Documente Academic
Documente Profesional
Documente Cultură
Lesson Idea Name: Multiplication Practice
Content Area: Math
Grade Level(s): 3rd
Content Standard Addressed:
MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of
operations. By the end of Grade 3, know from memory all products of two one‐digit numbers
Technology Standard Addressed: 3‐ Knowledge Constructor
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
Technology that student will use to respond to questions/prompts:
☒ Computer ☐ Hand‐held student response system (like iRespond) ☒ Phone ☒ Tablet (such as iPad)
☒ Other wireless device (such as iPod Touch)
Type of session:
☒ Teacher‐Paced ☐ Student‐Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating
Universal Design for Learning (UDL):
I could address the UDL principles by giving students more practice, by lengthening the time they have to
solve the questions, and by using Kahoot to create a fun and engaging lesson.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to this activity students will have been practicing and working on memorizing their multiplication facts.
Describe the purpose of the SRT activity (check all that apply):
☒ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ To illuminate common
misconceptions ☐ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☒ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):
Briefly describe what will happen DURING the SRT activity:
Students will answer questions on their device as they pop up on the screen. The teacher will monitor student
responses and make sure everyone is on target. The teacher will need a projector and a computer, and each
student will need a device with access to the internet. This activity will last 10‐15 minutes.
Type of questions/prompts used in this activity (check all that apply):
☒ Multiple choice ☒ Multiple select ☐ True/False ☐ Yes/No
☐ Short open‐ended response or fill‐in the blank ☐ Longer open‐ended response
Spring 2018_SJB
Student Response and Assessment Tools
If you are unable to provide a working sample of your questions, please list them below (8‐10):
Right/Wrong answers: Will there be right/wrong answers to these questions?
☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre‐select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?
This is done so students can privately discover which facts they know and which they need to continue
working on
Describe what will happen AFTER the SRT activity?
After the student response tool activity the students would move on to another math topic for the day.
How will the data be used?
As a result of this activity the teacher can see how well her students are performing and how quickly they can
produce information. This data will be used as test practice. The students will get their feedback immediately
so they know how they are progressing. I will ask students overall how well they felt about the memorization
of multiplication facts. I will use the data to differentiate instruction by first seeing how many students get
each question correct and then teach the material in a different way for those who didn’t.
Describe your personal learning goal for this activity.
I am making a Kahoot, which I have not done before. I am also adding a fun twist to the memorization of
multiplication factions instead of doing the always dreaded timed test. I hope to learn where my students are
at with their memorization. I hope this will make the process of memorizing facts more enjoyable for my
students.
Reflective Practice:
I feel that the activities I have created will make learning more enjoyable for students, but also give each
student a way to fully participate without being overshadowed by another student. To further extend this
lesson I would give students the opportunity to break into groups to learn and practice the next set of
multiplication facts. I could use Plicker to check students’ progress on the next set of facts.
Spring 2018_SJB