STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Katie Pflugrath Grade: 3 Topic: Math- multiplication

Brief Lesson Description:
Through this lesson students will spend the next few days to little over a week learning about the multiplication factors: 0, 1, 2, 5, and 10.
There will be a range of games, many videos, worksheets, a book, vocabulary, and quiz to wrap of this lesson plan.

Time:
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
20 to 30 minutes 45 to 60 minutes 30 minutes 30 minutes 30 to 45 minutes 45 minutes
Or (Day 3 and 4 can be
60 minutes put together, use
judgement of how
long students focus
on these videos.)
Specific Learning Outcomes:
Students will be able to fluently calculate multiplication in the factors of 0, 1, 2, 5, and 10 through the process of 5 E’s.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson stayed to the math mostly, where the activities were basic. However, knowing different games and having them included
would be a great help. Also, finding different videos and worksheets that use a range of examples would help too. This does lend to a
variety of disability options.

Narrative / Background Information

Prior Student Knowledge:
Students must know how to count through written and oral forward by intervals of 2 ,5, and 10 to 120 and backwards by 10’s from 120
Recognize and fluently describe part- whole relationships up to 10
Apply place value and properties of multiplication when multiplying whole numbers
Students must show fluency multiplying with factors of 0, 1, 2, 5, and 10

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

3.4 The student will solve c) demonstrate
fluency with multiplication facts of 0, 1, 2, 5,
and 10;
3.12 The student will use the following in
works of art: a) Color—intermediate, warm,
cool
Grades 3–5 Expectations: In grades 3–5
each and every student should–
 understand various meanings of
multiplication and division;
 understand the effects of
multiplying and dividing whole
numbers

Specific Problem Solving Strategy being used:

-draw models
-draw pictures
-identify patterns
-guess and check
-use logical reasoning
-use their fingers
- solve what you know first, come back to guess second
Possible Preconceptions/Misconceptions:
With 0 they are adding or subtracting rather than demonstrating multiplication with 0
Students may be flipping the sign to addition rather than keeping the “x” for multiplication
Students may be counting by the first multiple and get another answer when the two numbers are flipped
They may miscount when adding the multiple after so many times, loose count

JIT and Misconceptions-https://www.doe.virginia.gov/home/showpublisheddocument/24604/638085981163270000

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)
Students will come into the classroom with four addition problems on the white board, have go to their
seats where paper and pencil will be waiting for them.
“Find the sum of these problems”
1. 5+5+5+5+5+5+5=
2. 10+10+10+10=
3. 2+2+2+2+2=
4. 1+1+1+1+1+1+1+1+1+1=

Students will be only given a minute. Inform the students this is not for a grade, it is only a warm up
activity.
Once the time is up, ask students how they felt about the warm up (their confidence in their answers)
use thumbs up or thumbs down. Ask students if there is anything students notice about the equations?
If no one answers, hint about patterns. For a few minutes go over how multiplication is the step up to
addition, just addition taking up less space on the page for equations. Use the four warm up problems
to show how multiplication problems are broken down and what they look like.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

The teacher will ask “Is 2x5 and 5x2 the same answer or two different ones, why?”
This discussion will go on for a few minutes, no more than 5. Play this video explaining the flip concept.
https://www.youtube.com/watch?v=rxktXEbnKss
Do a check in before going over the game, see if students understand the content so far, thumbs up or thumbs down.
The teacher will split students up into groups of four, playing multiplication sorry. Students will be grouped together by learning level
and mixed. Rather than a card telling students how far to move up or back the cards will be asking students to build/ lay out with
manipulatives of the multiplication problem, to draw it on the white board, or break it down into addition or show it in multiplication
form. Students will roll a dice to move forward or stay if the answer was incorrect. Allow students to play for 30 to 45 minutes. Have
students drop in a question or comment they still have after today.

Materials:
- 8 Sorry board games
- 8 pack of dice
- Cards for the board game
- 8 white boards
- 8 dry erase markers and erasers
- Manipulative:
Bingo chips (large bag)
Pop poms
Popsicle sticks
Pop it fidget 12x12 squares

EXPLAIN: Concepts Explained and Vocabulary Defined:

Links below
The teacher will call students around the reading circle to read aloud “Minnie´s Diner: A Multiplying Menu” having a large post it note board
and marker next to them. As the book goes through math problems, show them through representatives and asking students if they can
guess the answer. This should take 15 to 20 minutes, giving time to explain and review the math. Students will go back to their seats to
watch short videos on different factors and tricks. After each video the teacher will have students write down in their math journal a
sentence to explain the trick or an example of it. This process per video and writing can take from 7 to 10 minutes, split the videos up help
keep their attention.

Vocabulary:
array, divide, dividend, divisor, fact family, multiply, number sense, numeral, product, quotient
ELABORATE: Applications and Extensions:
Students will make their own Waldorf multiplication flower or hot air balloon. They will fill in the inner petals/ squares with the second
multiple and the outer petal/ square with the answer, the factor is at the center. Students will use warm, cool, or intermediate colors.
Have students use the factors they struggle with the greatest. To find the facto they struggle with use their journals, how they did with the
game (where they struggled with it), and if they struggled with any of the video tricks.
EVALUATE:
Formative Monitoring (Questioning / Discussion):
- Thumbs up/ thumbs down
- Journals
- Discussions
- Question jar
Summative Assessment (Quiz / Project / Report) (Include a rubric):
Students will take a quiz on the different multiples; it will be mixed factors for a total of 40 questions. This will be timed for 10 minutes, this
should not be something to stress, rather having students focus on the math itself and the quality over the quantity completed. Once they
are done, they will circle a number, answering the question “How confident I feel I did good on this content”. 1 being not at all and 10
being I could teach this to someone else.

Multiplication Quiz: Students name:

Factors 0, 1, 2, 5, and 10
Glow: I did great with Grow: I almost can

Comments on question:

Plan for differentiation: (Be sure to specifically address the following learners)
Links below
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) Allowed more time on assignments or
quizzes, questions to be read aloud if needed, able to sit how they feel comfortable to focus, add noise canceling headphones for
concentration, and teach trick to help figure out numbers that flip easily.
 ELL: Have videos with CC and information (definitions and worksheets) with both languages on them.
 Gifted learners: If they already grasp 0, 1, 2, 5, 10 factors to proficient, then go ahead and start teaching them on the multiples of
9.
Elaborate Further / Reflect: Enrichment:
 How will you evaluate your practice?
 I will evaluate my practice through lots of formative assessments and how well students do on their quiz.
 Where might/did learners struggle in the lesson?
 They might struggle going from all activities to taking a quiz for the summative assessment.
 How can the lesson be strengthened for improved student learning?
 This allows students to gain content through multiple forms and allow them to practice their problem solving skills.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
 It did not. Other games that are more common in other cultures, finding more inclusive books, different activities.

Math trick videos:

https://www.youtube.com/watch?v=DfN8e6ZX8Sw x 0 and 1

https://www.youtube.com/watch?v=VtCS0MgaRHc x2

https://www.youtube.com/watch?v=7VjcUOmPS5k x5

https://www.youtube.com/watch?v=s9habOB1TsM x 5 and 10

Differentiation links:
 https://www.youtube.com/watch?v=a1zBdLQgNZ4 -multiplication explanation
 https://www.youtube.com/watch?v=dkWvwUheqfY – all multiplication factors tricks in one video
 https://www.youtube.com/watch?v=-t4mmOacKqY -read aloud for students