MTSU TEACHER CANDIDATE

LESSON PLAN FORMAT

TEACHER Hope Rees

CANDIDATE
DATE 9/5/2024
GRADE / CLASS 3rd grade Mathematics
UNIT Lesson 4 session 1

LESSON TITLE Explore the meaning of multiplication

DURATION 80 minutes
CO-TEACHING One teach one observe
MODEL

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 explore the meaning of multiplication.

Purpose of the lesson:

• In this session students explore the concept of multiplication for the first time. They learn that
3 x 2 represents 3 equal groups of 2 or an array with 3 rows of 2. Students are also introduced
to multiplication equations and several new vocabulary words

Content understanding/core concepts and skills students will learn:

• Students will learn that multiplication is repeated edition or that multiplication as combining
equal groups
• Students will learn to use the X symbol to represent multiplication and how it is used in a
sentence
• Students will be introduced to rows and columns

Summary of the lesson:

• Activating strategy, model the meaning of the lesson, hands on activity with counters, exit
ticket
• The length of this lesson will be 80 minutes which is the length of the math block
• Scope: exploring the concept of multiplication
• Sequence: students will explore repeated addition then they will be applying repeated addition
into grouping

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.1 interpret the factors and products in whole number multiplication equations (e.g., 4 x
7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a
total length of 28 inches)

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 multiply by finding the total number of equal groups. I can interpret the
factors and product in a multiplication equation

Objective: The students will explore the concept of multiplication for the first time

Criteria for mastery: The students will understand that the desk/chairs in the classroom can show
equal groups.

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 “model it”, verbal response during discussion, exit ticket

• Exit ticket question: Look at the way the chairs in your classroom are set up. Could they show a
multiplication problem or not? Explain.

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

Assessment questions:

• Complete the sentence to describe the equal groups in your picture.

• show a multiplication equation.

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 begin this lesson, I will have the students do the “start” problem to get their
brains thinking about repeated addition and grouping. Students will try it by themselves, we will go
over it and then read the learning targets so they know what their goal is to know by the end of the
lesson.

Driving question: what does the “X” represent in our equation? What do we call the end result of a
multiplication problem?

Multiple Ways to Engage Students:

Students will be actively engaged in the activating strategy, connecting sides to prior knowledge and
how we use multiplication in our classroom

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 80 minutes to complete the lesson.

Activating strategy: approx 10 minutes. Students will begin the start problem that states: Find each
sum by skip-counting.

Questioning during activating strategy:

- Find each sum by skip-counting. 2+2+2+2+2+2+2 and 5+5+5+5+5

Model it: approx. 30-40 minutes. I will go over number 1-7 on the slides and engage the class with
whole class discussion

Questioning during model it:

- In problem 3, think about how many groups of 2 there are. Then tell how you would read the
multiplication equation using the words “groups of”.
- Think about how many times you added 2 in the addition equation. Then explain why 3 groups
of 2 could also be read as 3 times 2
- Which way of reading the equation helps you understand what multiplication means?
- How are the groups in problem 4 and the array in problem 6 alike? Turn and talk will be
used here

Hands on activity: approx. 10-15 minutes. Students will be given counters to show different groups
equations and sentences.

Exit ticket: approx 5-10 minutes. Students will use an index card to answer the question: Look at the
way the chairs in your classroom are set up. Could they show a multiplication problem or not? Explain
(depending on how the lesson is progressing, this exit ticket may turn into a class discussion)

Independent work: approx. 10 minutes. Students will complete number 1-5 in their math workbooks
and turn in when completed. During this time, I will be walking around monitoring students work and
supporting as needed. If I feel the need to pull a small group during this time to support the students
who fell behind in the lesson, I will.

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.
Constructivism (Vygotsky, Piaget, Wertsch, John-Steiner, Mahn)Learners construct their own
knowledge. Within this lesson , students will perform a hands on activity to construct their own
thinking on how multiplication can be used in a sentence and how you can make different equations
with the same numbers.

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.

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: explore the concept of multiplication for the first time

Vocabulary:

Expression: one or more numbers, unknown numbers, and/or operation symbols that represents a
quantity. For example 3x4
 Factor: a number that is multiplied

Multiplication: an operation used to find the total number of items in a given number of equal-sized
groups

Multiplication equation: an equation with a multiplication symbol and an equal sign. For example
3x5=15

Product: the result of multiplication

Syntax: The targeted vocabulary will be taught explicitly during instruction by going over the correct
way to read a multiplication equation and expression. Such as: “we read 2x3 as 2 equal groups of 3.”

Discourse: Discourse in this lesson will be a lot of discussions about the exploration of multiplication.
This is the first time my students will be introduced to any multiplication vocabulary. I will be looking
for new vocabulary language being used in their responses to questions and in their turn and talk
discussions with their classmates.

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

- Counters

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.

Academic Feedback: students will be given written feedback on their exit ticket and independent
work once it has been completed and turned in.

Oral: students will be given academic feedback throughout the lesson. I will highlight the students
who are excelling in the content and will provide positive reinforcement to the students who are
struggling.

REFERENCES

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

References for Justifications:

https://edtechbooks.org/studentguide/constructivism?format=ms_word

References for Instructional Materials:

i-Ready Classroom Mathematics Published by Curriculum Associates 2024

Revised April 19, 2018