USF Elementary Education Lesson Plan Template Name: Claire Meitzner

Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

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.)
Lesson Content
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.

Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words, How can I use arrays to help me solve multiplication problems?
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 SWBAT recognize and understand the concept of arrays through the drawing of their own arrays and
students know and be able to do by matching arrays with their corresponding equations, with minimal error.
after this lesson? Include the
ABCDs of objectives: action, SWBAT identify rows and columns within an array by explaining that the first factor indicates the
behavior, condition, and degree of number of rows and the second number represents the number of columns, with minimal error.
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.)."
USF Elementary Education Lesson Plan Template
Grade Level Being Taught: 3rd
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 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?
Name: Claire Meitzner
Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19
This lesson will provide students with yet another strategy to use when solving multiplication
problems.
By asking the students to be able to draw their own arrays, match them with multiplication equations,
and create arrays from multiplication story problems the students will get multiple opportunities to
practice this strategy.
This lesson is important to the building students knowledge and experience with multiplication.
I will discuss with my CT the students prior knowledge with multiplication and where the students
struggle most with the concept.
During the students individual work and during the game I will be observing the students as they work
and checking off, on my clip-board, if I think they are understanding the lesson fully, almost, or not at
all.
Students will complete an exit ticket at the end of the lesson that will allow me to if the students fully
grasped the content of the lesson.
The summative assessment will be a test at the end of the unit.
Knowledge of multiplication strategies and basic multiplication facts.
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

How to use arrays to help with multiplication.

What background knowledge is The background knowledge needed for the lesson include:
necessary for a student to
successfully meet these Understanding the meaning of multiplication
objectives?
How to use repeated addition to find the product of a multiplication sentence
How will you ensure students
have this previous knowledge? How to use manipulatives to represent a multiplication sentence
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 may have difficulty understanding how parts of the multiplication number sentence connect to
specific parts of the array, for instance the fact that the first factor in the equation indicates the number
of rows and the second number represents the number of columns

Lesson Implementation
Teaching Methods
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

(What teaching method(s) will you Direct Instruction

use during this lesson? Examples Demonstration
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?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
Time Teacher 1) Have students sitting at their desk and read them the book One
Hundred Hungry Ants to introduce arrays.
Students 2) Have students take out math notebooks
Teacher/stu 3) Write essential question on notebook and the date, have them copy
dent 4) Write a multiplication story problem that you can use an array to solve,
Teacher in their notebooks
Student 5) Give them time to work on the problem independently in their
notebooks
Student 6) Ask the students to raise their hand to answer the question
Student 7) Allow the student I choose to explain their answer and allow them to
talk with their peers about why they think or do not think their answer
is correct.
Teacher 8) Explain that the number or rows and the number of columns make up
the multiplication equation
Teacher 9) Give them a problem that asks them to write a story problem out of an
array that is given.
Student 10) Allow them time to work independently
Student 11) Ask students to explain their thinking and do a comprehension check
with the class to make sure they are understanding how to make the
equation with the array and find the answer of how many are in the
array without counting them all out
USF Elementary Education Lesson Plan Template
Grade Level Being Taught: 3rd
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?
What will you do if
What will you do if
Name: Claire Meitzner
Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19
Teacher 12) Introduce the game of I have, who has, explain the directions of the
game and that this is a way to practice matching arrays and equations
to each other
Student 13) Have the students come to the carpet and pass out the cards
Student 14) Ask the students if they have any questions
Student 15) Give students time to look at their card and become familiar with it
Student 16) Play the game
Teacher 17) Assist in the flow and facilitation of the game while it is being played
Student 18) Allow students to use dry erase markers during the game to help them
when working with their card.
Student/teac 19) Replay game again by collecting the cards and passing them out again
her 20) Bring students back to their desks to work on exit ticket
Student 21) Exit ticket includes:
a. Give students a card that has a different array on it
b. The student will have to do two things
i. Write a multiplication word problem to match the array
on their card
ii. Write the multiplication sentence to match
Teacher 22) Collect the exit tickets once they are finished.
a student struggles with the content?
Allow time for questioning as we go through the lesson
Go over the them individually and guide them through the problem
a student masters the content quickly?
During the game if I notice students are mastering the content quickly I will give them two cards to
work with during the game.
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
This lesson connects to the interests of the students because they like games and the I have, who has
game is a fun way to practice matching arrays to their multiplication sentence

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

Multiplication is a math concept that can be used commonly in everyday circumstances in the grocery
store.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Students that I noticed struggled with this topic will be given a simpler I have, who has card for the
game, as we switch to the second part of the game I will decide if I think the student is ready for a
harder card

How will you differentiate instruction for students who need additional language support?

If I had students who needed additional language support, I would allow the student to work with
another person who spoke their native language and I would intentionally work with that student to
make sure they understood what are supposed to be doing.

Accommodations (If needed)

(What students need specific E. will be allowed to sit closer to the desk to be able to see clearer and will be given a print out of the
accommodation? List individual essential question that he can use to copy into his notebook.
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
USF Elementary Education Lesson Plan Template Name: Claire Meitzner
Grade Level Being Taught: 3rd Subject/Content: Group Size: Date of Lesson: 10/4/2017
Math/Multiplication 19

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
I have, who has cards
Notecards with arrays on them
Students math notebooks
Small whiteboard markers
One Hundred Hungry Ants by Elinor J. Pincezes