ThirdGradeMultiplication

Author:AbigailEnns
Datecreated:04/21/20163:10PMCDTDatemodified:04/21/20164:26PMCDT

DBUProfessionalEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards

TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsof
learninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,
anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.
Competency:
Competency#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesand
communitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
Competency:
Competency#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheir
owngrowth,tomonitorlearnerprogress,andtoguidetheteachersandlearnersdecisionmaking.
Competency:
Competency#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorous
learninggoalsbydrawinguponknowledgeofcontentareas,curriculum,crossdisciplinaryskills,andpedagogy,aswellas
knowledgeoflearnersandthecommunitycontext.
Competency:
Competency#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencourage
learnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgein
meaningfulways.
Competency:
Competency#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearninganduses
evidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,
families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.
Competency:
Competency#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotake
responsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Competency:
Competency#11:LegalandEthicalAspects.Theteacherunderstandsthelegalaspectsofteachingincludingtherightsof
studentsandparents/families,aswellasthelegalrightsandresponsibilitiesoftheeducator.Theeducatorwillcommitto
upholdtheTexasEducatorCodeofEthics.
Competency:
Competency#12:EducatorExcellence.TheteacherunderstandscharacteristicsofeducatorexcellenceasdefinedbyTexas
approvedappraisalsystems.
Competency:
Competency#13:College/CareerReadinessthroughtheUseofStateofTexasAssessmentsofAcademicReadiness(STAAR)
andEndofCourseExams(EOC).Theteacherunderstandsandisabletoimplementthestatestandardsforwhatstudents
shouldknowandbeabletodoandimplementstheTexascurriculumstandardstoadvancethemissionofTexas:collegeand
careerreadystudents.(STAAR,EOC)
Competency:
Competency#14:TexasExaminationforEducatorStandards(TExES).Theteacherunderstandsanddemonstrates
competenciesrelatedtotheirfieldofstudybysuccessfulperformanceonstatecertificationexams.
Competency:
Competency#15:ServiceLearning.TheteacherunderstandstherelevanceofDBUservicelearninginenhancingstudent
learning,fosteringcivicresponsibility,anddevelopingservantleaders.

USAACEIAssociationforChildhoodEducationInternationalElementaryEducationStandards
Domain:DEVELOPMENT,LEARNINGANDMOTIVATION
Standard:1.0Development,Learning,andMotivationCandidatesknow,understand,andusethemajorconcepts,
principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearning
opportunitiesthatsupportindividualstudentsdevelopment,acquisitionofknowledge,andmotivation.
Domain:CURRICULUM
Standard:2.3MathematicsCandidatesknow,understand,andusethemajorconceptsandproceduresthatdefine
numberandoperations,algebra,geometry,measurement,anddataanalysisandprobability.Indoingsotheyconsistently

Page 1 of 3

engageproblemsolving,reasoningandproof,communication,connections,andrepresentation
Domain:INSTRUCTION
Standard:3.1IntegratingandapplyingknowledgeforinstructionCandidatesplanandimplementinstruction
basedonknowledgeofstudents,learningtheory,connectionsacrossthecurriculum,curriculargoals,andcommunity
Standard:3.3DevelopmentofcriticalthinkingandproblemsolvingCandidatesunderstandanduseavarietyof
teachingstrategiesthatencourageelementarystudentsdevelopmentofcriticalthinkingandproblemsolving
Standard:3.4ActiveengagementinlearningCandidatesusetheirknowledgeandunderstandingofindividualand
groupmotivationandbehavioramongstudentsattheK6leveltofosteractiveengagementinlearning,selfmotivation,
andpositivesocialinteractionandtocreatesupportivelearningenvironments
Standard:3.5CommunicationtofostercollaborationCandidatesusetheirknowledgeandunderstandingof
effectiveverbal,nonverbal,andmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportive
interactionintheelementaryclassroom.
Domain:ASSESSMENT
Standard:4.0AssessmentforinstructionCandidatesknow,understand,anduseformalandinformalassessment
strategiestoplan,evaluateandstrengtheninstructionthatwillpromotecontinuousintellectual,social,emotional,and
physicaldevelopmentofeachelementarystudent.
Domain:PROFESSIONALISM
Standard:5.1Professionalgrowth,reflection,andevaluationCandidatesareawareofandreflectontheir
practiceinlightofresearchonteaching,professionalethics,andresourcesavailableforprofessionallearningthey
continuallyevaluatetheeffectsoftheirprofessionaldecisionsandactionsonstudents,familiesandotherprofessionalsin
thelearningcommunityandactivelyseekoutopportunitiestogrowprofessionally.

VITALINFORMATION
Date

April21,2016

Subject(s)

Mathematics

LessonTopic

Multiplicationusingrepeatedaddition,arrays,andnumberlines.

Grade/Level

Grade3

Goal

TEKS3.4Numberandoperations
Thestudentappliesmathematicalprocessstandardstodevelopandusestrategiesandmethodsforwholenumber
computationsinordertosolveproblemswithefficiencyandaccuracy.
Thestudentisexpectedto:
e.representmultiplicationfactsbyusingavarietyofapproachessuchasrepeatedaddition,equalsizedgroups,arrays,
areamodels,equaljumpsonanumberline,andskipcounting.

