USF Elementary Education Lesson Plan Template (S 2014)

Subject: Math
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written

Name: Manal Ramadan

Lesson Content
Review:
MAFS.3.NBT.1.3
Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 80, 5
60) using strategies based on place value and properties of operations.
MAFS.3.OA.1.3
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.

EQ:What strategies can we use to help us multiply larger numbers?

How can manipulatives help us to understand multiplication?

With a whole group discussion and the provisions of a video, students will be able to use
manipulatives and use the distributive property to multiply bigger numbers.
https://www.brainpop.com/math/numbersandoperations/distributiveproperty/
Technology will be used by showing a video and the use of the virtual manipulatives to
aid in the understanding of multiplication.

USF Elementary Education Lesson Plan Template (S 2014)

Subject: Math
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Name: Manal Ramadan

Students will be able to look at a 2 digit multiplication fact and use strategies taught to
break it up and solve.
Students should be able to successfully use the distributive property when asked to solve
problems such as 19x 4, 26 x 7, 102 x 5, etc.

I want to teach this objective to show students that there are numerous strategies that
can be used to solve more challenging problems. The use of virtual manipulatives should
be more efficient than traditional manipulatives. (time passing them out, keeping them
where they belong, etc.)
This lesson fits in the larger plan by demonstrating to students that they can use their
prior knowledge and apply it to learning a new concept.
I am teaching it this way to show students a pictorial approach to solving multiplication in
the event that they have forgotten heir multiplication facts.
This concept is helpful because it demonstrates other strategies to solve problems that
may appear to be challenging to third graders. It also serves as a tangible concept rather
than the use of memorization and remembering place value.
I will keep a checklist to keep track of which student(s) are having difficulty with the
concept and need to do one on one instruction.
I will collect an exit slip and will look for the use of the distributive property.

USF Elementary Education Lesson Plan Template (S 2014)

Subject: Math
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will

Name: Manal Ramadan

It is necessary that a teacher is familiar with the distributive property, an array, the use
of a virtual manipulative app on and I- Pad.

Students will need to have a basic understanding of the concept of multiplication. Be

familiar with terms such as product and factors.
I will ask them to identify factors and the product in a given multiplication fact.
My learners are on level students, none are in the Advanced Gifted Program.
One of my students are ELL.
I know that Jazmine, Matthew, Alyssa, and Ben do better in a small group setting. These
particular students tend to forget strategies that were previously taught, this will be a
good lesson to help them understand that what we learn can help us learn new things as
they prepare to go to fourth grade.

Students have difficulty decomposing numbers using place value. They have
trouble recognizing that 32 is the same as 30 + 2.
Students do not connect multiplication with equal groups.

Lesson Implementation
Small group instruction and working with a partner.

USF Elementary Education Lesson Plan Template (S 2014)

Subject: Math
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?

9:30

Teacher

Name: Manal Ramadan

Before lesson: Prepare for small group in hallway make sure there
are enough chairs and it is not occupied. White boards, markers,
base 10 rods and units, pencils, and worksheet. Teacher will
distribute materials to students
1. The teacher will get the students attention by setting a purpose
for the todays lesson. The purpose of todays lesson is to use the
distributive property to multiply by 2 digits. Students will also be
encouraged to use manipulatives to understand how an array can
also be used to demonstrate the distributive property.
2. Teacher will demonstrate using the virtual manipulatives on an I
Pad. Teacher will also go over the rules on how to properly handle an
IPad. For example:
A. Only access the app your teacher has given you permission to
use.
B. Keep IPad firmly on your desk.
C. There will be no fighting over the IPad.
D. Turn IPad off when not in use.
E. Properly return IPad to its housing unit when the lesson is
complete.
F. If you cant take care of the technology, it will be taken away
Note: If students are not familiar with the use of an IPad, allow for
that student to work with a partner who is familiar with its use.
3. Pick a student using the spinner to read the essential question.
( Spinner is an app on my phone or you may use popsicle sticks that
are located on my desk to choose a student)
4. Explain to students that we can use the distributive property to
multiply larger numbers.

