MTSU TEACHER CANDIDATE

LESSON PLAN FORMAT

TEACHER CANDIDATE Hope Rees

DATE 9/10/2024
GRADE / CLASS 3rd grade mathematics
UNIT Lesson 5 session 1

LESSON TITLE Multiply with 0,1,2,5, and 10

DURATION 90 minutes
CO-TEACHING MODEL One teach, one observe

LESSON OVERVIEW
Identify the central focus and purpose of the lesson. Include the content understandings/ core concepts
and skills students will learn. Provide a summary of the lesson, length of the lesson, and the scope and
sequence (learning progression).

Central focus:

 The central focus of this lesson is to use knowledge from the previous lesson on multiplication as
combining equal groups and on skip counting to find products.

Purpose of the lesson:

 In this session students draw on their knowledge of multiplication as combining equal groups and
on skip counting to find products. They share models to explore how to find the total number of
items in several equal groups. They will look ahead to see how skip counting by twos, fives, and 10s
is connected to multiplying 2, 5 and 10.

Summary of the lesson:

 Activating strategy, try it problem, connect it, reflect/exit ticket.

 The length of this lesson will be 90 minutes which is the length of the math block
 Scope and sequence: students use skip counting, equal group models, and arrays to find products
with factors 2,5, and 10. They explore the special cases of multiplying with 0 and 1 and generalize
their findings. They start to develop fluency with the multiplication facts for 0,1,2,5, and 10. In the
next lesson students will learn how to break apart factors so that they can use their knowledge of
multiply with 3,4,5,6,7,8, and 9

CONTEXT FOR LEARNING

Describe to whom the lesson will be taught, students with specific learning needs, class demographics,
cultural and community assets, and special circumstances. Identify the data sources used to identify each
student’s needs.
Explain HOW you used multiple types of assessment data to identify each student’s learning needs and to
develop differentiated learning experiences.

To whom this lesson will be taught

 This lesson will be taught to 3rd grade students at a large elementary school in Tennessee.
 There are 19 students in this class at a large elementary school in Tennessee.
Students with specific learning needs:
 In this class, we have 2 students with IEPs and one 504 plan. These students are not pulled
out during tier 1 instruction.
 We do not have an ELL learners in the classroom

School and community assets:

 In the class, there are 19 students. We have a diverse group of students. Caucasian students,
Arabic, Hispanic, Asian, and African American students are some of the diversity we have in this
class.
 EA’s to support students with academic struggles, Ron Clark Academy House systems to
create a positive climate and culture for student and staff, after school tutoring, ESP.
Interventions
Data Soruces to determine individual needs:
 Ready Math Curriculum is the school curriculum used at this school. All lessons and
assessments will be pulled from the enforced curriculum. A district scope and sequence is
required for each grade level to maintain the targeted timeline with the standards. This school
uses TN ready testing for the standardized testing at the end of the school year.

STANDARDS
Identify the state content standards and/or competency standards (include number and text of the
appropriate standard).
Explain WHY this/these standard(s) are appropriate for this lesson.
Explain HOW the central focus addresses the standards.

Standard:

- 3.oA.A.3 Multiply and divide within 100 to solve contextual problems, with the unknown in any
positions, in situations involving equal groups, arrays/area, and measurement quantities using
strategies based on place value, the properties of operations, and the relationship between
multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16
= ?, ? / 8 = 3, or 96 / 6 = ?).

LEARNING TARGETS /OBJECTIVES/CRITERIA FOR MASTERY

Provide clear, specific, and measurable learning targets that are aligned to content/ competency standards.
Use student-friendly language - “I can” statements (not activities). Include the criteria for mastery.
Explain HOW the learning targets/objectives align with the standards, are appropriate for the subject area
and developmental needs of the students, HOW they are measureable, and HOW they communicate student
mastery.
Articulate HOW the applicable domains of learning are part of this lesson.

