Amanda Terry 5E Lesson Plan

Subject area/course/grade level (2 points):

3rd Grade Math Resource Room
Standards (State and ISTE Standards for Students) (2 points):
[3-OA1] Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7
objects each.
ISTE - Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
Objectives (2 points):
Model and skip count objects in equal groups to find how many there are.
Use repeated addition strategies to solve multiplication problems.
Differentiation Strategies (2 points):
How will the lesson address the various learning syles of the students and the needs of those with special needs?
Students will be allowed to use manipulatives, skip counting, and number lines to help them count equal groups
throughout the lesson to ensure understanding.

ENGAGEMENT (18 points):

Create KWL Chart together as a group, with teacher asking leading questions. Ask students if they can think of things that
come in groups. Have students share their ideas aloud as the teacher writes them on an anchor chart to be displayed
throughout the lesson.
Ex: Eyes, toes, fingers, etc.
Students will work with partners/groups using iPads and/or chromebooks to discover things that come in groups.

Next, have students move to the carpet area. Students will sit on carpet as lesson is introduced. Class will then watch a
video to introduce multiplication.
https://www.voki.com/presenter/playPresentation.php?
id=54f9dcaffeb95f402aa2ac051b02c24b&internal=1&cur=1&rand=0.3528880072122742
Assessment: Participation during the KWL chart and Observation of working with partners.
Approved January, 2013

EXPLORATION (18 points):

With students back at their desks, provide them with counters (bears, tokens, etc.) and cupcake liners. (Students will need
to be able to manipulate these easily on their desk.) Students will be working with the same partner they did during the
search on iPad/chromebooks. The teacher will direct students to use their manipulatives to make equal groups. (Ex. By
using 3 liners, Students will place 2 bear counters in each liner, Students will show 3 groups of 2.)

Technology:
Students will still have access to their chromebook/iPad and will be able to watch this youtube video to help them if they
get stuck while creating their own multiplication problems. https://youtu.be/LD4zp8ruvaI
After teacher has reviewed several problems the students have created, have students go ahead to fact monster and practice
multiplication problems with their partner.
http://www.factmonster.com/math/flashcard.html?op[0]=multiplication&level=1
Assessment: Students will use technology such as ipads and chromebooks to play Kahoot! Teacher will use this to group
and reteach students who do not understand.
https://play.kahoot.it/#/k/1157f1a2-ad4d-40ea-8eaa-fae2c429d512

EXPLANATION (18 points):

Teacher will review vocabulary to ensure students have a firm understanding of the content. Teacher will reiterate that
multiplication is repeated addition, as well as a quicker way to solve problems than using repeated addition through a
Powtoon Presentation.
Example Presentation:
https://www.powtoon.com/online-presentation/cALP2KTVaLh/?mode=movie#/
Assessment: Students will use Socrative as an Exit Slip. Using the Socrative App on the Ipads students will log into this
Quiz Number for their Exit Slip. SOC-23102620

ELABORATION (18 points):

This is your chance to plan activities for the students to apply what they learned in the lesson to their lives and new
situations. You will need to be creative and allow your students to do the same. Design 2 assignments that require students
to create a technology product to demonstrate their understanding of the content taught. Once assignment should be a
collaborative group project and one an individual product. Provide a sample technology product of each.
1)Students will work independedntly using bubbl.us to create a brain map of what they have learned about multiplication.

Approved January, 2013

throughout the lesson. EX.

2) Students will then work within a group on Vocaroo ( vocaroo.com) to explain how to multiply using a strategy such as
repeated addition. Each group member should participate and have at least one speaking turn in the recording. The teacher
will walk around the room to monitor students progress with using the program and answer any questions the group may
have. After students have completed their recording they will raise their hand to share with the teacher. EX.
http://vocaroo.com/i/s1o6XxxOjfQc
Assessment:

Approved January, 2013

EVALUATION (18 points):

Create a rubric to assess the group projects and individual student products using a free oline rubric maker. Also,
create a formative assessment for each lesson using one of the tools above, exlucing the rubric makers.
Provide a sample of each rubric and formative assessment.

1) Assessment: Participation during the KWL chart and Observation of working with partners.
2) Assessment: Students will use technology such as ipads and chromebooks to play Kahoot! Teacher will use this to
group and reteach students who do not understand.

https://play.kahoot.it/#/k/1157f1a2-ad4d-40ea-8eaa-fae2c429d512
3) Students will use Socrative as an Exit Slip. Using the Socrative App on the Ipads students will log into this Quiz
Number for their Exit Slip.

SOC-23102620

Approved January, 2013

4)Assessment:

References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

Approved January, 2013