Quinton Hunt

10/13/2018

EED 480NA

Lesson plan unit

VITAL INFORMATION
Author Quinton Hunt

*Subject(s) Math
Topic or Unit of
Related arrays to tape diagrams to model the commutative property of multiplication
Study
*Grade/Level 3rd

STANDARDS AND DIFFERENTIATED INSTRUCTION:

3.OA.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a total
number of objects can be expressed as 5 × 7.
*Standards
3.OA.7
Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 =
8) or properties of operations. By the end of Grade 3, know from memory all products of
two one-digit numbers.

Differentiated  Teacher will place extended time within instruction for students when needed
Instruction  Paraprofessionals will help students as needed
 Teacher will give students directions in English and other preferred languages

Academic
Language and Communitive property, tape diagram, arrays, anticipates
vocabulary
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:
Students are to relate arrays to tape diagrams using the commutative property with
Objective
multiplication.

 Teacher will read instructions and objectives

 Students will take out workbooks
Summary of  Teacher will pass out pattern sheet
instruction and  Teacher will write, solve, and answer examples from fluency practice and concept
activities development of how to work out each problem
 Student will complete multiplication pattern sheet
 Students will work out problem set 1-4

Instructional and
The teacher demonstrates how things work and happens, thus, students had to explain each
Engagement
step verbally and in writing.
Strategies

Formative assessments: the teacher will observe students’ techniques and response
Evaluation to instructions given checking for understanding
*Assessment/Rubrics
Summative assessments: students will take a standardized state assessments

MATERIALS AND RESOURCES

Instructional
Materials Multiply pattern sheet, personal whiteboard, notebooks, pencils, interactive
(handouts, etc.)

VITAL INFORMATION
Author Quinton Hunt

*Subject(s) Math
Topic or Unit of
Use the distributive property as a strategy to find related multiplication facts
Study
*Grade/Level 3rd
STANDARDS AND DIFFERENTIATED INSTRUCTION:
3.OA.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a total
number of objects can be expressed as 5 × 7.

3.OA.3
Use multiplication and division within 100 to solve word problems in situations involving
*Standards equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.

3.OA.7
Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 =
8) or properties of operations. By the end of Grade 3, know from memory all products of
two one-digit numbers.
 Teacher will group students by abilities and learning styles
 Teacher will formatively assess students by walking around the room more
Differentiated frequent
Instruction  Teacher will redirect problems showing a few different ways to work a problem
out
 A paraprofessional will be near by to assist students when needed
Academic
Language and Facts, fluency, interpreting, repeated addition, and tape diagram
vocabulary

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:

Students will build fluency by using facts of multiplication of 4’s on pattern sheets. As whole
Objective
class students will count interpreting multiplication in referenced to repeated addition.
 Teacher will read directions thoroughly
 Students will take out workbooks and notebooks putting them on desk
Summary of  Teacher will read objectives aloud and go over the fluency practice
instruction and  Teacher will write, solve, and explain application problems
activities  Teacher will work on problem set 1 as whole class
 Students will work on problem sets 2 and 3
 Students will work on sprint

Instructional and Teacher will use the agree disagree matrix where I would verbally read the problems asking
engagement students if they agree or disagree with the instructions and why. Students will split up into
strategies groups taking turns to play computer games.

Formative assessments: students will complete lesson 6 exit tickets while teacher
observe students checking for clarification and understanding of the task at hand.
Evaluation
*Assessment/Rubrics
Summative assessments: teacher will give a end of unit assessment with a district
benchmark.
MATERIALS AND RESOURCES
Instructional
Materials Personal whiteboards, interactive whiteboards, markers, pencils, workbooks, and notebooks
(handouts, etc.)

VITAL INFORMATION
Author Quinton Hunt

*Subject(s) Math

Topic or Unit of Study Model the relationship between Multiplication and division

*Grade/Level 3rd

STANDARDS AND DIFFERENTIATED INSTRUCTION:

3.OA.7
Fluently multiply and divide within 100, using strategies such as the relationship
*Standards between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40
÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory
all products of two one-digit numbers.
Differentiated Teacher will read directions aloud and give a copy of directions to students in
Instruction English and Spanish. A paraprofessional will assist students who need extra help

Academic Language
Tape diagram, analyze, expression, equation
and vocabulary

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) – LESSON PLAN ELEMENTS REQUIRED:

Students will learn how to frame division solving missing factors by reading a
Objective
multiplication sentences, thus, building a strong foundation

 Teacher will read instruction

 Students will take out workbooks
 Student will skip count by 2, 3, and 5’s
Summary of instruction
 Teacher will do 1st application problem on in
and activities
 Teacher ask questions, so students can answer
 Teacher reviews concept development questions with whole class
 Students will take out workbook and do problem sets 1-4
Instructional and
Teacher will set a timer presenting students with new information with only a few
engagement strategies
minutes to answer.
 Formative assessments: teacher uses the think-pair-share methods, thus, when
Evaluation I ask a question students will pair up into groups of two to discuss the outcome.
*Assessment/Rubrics
Summative assessments: students will be assessed by the end of chapter test

MATERIALS AND RESOURCES

Instructional Materials
Worksheets, interactive whiteboard, workbooks, pencils
(handouts, etc.)