Objective(LearningOutcome)

Thestudentwillbeabletorepresentsimplemultiplicationproblemsusingrepeatedadditionandarrays.

ValueandImportance

Teacherwillexplainhowmultiplicationisafasterwaytoperformrepeatedadditionproblems.Classwilldiscussthe
manyinstanceswhenthisskillwouldbehelpful.(ex:countingitems,spendingmoney,etc.)

MaterialsAndResources
MaterialsNeeded

chocolatebars,pompoms,colorbynumbersheets,crayons,quizzes,mathballposterandclips

TeacherUseofTechnology

Teacherwillusedocumentcameraandprojectertomodelthearraysusingchocolatebarsorpompoms.

StudentUseofTechnology

Studentswillwatchtheteacher'smodelingthroughtheprojecterontheboard.

InstructionalMotivational
Strategies

Teacherwillcontinuallyencouragestudentswhoareontask,praisethosewhogivecorrectanswersandparticipatein
classdiscussions,movetheirclipsbasedonbehavior,givestickers,etc.

InstructionalStrategies
PriorKnowledgeNeeded

Knowledgeofcountingandaddition.

AnticipatorySet

Teacherwillpresentstudentswithahersheyschocolatebar.Shewillexplainthatsheneedstoaddupthesquare
piecesofchocolateinthebar.Shewillgiveeachstudenteithertheirownhersheysbar(ifallowedbytheschool)ornine
squarepiecesofpaper.

Assessment(Checkfor
Understanding)

Teacherwillwalkaroundtheclassroomandobservestudentsthroughoutthemodelingandguidedpracticetoconfirmif
theyareontaskandunderstandingtheconcepts.Teacherwillalsousethecolorbynumbersandquizzesasawayto
checkoneachindividualandtheclass'overallcomprehensionofthetopic.

DirectTeach

Teacherwillusethecandybarsquarestoexplainthatthepiecescanbeaddedupbyadding3+3+3,whichisthesame

Page 2 of 3

as33times,or3times3.Teacherwillexplainthatmultiplicationisjustrepeatedaddition.Classwilldiscusshow
repeatedadditioncanbeusedineverydayscenarios.
ContentKnowledge

Multiplicationisrepeatedaddition.
Multiplicationcanberepresentedwitharraysandnumberlines.

CriticalThinking

Whydoweneedtolearnhowtomultiply?Inwhatsituationswouldmultiplyingbehelpful?

Modeling

Studentswilluseeithertheirchocolatepiecesorpompoms(ifchocolateistoomessy),tocreatedifferentarrays.They
willbegivenrepeatedadditionproblemsandtheircorrespondingmultiplicationproblem.Theywillrepresentthe
problemsusingtheirpompomsinarrays.Forexample,2+2+2+2=2*4.

GuidedPractice

Forguidedpracticestudentswillcoloramultiplicationcolorbynumbersheet.Eachspotonthecolorbynumberwill
containasimplemultiplicationproblem,andstudentswillcolorthesectionsbasedonthecoloroftheanswer.Theycan
worktogetherwiththeirtableiftheyhavequestionsabouttheproblems.Teacherwillalsowalkaroundtheroomand
guidethemastheyanswerthemultiplicationproblems.Theymayreferbacktothepompomarraystosolvethe
problems.
Attachments:
1. elephantmultiplicationcolorbynumber.jpg

IndependentPractice

Forindependentpracticestudentswillcompleteashorttimedmultiplicationquiz.Onlytenquestionsusing
multiplicationsof2,3,and4.

Modifications/Accommodations
forSpecialPopulatio

SPED:studentsmayuseplaydoh,candy,andothermanipulativestophysicallypracticecreatingmultiplicationarrays
usinggrids,cupcakepans,etc.
GT:studentscanbegivenmorecolorbynumbersheetstocontinuepracticingmultiplication.

Closure

Studentswillgatheraroundthemathballposter.Teacherwillgradequizzesandifstudentgota100%thentheywill
gettomovetheircliptothefirstlineonthefootballfield.Eachdaytheclasswilltakeaquizandpotentiallymovetheir
mathballclips.Theposterwouldlooksimilartotheoneattached.
Attachments:
1. af475741086fe0eb3db1cfd1ab5d0ab5.jpg

WrittenReflections

NA

ReflectionQuestions

1)List3variedstrategiesusedinthislesson.
2)Whatwasthemosteffectivestrategyusedandwhywasiteffective?
3)Whatwastheleasteffectivestrategyyouused?Why?Whatcanbedonetoimprovethis?
4)Whatroledidlowerlevelquestionsplayinthislesson?
5)Highlight35higherorderthinkingskillsquestionsthatyouused.Reflectontheabilityofthestudentstorespondappropriatelyto
thequestions.
6)Howdidthetechnologyyouusedenhancestudentlearning?
7)Whydidyouchoosethisspecifictechnologyforstudentuse?Howdiditaccomplishyourgoal?
8)Whichlearningmodalitieswereaddressedinthislesson?
9)Howdoyouknowtheobjective/learneroutcomewasmetinthislesson?

Page 3 of 3