Learning targets: I can fluently multiply by using models, skip counting, and repeated addition
Objective: The students will be able to use strategies such as repeated addition and skip-counting by
twos, fives, and tens to solve multiplication problems involving multiplying with 0,1,2,5, and 10

Criteria for mastery: The students will be able to provide another way to explain how we can solve
multiplication besides skip-counting

ASSESSMENT /EVALUATION
Explain your plan for formatively (informally) and summatively (formally) assessing using multiple ways
for the students to demonstrate their knowledge and skills in relation to the learning targets/objectives.
Include the assessment questions/tasks. Include the accommodations/modifications for the students with
special learning needs. Identify your plan to use a variety of data, independently and in collaboration with
colleagues, to evaluate the outcomes of teaching and learning and to adapt planning and practice.

Articulate HOW the assessment is appropriate to verify, document, and support student learning.
Identify HOW the assessment aligns with the learning targets/objectives and allows students multiple ways to
demonstrate their learning.
Explain HOW the accommodations/modifications provided meet the needs of the students with special
learning needs.
Explain HOW biases are minimized in the assessment.
Articulate HOW you plan to examine the assessment and other performance data to understand each
learner’s progress and to guide planning.
If used, explain HOW technology is used to support assessment practices, engages students, and adds value to
the assessment
Articulate HOW you will use a variety of data, independently and in collaboration with colleagues, to evaluate
the outcomes of teaching and learning and to adapt planning and practice.

plans for formative and summative assessment:

Formative assessment: verbal response during try it problem, and “connect it”

- Exit ticket question: “suppose you have 8 bugs with 8 legs each. What other method besides skip-
counting can you use to find the total number of legs?”

There will NOT be a summative assessment during this session. The summative assessment comes after session 5
of this lesson.

Assessment questions:
- How do both of these model show the number of bugs and the number of legs on each bug?
- How could we write a multiplication equation for this?

Accommodations/modifications: additional prompting when needed, hands on manipulatives can be used, extra
time and redirection during instruction time.

Data Planning and adjustments:

 I will analyze the data of my student's successes and weaknesses to improve my knowledge
of what areas of the content I need to go back over.
  I can analyze time management and see if I stayed within 5 minutes of the time I allotted for
myself. I can then analyze where I used too much time when it wasn't needed.
 I will meet with my supervisor and mentor teacher to articulate a plan in which areas I
showed strengths and weaknesses. I will then use the information that is given to me to adjust
or modify the next lesson
 I will use student feedback through turn and talks to determine if students are able to
teach their peers about something they learned

ACTIVATING STRATEGY
Describe the activating strategy (set/hook/motivator or advance organizer). Include your plan to engage
students actively. Provide the driving question(s) that students will be able to answer after this lesson.
Identify how you will connect it to prior knowledge. Be sure that it aligns with the learning
targets/objectives and promotes anticipation and curiosity.
Articulate HOW the activating strategy is imaginative, creative and how it raises anticipation and connects
with objective(s).
Set/hook/motivator: To being this lesson, I will have students do the “start” problem to practice what we
learned in the previous lesson and to refresh the brain of finding how many in all. Students will try it by
themselves, we will go over it and then read the learning targets to familiarize ourselves with what their
goal is to know or start achieving by the end of the lesson.

Driving question: how can we skip count to find the product of our equation?

Ways to engage students: Students will be actively engaged in the start problem, connecting what we are
learning to the previous lesson and learning how skip counting can help us find the product quicker.

INSTRUCTION
Based on your knowledge of your students, provide specific procedures and strategies that you will use to
engage students in the learning tasks. Provide a detailed timeline for each part of your lesson, including
transitions. Include your plan to differentiate the learning for your students. Include essential questions
you will ask to promote thinking and check for understanding. Describe how you will engage students
actively in the lesson. Include where and how you will formatively assess students during the instruction.
Articulate HOW the teaching strategies are appropriate with respect to content, context, and the students
identified in the context for learning.
Explain HOW the timeline is appropriate for all components of the lesson plan.
Articulate HOW the essential questions align with the objectives, promote critical thinking, and guide rather
than direct student thinking.
Explain HOW you will elicit students’ ideas so they are visible to you and others in the class.
Explain HOW you will monitor students’ different ways of thinking, and how you will select which ideas to
highlight in class.
Explain HOW you will build on students’ ideas towards worthwhile disciplinary ideas
Instruction strategies: Explicit instruction, verbal feedback, lesson objective/learning target
transparency

Timeline: For our math block, we have 85 minutes to complete this lesson.