USF Elementary Education Lesson Plan Template (S 2014)

Subject: Math
What model of co-teaching
are you using?

Name: Manal Ramadan

5. Ask students if someone would like to remind the class how the
distributive property can be applied to the following example.
9x7
A good response will be to break up the nine or the seven but not
BOTH NUMBERS! Student may explain orally or may use the board
to explain how he/she would use the distributive property.
Look for:
(5x7)+(4x7)=

OR (9x4)+(9x3) =

6. Ask the group if they agree, disagree or if they arent sure by

using nonverbal gestures.
(Hand gesture guide located on the wall on top of the board)
7. Then say: we will apply what we have learned to a larger
number and use the manipulatives to check our answers. Are you
ready to become great mathematicians!?
8. Begin lesson by demonstrating on a white board, how we can
break up the following problem. 23 X 9.
Demonstrate breaking down the 23 into 20 and 3, and multiply
using the distributive property.
(20x9) + (3x9) =______
9. Check for understanding on why we broke the 23 into 20 +3
Explain that it is much more efficient to multiply using a
number that ends in zero.
10. Use checklist to mark any student who had difficulty breaking up
23. (+ for on track. for struggling)
11. Ask: What manipulative can help us find our product?
12. Wait to get some responses. When and if a student says linking

USF Elementary Education Lesson Plan Template (S 2014)

Subject: Math

Name: Manal Ramadan

cubes or base 10 units. Say, let us see if they can help us.
13. Say :Lets use our IPads to show our thinking.
If IPads have turned off the passwords are on stickers on each IPad.
14. Demonstrate how to use virtual manipulatives and to check our
product for 23 x9
Example:

15. Tell students we will watch a short video that will help us to
really master the concept we are learning and then it will be their
turn to try it out.
https://www.brainpop.com/math/numbersandoperations/distributive
property/
16. Ask the students if they would like to share an interesting thing
they learned from watching the video. Answer 2 questions if there
are any from the group.
17. It is now time for the students to work on their own, Using white
boards students will attempt to do the following problem: 13 x5. We
only need to see the distributive property, no worries if the product
is wrong.
18. After students have shown the distributive property, have them
use the virtual manipulatives to get the product.
19. Check for understanding using the checklist (+ for on track. for

USF Elementary Education Lesson Plan Template (S 2014)

Subject: Math

Name: Manal Ramadan

struggling)
20.Students will need to complete an exit question on a post it that
demonstrates the use of the distributive property for the following
problem. 15x2

What will you do if

21.Wrap it up, collect exit slips, students will need to get ready for
Block 2 which starts at 10:10
a student struggles with the content?
Teacher should work with students who struggling with the concept when the other
students are working on the exit question.
a student masters the content quickly?
If a student masters the content quickly, attempt to give them a problem with 3 digits.
Example 105 X 6 = n

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

If applicable, how does this lesson connect to/reflect the local community?
Math is part of our daily lives, the video address a great example how it is much more
efficient to multiply than count one by one.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will differentiate this lesson by using different factors that may be more/less challenging
for the appropriate level of the student.

USF Elementary Education Lesson Plan Template (S 2014)

Subject: Math

Name: Manal Ramadan

For example I may use the following problems: 14 x5 for the students that struggle.
( counting by 5s )
And 34 x9 for students who need enrichment.
How will you differentiate instruction for students who need additional
language support?
The use of manipulatives will allow students who struggle with language to learn this
concept using the pictorial approach.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

The accommodation I made is the grouping of this small math group. They are on the
same level and work well with one another. They have respect and work in a timely
manner with one another.

Chart paper for essential question

Post its for exit question for summative assessment
Student names and checklist for formative assessment
Whiteboards, erasers and markers
iPads with virtual manipulative app ( base 10 and single unit)
Laptop to show Brainpop video
Have traditional manipulatives in case technology flops
Students
Supervisor to take pictures.