London Bondurant

EDUC 230
Lesson Plan #2
Subject: Math
Grade: 3
Duration: 45
Indiana Academic Standards:
3.C.5: Multiply and divide within 100 using strategies, such as the relationship between
multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 5 = 8), or
properties of operations.
3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of
0 to 10.
Objectives: Students will be able multiply and divide using properties of operations.
Prior Knowledge: Students should know multiplication facts of numbers 0 -10.
Materials: corn hole bags, egg cartons, dice, cards, bell
Procedure: For the first ten minutes or so of the lesson, the teacher should explain
properties of operations with multiplication and division. The students will take a short
set of notes and then participate in some examples with the teacher. For the remainder
of the lesson, the students will be practicing multiplication facts and finding the
corresponding division facts. There will be three stations set up for the students to
practice.
Station 1- Bag Toss: The teacher will have posters taped to the ground that
have squares drawn on them, each with a number from 0 -10. The students
will throw the two corn hole bags onto the poster and write the two
numbers that they landed on into a multiplication problem. After figuring
out the answer to the multiplication problem, they will then write two
corresponding division facts.
Example: Multiplication problem
5 x 7 = 35
Corresponding division facts: 35 / 7 = 5 and 35 / 5 = 7
Station 2- Egg cartons: The teacher will have egg cartons each containing
two dice. The students will shake the egg carton while its closed, then
open it and write down the numbers on the dice into a multiplication
problem. The will then need to write down two corresponding division facts.
Station 3- Cards: For this station, the teacher should have multiples of
cards 0 10, with jokers representing 0. The cards will be all face down and
spread out on a big table. When the students are at this station they will
need to draw two cards and then write a multiplication problem using the
numbers on the cards. They should then put the cards back on the table
face down. They will then need to write down two corresponding division
facts.

The students will be split evenly between the stations and the teacher will ring a bell
when it is time for the students to move to the next one.
Adaptations/Extensions: For students with ADHD, there are two modifications that
can be used. The teacher will need to ring the bell every five minutes for the students
to switch stations. After ringing the bell, allow them a minute or so to finish up what
they are working on. Switching every five minutes will keep the ADHD students from
getting bored and allow them to get up and move a little bit. Another modification that
can be incorporated is the use of special movements when transitioning between
stations. When the teacher tells the students to move to the next station, he or she
should also tell them what type of transition to do. Some examples could include
hopping, dancing, walking like a dinosaur, etc. Physical activity is good for all students,
but especially students with ADHD. This is a fun and organized way to get them from
one station to the next.
Assessment of Students: The teaching should walk around and observe and offer
help while the students are working in their stations. There will be no formal
assessment, but the students will receive participation points.
Bibliography, References: I created this lesson myself. I found the standards on the
Indiana Department of Education website. (doe.in.gov)