems support a diversity of plants
and animals that share limited resources. Key concepts include a)aquatic
ecosystems;b)terrestrial ecosystems;c)populations and communities and d) the human
role in conserving limited resources.
Purpose: To learn about how environmental changes affect living things.
Goal: Students will gain a better understanding of the final lesson in Unit 4, about how
environmental changes affect living things.
Allotted Time: 20 minutes (science)
Time

Activity

Procedures and Comments

20
minutes

Science Unit 4
Lesson 5: How
Do Environmental
Changes Affect
Living Things?

1. Students will work with their table partners to

complete Lesson 5 from Unit 4.
2. With the mostly inclusion class, the teacher will
work with the struggling readers by reading aloud
the pages and asking students the questions on
each page.
3. In the afternoon class, the teacher will walk
around while students are working to help with
student questions.
4. Call students by table to get their science
workbooks. Say, You will have 20 minutes to
work on Unit 4, Lesson 5 p. 181-194. The Brain
Check on p.193 and Apply Concepts on p. 194 will
be for homework, if not completed in class.

Assessment

1. Students work from Lesson 5 will serve as

formative assessment data from the lesson.