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Lesson Plan Teacher: Dana Pablo, Melynda San Luis, Jenny Maluwelmeng, V. Baisa Grade Level: 3 Grade
Lesson Plan Teacher: Dana Pablo, Melynda San Luis, Jenny Maluwelmeng, V. Baisa Grade Level: 3 Grade
SLO
X Motivated Lifelong Learners
X Effective Communicators
X Successful Individuals
Learning Goals/Objectives(GDOE& Common Core State Standards)
GDOE:
3.2.1 Develop an initial understanding of multiplication as repeated addition (e.g., 3 × 5 = 5 + 5 + 5) or as equal
groupings (e.g., 3 × 5 as 3 groups of 5) and of division as the number of equal groupings (e.g., 15 ÷ 5 as the number of
groups of 5 we can make with 15).
CCSS:
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.
I Can Statements
Score 1.0 With help, Partial success at score 2.0 content but not at score 3.0 content.
Whole Class: Direct Math Instruction, Collaborative Discussion (Reinforcing effort and
providing recognition), and Cooperative Learning
Focused Learning: Multiplication Strategies
1. Anticipatory Set: Mirror teaching and review. Demonstrate and reinforce identifying different factors and
using them in groups, arrays, and repeated addition sentences. Students will repeat and teach peers on key
concepts.
3. Direct Math Instructions, Math Vocabulary Words with Collaborative Discussion: On the chalkboard write
down key concepts and notes.
Students will take notes in their notebooks with practice samples.
4. Direct Math Instructions with Collaborative Discussions: Teacher will give examples on the board.
Students will work with the teacher on a few giving feedback as to how to solve the problem. Student will then
be given more practice problems to solve individually and then with peers.
5. Direct Math Instructions with Collaborative Discussion for student seat work: Teacher determines the
practice needed and will scaffold based on what the majority of the students need. Work on board and
worksheets will be based on prerequisite skills needed, on target work, and a higher-leveled problem.
7. Instruction Closure and Student Remotivation: Can anyone tell me what we learned today? Go over I
Can statements and encourage student to take home and practice.
Small Group: Direct Math Instruction, Math Accuracy, Cooperative Learning, with
Collaborative Discussion and Feedback