Meggie Borich

Second Observation- Lesson Plan (Math)

Subject/Lesson Title/Group: Estimated Time:

Math/Group counting, fluency practice and 45 mins-1hr.
parentheses/ Whole group
Standard(s):
3.OA.A3, 4,5,7,1,2,6:
 Fluently multiply and divide within 100. By the end of Grade 3, know from memory all
multiplication products through 10 x 10 and division quotients when both the quotient and
divisor are less than or equal to 10.
 Model the associative property as a strategy to multiply.
Learning Goal(s): (Include a language goal for Resources/Materials:
ELLs from ELD standards if applicable.) Fluency assessment sheets (0-10)
Learning Goals: Chalkboard
 SWBAT… defend their explanation to a Whiteboards
problem. Markers
 SWBAT… identify the value of the Exit tickets
unknown.
 SWBAT… demonstrate fluency and Key vocabulary:
accuracy while computing multiplication Multiply
facts. Divide
Value
Language Goal: Unknown
 SWBAT… verbally skip count as a whole Parentheses
group.
 SWBAT…collaborate with peers to solve a
problem.

Anticipatory Set: (This is where you engage learners in connecting to content in lesson either in
their prior knowledge or personal connections.)
To start off our math lesson I will engage the class in a group counting activity. We will be practicing
our multiplication facts 0-10 today, especially focusing on 7 and 8’s. We will skip count as a class to
prepare us for our weekly fluency assessment. Students will then take the fluency assessment so we
can see where they’re at. (Students get weekly fluency assessments so we can assess if the student’s
making progress).
Mini-Lesson: (Your instruction and the” I do, we do” part of the modeling…)
To review some of our previous lessons we will be doing a fluency activity to review using a letter to
represent the unknown. I will write an equation on the board such as ax6=12. I will have the
students write the value of a on their whiteboards. Then we will practice with division problems and
different multiplication problems. We will work through these together as a whole group.
Worktime: (Set students to work after the” I do, we do” (modeling) time. Worktime is the “you
do” time.
Lastly we will review our most recent lesson, working with parentheses. I will write equations on
the board and ask the students to put the parentheses in the right place to make the statements
true. We will continue this activity with other equations for extra practice.
 Meggie Borich

Closure: (Important lesson component. Students should summarize their learning in some way.)
If time allows, students should solve exit ticket to show their understanding of the lesson. I will ask
if students have any questions about anything that we did today to help clarify any remaining
confusion.

Differentiation for Student Needs:

 Students can write out their “count-bys” to help them with the fluency assessment.
 Students can work with tablemates to help work through problems.
 Teacher can offer simpler problems for students to work through.
Questions: (be sure to plan questions that Integration Areas
include higher order thinking levels – see  Students will read story problems, and
Bloom’s taxonomy sheet.) have to write and explain their answer
 How can we evaluate an equation to for the exit ticket.
solve for the unknown?
 How can we rearrange a multiplication
problem into a division problem?
 How can we reorganize numbers in an
equation to make the statement true?
 How do we know what to solve first in an
equation?

Formative Assessment: (Checking for Understanding)

 Checking for students’ fluency and accuracy of multiplication skills by collecting and grading
the fluency assessment.
 Informal assessment from teacher by checking students understanding as they work on
whiteboards.
 Collect exit slips to further assess students understanding.