Name: Annette Sullivan Date: Monday, October 16, 2012
Lesson Plan Focus: Mathematics – Multiplication Grade Level: 3 Lesson Length: Approximately 1 hour and 10 minutes
Essential Question(s) and/or Goal: How can you find out how many items are in one grouping? Why should you learn your multiplication facts? How can you use repeated addition and multiplication to solve word problems?
Rational for Essential Question(s) and/or Goal: Students should have several strategies to solve mathematical problems. In order to find out how many items are in one grouping, students may count the items, or they may use repeated addition or multiplication if the items can be divided into equal groupings. While all three of these strategies work, it is important for students to see the value of using multiplication and to be encouraged to learn the multiplication facts. Multiplication is a skill that students will need to have to solve mathematical problems throughout their academic careers as well as a skill to use in everyday life as represented in the read aloud for this lesson.
Massachusetts Curriculum Framework Standards: Grade 3 - Content Standards - Operations and Algebraic Thinking 3.OA
Represent and solve problems involving multiplication (and division). 1. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. and 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.
Connections Across the Curriculum: English Language Arts - Students will be listening and speaking during the whole group discussion and read aloud. The read aloud book is an excellent example of mathematical literature that tells an engaging story, is mathematically accurate, has illustrations that match the text well, and espouses the reason that it is important for students to learn the multiplication facts. Students will be reading word problems to solve in the problem solving booklets.
Objectives (Actor, Behavior, Condition, and Degree) / Source of Motivating Students & Source of Activating Students’ Prior Knowledge / Materials / Adaptations / Timing / Assessments: Formative & Summative1. While sitting on the carpet with classmates, all students will participate in a think-pair-share activity as evidenced by student talking about the question prompt. / Ask students how they could find out how many jack o’ lanterns are on the sheet of paper? Have students think-pair-share their responses to the question. / Sheet of 30 jack o’ lanterns in an array that is 6 x 5 (attached) / Provide extra copies of the sheet of jack o’ lanterns for students who may need a closer view of the visual. Help student pairs brainstorm ways as needed. / 7 – 11 minutes / Formative: Listen in on student pair conversations. Listen for students to share 3 responses: counting, repeated addition, and multiplication. Which way do students think is the best way?
2. While sitting on the carpet with classmates, all students will actively listen and participate in the read aloud cloze activity as evidenced by student verbalizations appropriate to story content. / Introduce read aloud to students. Tell students that Amanda Bean learns a lesson in the story and that their job is to figure out what lesson she learns. Invite students to participate in the read aloud by using the cloze technique. / Neuschwander, C. & Woodruff, L. (1998). Amanda Bean’s amazing dream: A mathematical story. New York, NY: Scholastic Press for Marilyn Burns Education Associates. / Use hand signals to invite students to participate in the read aloud at appropriate times. / 17 – 24 minutes / Formative: Look for all students to be actively listening (eyes on reader and not talking) and participating in cloze technique (verbalizing words of the story). Can students explain the lesson that Amanda learned?
3. Working in a small group with the support of a teacher candidate, students will complete a problem solving booklet using repeated addition and multiplication with 100% accuracy. / Students will be working on a problem solving booklet that contains colored illustrations from the read aloud. In addition, students will be provided with special colored writing utensils to make their own illustration on the last page of the booklet. / Problem solving booklet for each student (attached to printed lesson plan) and Which Has More? activity (attached) for students who complete the problem solving booklet early
Pencils
Special colored writing utensils
Counters / Students will be sitting in heterogeneous groups. Each group will be supported by a teacher candidate who will provide whatever scaffolds (assistance with reading the problems and counters to manipulate to solve the problem) students need to complete the problem solving booklet. In addition, the booklets contain illustrations that will support student problem solving. / 35 – 48 minutes / Formative: Teacher candidates will support students as needed while completing problem solving booklets and take anecdotal notes on student performance/learning.
Summative: Examine student problem solving booklets and notes that teacher candidates made on each student.
Outline of Lesson Process: (Includes organization of the classroom, transitions, estimated timing of each lesson part; teaching of terms/vocabulary and key/guiding questions asked; method of instruction and student response; and closure of lesson)
1. Have students, one table at a time, join you at the carpet area and sit quietly. (1 – 2 minutes)
2. Introduce the lesson by asking students to look at the sheet of jack o’ lanterns and think about ways that they could find out how many pumpkins are on the page. (1 – 2 minutes)
3. Have students pair up and share their responses to the questions with each other. (2 – 3 minutes)
4. Ask for volunteers to share their responses and list these on the board. Be sure to ask students the math vocabulary word for the addend (any number being added), sum (the result of addition), factor (an integer that divides evenly into another), and product (the result of multiplication). (2 – 3 minutes)
5. Ask students which way they think might be the most efficient or best way to find out how many pumpkins are on the page? Why do they think so? (1 minute)
6. Introduce the book, Amanda Bean’s Amazing Dream, and tell students that Amanda learns a lesson in the story and their job is to figure out what lesson she learns. (1 minute)
7. Read aloud the book employing the cloze technique where appropriate in order to keep all students engaged in the story. (15 – 20 minutes)
8. At the completion of the read aloud, ask students what was the lesson Amanda learned? Have students turn and talk to their partners and share their responses. Ask for a student to explain the lesson that Amanda learned. Discuss why it is important for students to learn the multiplication facts. (2 – 3 minutes)
9. Show students the problem solving booklet and explain that they will be reading the problems and completing them using both addition and multiplication to further demonstrate the connection between the two operations. Tell students that the teacher candidates will be at their tables to help them, if needed, and that there will also be counters available for them to use, if needed. Show students the special colored utensils that they may use to complete the last page of the booklet. Ask students if they have any questions. Tell students that if they finish the booklet early, the teacher candidates will give them another activity for extra practice solving word problems using addition and multiplication. Dismiss students to their tables, one table at a time, to begin work. (3 – 5 minutes)
10. Circulate the room assessing how students are doing and assisting them where needed. Teacher candidates should provide whatever support students need (described under adaptations) and take anecdotal notes. Teacher candidates will have the Which Has More? activity to explain to students who finish the booklet early and need an enrichment activity. (30 – 40 minutes)
11. To close lesson, have students transition back to the carpet, one table at a time, and ask them how they did on the booklets and what did they learn from the lesson. Close with “What will Amanda Bean say now? I am Amanda Bean. I still know how many, but now I multiply anything and everything!” (2 – 3 minutes)
Name ______Date ______
Which Has More?
Directions: Figure out and compare answers to the multiplication problems below. Please show your work, and answer the questions in complete sentences.
1. Which has more panes – a window with 5 rows and 4 panes in each row or a window with 3 rows and 6 panes in each?
2. Which has more cookies – 3 rows with 8 cookies in each row or 4 rows with 6 cookies in each?
3. Which has more wheels – 5 tricycles or 7 bicycles?
4. Which has more eggs – 3 dozen brown or a basket with 38 white?
5. Which has more money – a pocket with 9 nickels or a pocket with 3 dimes and 1 nickel?
Adapted from math activities by Marilynn Burns found in Neuschwander, C. & Woodruff, L. (1998). Amanda Bean’s amazing dream: A mathematical story. New York, NY: Scholastic Press for Marilyn Burns Education Associates.