Jaime Youngkin

Math Lesson Plan

3rd Grade

Essential Question
● How will students use the distributive property to split up multiplication problems
with unknown facts of 3 or 4 as factors?

Standard(s)
● CC.2.2.3.A.1
○ Represent and solve problems involving multiplication and division.

Objectives
● Students will be able to use the Distributive Property to break apart unknown facts with 3
or 4 as a factor.

Materials and Equipment

● Teacher ipad
● Student ipads
● Smart board
● Dry erase boards
● Dry erase markers/erasers
● Pencils
● Counters (optional)

Procedures

Introduction
● Begin with Daily Review on seesaw
○ Give 5 minutes to work on it then go over the answers.

Anticipatory Set/Activating Learning Strategies

● Ask students, “what are the steps we go through when using the distributive property?”
● Introduce the solve and share problem
○ “There are 3 rows of pictures on a wall. Each row has 7 pictures. How many
pictures are on the wall?”
 ■ What information are you given?
■ How could you use tools to help split up multiplication problems?
● Explain/show steps to solve the problem on the board
○ Have students follow along on whiteboards drawing the figure and splitting it up.

Sequence of Lesson
Model
● Visual learning bridge
○ “The district park has canoes stored in 3 rows. There are 6 canoes in each row.
How many canoes are there in total?”
○ How can you split up a multiplication fact?
● Convince me problem
○ Students will complete the convince me problem independently using their
counters if needed
○ I will walk around and ask guiding questions as they complete this
○ We will then go over this as a class to see what they got and if they understand the
concept.
Independent practice
● I will choose a guided practice problem for students to work on independently as I walk
around assisting them.

Closure/Summarizing Strategy
● “You all did a great job today with learning about the distributive property to multiply!”
Assessment/Evaluation
● I will informally assess students' work as we discuss the problems as a class, and while
walking around asking them questions as they solve their problems.

Special Considerations

Early Finishers
● This is done as a group, so there will be no early finishers.

Remediation

● If students are struggling, they can use counters.

Enrichment
● Students are using their knowledge of multiplication facts to multiply using the
distributive property.
Special Accommodations

● I may give Spanish speaking students more visuals for the word problems to help them
grasp the idea.