VITAL INFORMATION
Author Quinton Hunt

*Subject(s) Math

Topic or Unit of Study Apply the distributive property to decompose units

*Grade/Level 3rd

STANDARDS AND DIFFERENTIATED INSTRUCTION:

3.OA.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.
3.OA.5
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4
= 24 is known, then 4 × 6 = 24 is also known. (Commutative property of
multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2
= 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 =
40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16
*Standards = 56. (Distributive property.)
3.OA.7
Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5
= 8) or properties of operations. By the end of Grade 3, know from memory all
products of two one-digit numbers.
3.OA.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
 Teacher will observe students while working on problem sets and with those students
Differentiated that are advanced they can start working on the lessons sprint. The students that are
Instruction struggling will receive one on one assistance to ensure that the student understand
the task. Struggling students will also receive extra time to complete assignments.0

Academic Language
Focus, decomposing, de-emphasizes, distributive property, reflection, misconception
and vocabulary

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

 Students will learn to skip count using tape diagrams, arrays, and number bonds
with units of 5
Objective  Students will also learn to skip count by threes, fours, and sixes
 Students will know how to decompose numbers using number bonds
Students will learn what distributive properties are
 Teacher will introduce students to decomposing with number bonds using
examples
 Teacher will use examples of a 10- level parking building with three cars
parked on each level
 Students will use the Math cubes provided to solve example while still
Summary of
paired in twos
instruction and
activities
 Teacher will use interactive whiteboard to visually write down and show
completed examples
 Students will answer questions to the examples
 Teacher will work out problems on whiteboard
 Teacher will instruct students of number bonds with decomposing numbers
using distributive properties
Instructional and
Students are paired with students next to them and instructed to quick talk for 30 seconds
engagement
about topic given
strategies

Formative assessments:
Students was observed throughout instructions
Evaluation Students completed problem set 5-7 individually
*Assessment/Rubrics Students will complete lesson 17 and 18 exit ticket
Summative assessments:
students will be given a standardized test for lesson 18 given.

MATERIALS AND RESOURCES

Instructional
Personal whiteboard, Markers, Math cubes, Interactive whiteboards, Worksheets, Math
Materials (handouts,
workbooks, pencils
etc.)
VITAL INFORMATION
Author Quinton Hunt

*Subject(s) Math
Topic or Unit of
Apply the distributive property to decompose units
Study
*Grade/Level 3rd

STANDARDS AND DIFFERENTIATED INSTRUCTION:

3.OA.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a total
number of objects can be expressed as 5 × 7.

3.OA.5
Apply properties of operations as strategies to multiply and divide. (Students need not
use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 =
24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3
*Standards
× 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property
of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 ×
(5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

3.OA.7
Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 =
8) or properties of operations. By the end of Grade 3, know from memory all products of
two one-digit numbers.

 Teacher will read directions aloud

Differentiated
 Students will receive extra assistance
Instruction
 Teacher will give students extra time to work on lesson

Academic
Communitive property, relationship, equation, amount, difference, interpreting,
Language and
anticipates, emphasizing, decomposing, factor, and quotient
vocabulary

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

Students will learn the communitive property of multiplication using 4,5,6, and 10’s. students
Objective will anticipate units by decomposing larger facts into smaller ones using the break up
method and distributive strategies
  Teacher will read directions to students
 Teacher will have students skip count by 3,4,5, and 6
Summary of  Teacher will write a problem on the board using the commutativity of multiplication
instruction and  Teacher will hand out worksheets
activities  Students will complete worksheets of decompose and multiply units
 Students will compose smaller facts into larger facts
 Teacher will go over problem sets in workbooks

 Teacher ask authentic questions giving students a few minutes to write down
Instructional and questions to be answered
engagement  Student will create a K-W-L chart that is timed where students will write down then
strategies verbally express what it is they have learned about the lesson
 Teacher work with whole class to create a graphic organizer preparing students for
new topics.

Formative assessments:
Teacher will walk around analyzing students work as it is given while using strategic
questioning about problems to see if students have retained information.
Evaluation
*Assessment/Rubrics
Summative assessments:
Teacher will test students being accountable for school work and students will take a end
of the unit assessment

MATERIALS AND RESOURCES

Instructional
Materials Pencils, worksheets, math workbook, personal whiteboard, interactive whiteboard
(handouts, etc.)