Instructional Software Lesson Plan

Lesson Idea Name: Mastering Multiplication

Grade Level/Content Area: 3 r d G r a d e M a t h e m a t i c s
Georgia Content Standard(s) or GELDS Addressed: 3.MP: Display perseverance and patience in
problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical
thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and
monitor goals. 3.PAR.3: Use part-whole strategies to represent and solve real-life, mathematical problems
involving multiplication and division with whole numbers within 100.
ISTE Technology Standard Addressed: What would you like students to know and be able
1.1a Empowered Learner: Students articulate and set to do by the end of this lesson: I would like my
personal learning goals, develop strategies leveraging students to be able to apply mathematical skills to
technology to achieve them and reflect on the real world scenarios. I would also like my students to
learning process itself to improve learning outcomes. become proficient in the use of one Web 2.0 tool
1.1c Feedback to Improve Practice: Students use while collaborating and communicating with each
technology to seek feedback that informs and other.
improves their practice and to demonstrate their
learning in a variety of ways.
What is the student learning goal for this lesson idea? Students will become proficient in the use of one
communication and collaboration tool and will also seek feedback during activities in order to improve for
future tasks.

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☒ Teacher-led: There is no student voice and choice in the activities. Students are guided by the teacher's
direction and expectations. Learning activities are assigned to the student and mostly practice based.

Downes, 2023
 Instructional Software Lesson Plan
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic of learning
and/or determine the tool they will use to meet the learning goal. The teacher facilitates the learning as the
students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing authentic/real-world
projects to demonstrate their learning and publish results outside of the classroom. (Note: This objective
could be reached by displaying the project on the school’s morning newscast, posting the project to the
classroom blog, presenting it to another class, or publishing it via an outside source.)
Lesson idea implementation: First, I will provide an overview of the activities that will be completed and in
what formats they will be responding in. I will then have each student set goals for themselves, as mentioned
in the Empowered Learner ISTE standard. Students will have the opportunity to respond to multiplication
problems of different formats and be able to apply real world numbers and objects to their equations in order
to reach a mastery level. I would allow students to practice using these tools together and sharing ideas, to
ensure collaboration and communication is happening. I will provide them with 30 minutes to complete the
Google Slides presentation. Students will then have open discussion time for feedback and to share what could
have been different.

Managing Student Learning: Google Slides will shift student behavior from passive to an active social learner
by engaging them in group discussion and collaboration. This is because Slides has features that engage the
user and inspire interest and activity. Slides can appeal to those in younger grades with its audio attachment
feature that reads the text aloud. This Web 2.0 tool can be used in and out of the classroom and is protected
by FERPA.

Universal Design for Learning (UDL):

The learning activities that I have planned for the students will support multiple means of engagement by
proving multiple response forms to practice with. They will also provide multiple means of action and
expression by having options for tools. This tool supports representation with its auditory features.

Reflective Practice:
I do believe that this tool will help students build understanding in a way they could not do with traditional
tools because they can individually record their progress of new content activities and assessments. I look
forward to implementing the drawing feature of the responses to the problems because they show the most
creativity and allow the student to think outside the box.

Downes, 2023