Activating strategy: Approx. 5 minutes. Students will being the start problem that states: “You have 3
 equal groups of 5 pencils. How many pencils do you have in all?”

Questioning during activating strategy:

- How many groups does the problem state that we have?

- How many pencils will go into each group?
-

CLOSURE
Explain your plan for reviewing the learning targets/objectives. Explain how will you actively engage the
students in reflection and articulation of their learning. Identify your plan for checking for understanding.
Indicate your plan for modeling and structuring a process for students to examine their own thinking as
well as the performance of others.
Explain HOW the closure requires students to reflect on and articulate their learning.
Explain HOW you plan to model and structure a process for students to examine their own thinking as well as
the performance of others.

Reviewing learning targets/ engaging students in reflection/ articulation:

I will bring the slide back up with the learning targets we went over in the beginning. After I have a student
read the first learning target, I will ask students to hold up 1-4 on their chest to let me know where they
are at in the lesson (1 being the lowest) .

JUSTIFICATION FOR EVIDENCE-BASED PRACTICES

Provide justification for using evidence-based practices in your lesson that are supported by theory and
research. Provide a justification for the assessment(s) chosen that is supported by theory and research.
Articulate HOW instruction is justified through theory and research.
Explain HOW the assessment is justified through theory and research.

MODIFCATIONS /GROUPING
Identify the accommodations, modifications, and/or interventions that will be provided to support the
learning needs of your diverse students (ELL, IEP, 504, struggling students, high performing, etc.),
including extensions. Identify your plan for preparing your students for and differentiating the assessment
to meet the needs of your diverse students.
Articulate HOW your plan for differentiating instruction meets the needs of the learners identified in the
context for learning.
Articulate HOW your plan for preparing the students for and differentiating the assessment meets the
needs of the learners identified in the context for learning.

Accommodations/ Modifications/differentiation:
For the students who qualify for accommodations and modifications, I will provide additional time, alternate
form of direction, environmental arrangements. I will also provide read aloud for the exit ticket for those students
who qualify. If needed, there is opportunity to use manipulatives to help students see and feel how to put
multiplication equations into groups
Extensions:
Any student who completes the task early will be prompted to write to explain how they got their answer. I will
provide the students with sentence stems to order their thoughts.
ACADEMIC LANGUAGE
Identify the academic language associated with this lesson (vocabulary, discourse, and syntax). Explain the
supports for learning academic language that you will provide. Include the language function(s) that
identify how the students will learn the content/skills.
Explain HOW the language supports will meet the needs of the students with language learning needs.

Students will be able to: draw on their knowledge of multiplication as combining equal groups and on skip-
counting to find products.

Vocabulary:

MATERIALS / RESOURCES / TECHNOLOGY

Identify the key instructional resources and materials that will be used to engage students in learning.
Include source of materials, reference list, and links.
Explain HOW the multiple materials and resources will be used to meet the needs of the students identified in
the context for learning.
Explain HOW technology use adds value to the lesson.

Materials/Resources:
 White boards
 Math workbooks
 Pencil
 Expo markers
 Materials for activity if time allows (index cards and paperclips)

Technology:
- Smart board
-
ACADEMIC FEEDBACK
Explain your plan to provide feedback that is academically focused, aligns with the expectations for
learning, and includes both written and oral aspects.

Explain HOW the academic feedback you will provide will promote student thinking, will be used to assess
individual students, and monitor and adjust instruction.
Address HOW students will be provided with opportunities to provide feedback to one another.
Articulate HOW you plan to engage learners in understanding and identifying quality work and how you will
provide effective descriptive feedback to guide student progress toward that work.

REFERENCES
 Include references for justifications for instructional practices, assessment(s), and instructional materials

References for Justifications:

References for Instructional Materials:

Revised April 19, 2018