Name: Juwaher Rashid Ali
Alnaqbi- H00255210
Grade Level: Grade 3
Students “26”
CCSS Math Strand:
Unit 1 – operations – chapter 4 lesson 1
“!"#!"$"%& &(" )*+&,#+,-.&,/%0
CCSS Standards
Standards::
According to CCSS standard, for operation lessons students generally will 1!.$# &(" -/%-"#& /2
multiplication by working with equal groups of objects to gain foundations for multiplication.
The relationship between multiplication and addition.
•
•
Main Lesson Aims (Concepts, Procedures, & Processes):
Learning objectives:
Students will recognize the multiplication process by working with equal groups of items.
Students will identify the multiplication as repeated addition.
•
•
-
PowerPoint, hand papers, Ballet rings, worksheets, paper clips, puzzles, rope and clips for
hanging the works.
Materials:
Teacher books McGraw Hill, CCSS, Math Book for grade 3 studnts, Volume 1. (Teacher edition)
student
book(s)
McGraw Hill, CCSS, Math Book for grade 3 learners, Volume 1. (Student edition)
worksheets/
For chapter 4, lesson one, every description paper, worksheet and activities is
papers
Teacher
materials
attached with the lesson plan.
student
materials/
manipulatives
Technology
other
-
Classroom rules on the papers
Hang rope
White board
-
Worksheets.
Ballet rings
Paper clips, puzzles, rope and clips for hanging the works.
1- PowerPoint while explaining the lesson.
2- multiplication for equal groups game
http://www.multiplication.com/games/play/carls-cookie-capers
None
Key vocabulary with definitions (and pictures if appropriate):
word
glossary definition
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$"%&"%-"
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)*+&,#+,-.&,/% $,1% .%5 "6*.+ $,1%
;*+&,#+,-.&,/%
$,1%
The symbol ! or the symbol " used between two numbers to show
that they should be multiplied together
;*+&,#+,-.&,/%
The basic idea of multiplication is repeated addition.
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The same number of items in each group.
image
7
89:
For example: 5 ! 3 = 5 + 5 + 5 = 15
Students’ Prior Knowledge:
-
Students did recognize and identify on the last lessons about addition properties, so they will be able to
realize the new concept of multiplication by using equal groups and repeated addition to find the
products of multiplication sentences, as it will be feasibly works.
Possible Problems :
-
Problem: The time may not be enough; the teacher must give students enough time to get the task concept.
Problem:
-
Solution:: The teacher must set a timer, and look at the time. To do not take a long time in the pre and core stage,
Solution
I mean the teacher has to give one example that is enough for first session then she has to start the post stage as
that also play an important role to engage the students with the new concept and facilitate the grasping of lesson
idea.
Misconceptions:
-
Problem : Students may have misconception and errors on differentiation of number of groups and the
Problem:
-
items in each group to convert the addition sentence to multiplication sentence.
Solution
Solution:: so the teacher will try to use visual activities such as drawing groups and pictures as she will
act it by using the rings.
-
Problem:
Problem : student might straggle with the products of multiplication questions.
Solution: Teacher will link between addition operation and the new operation which is multiplication.
Lesson HOTS
Schedule
Targeted teacher questions to promote
Student communication and use of math language
T & S interaction
Engage (warm up, review prior knowledge):
T will greet the students and then display the classroom rules which are
asked from students:
- Be good listener.
- Raise your hand up before you give an answer.
- Respect your classmates.
- Each student will have a reinforcement table for their participation,
organization, quietness and collaboration as individually and groups.
- Gifts for participated students.
- When you see the teacher raise her hand that means you have to shut
•
•
Teacher: will give
the rules. And
then write some
examples, then
she will open the
PP.
Time
Almost
510mins
Students: will
listen and follow
her instructions.
your mouth and focus with her.
T will ask students to breathe deeply
T will write the objectives on the board and ask students to read.
And then she will start to give some examples from the last lesson
which is about simple addition then she will link it with the new
lesson.
Core (introduce and practice new concepts & procedures):
-
!
Through this stage the teacher will explain the new concept of
multiplication on PP which is this example:
then she will apply two activities
Teacher:
! she will engage
the students
with the
activity
! Gives clear
instructions.
!
Ask questions
that related to
the next steps
in the game
25
min
!
! First activity for whole class:
" T will write on the board the number sentences; first sentence
!
Students:
!
includes addition then the second one includes multiplication.
"
Motivate
students to
think and
explore.
Then she will act it out by using the ballet rings and ask students to
act with her to present the written question on the board.
!
" Then she will do it again but without her helping but students that she
chose them have to solve it by themselves.
! The next activity (by groups of three or four sts then will present
with whole class):
" Each group would have two hands made of paper and a
multiplication problem, students have to draw circles or any
items such as cupcakes, flowers …, then they have to hang
They will
response to
the teacher
and interact
with her.
Answer teacher
questions. Write
the answer on
the board
!
Maybe they
will ask
teacher if
they don’t
understand
!
Follow
teacher
instructions.
! Represent
the
multiplicatio
n problem by
using ballet
rings as
groups
their hands paper on the rope that the teacher put it in front of
the classroom.
" Teacher will ask one student from each group to show her
group answer.
!
After the whole class activities are be done, the teacher will
give each group their activity:
•
Activity for High Students ability:
For high students: they will work as group of three sts, they have a problem solving
and they have
1- Read the question
2- Circle the number of groups (plates)
3- Underline the number that should be on each group, which will be the number
of (cupcakes)
4- Then draw the plates and the cupcakes
5- Write the addition sentences and then the multiplication sentence.
As you can see here:
Teacher: will
distribute the
worksheet and the
paper clips, then
she will explain the
activity for the
high students and
provide them with
clear instructions:
1. Read the
question
2. Use the
presented clips
to count and
find the
products
3. write the
repeated
addition
sentence and
then write the
multiplication
sentence
4. When you
finish raise
your hand
quietly.
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%*)3"!$ .%5 2,%5 &("
$*) .%5 &(" #!/5*-&$@
"#$%&'#()
•
Activity – Medium Students: (work individually)
Students with medium ability would have ready groups of paper clips and
they have to write on the worksheet the repeated addition sentence then the
multiplication
multiplica
tion sentence, as you can see here:
•
!
Activity – low Students: (work individually)
They would have pieces of puzzle that shows the addition sentence,
multiplication sentence and the ready groups which are trees,
1. Students will put the pieces together.
2. They will compare between the multiplication sentence and the
groups that already there and they have to find how many
apples they have to draw on each tree.
3. Find the sum of repeated addition.
4. Then write the product of multiplication sentence.
•
•
Students: they
will follow
activity’s
instructions, find
the requirements
and then go to
present their solve
on the board.
Teacher : will give
Teacher:
the paper for the
students, explain
the activity.
A!.= .##+"$B
•
Close (wrap up, discussion, brief review activity or
assessment):
Teacher: will give
the paper for the
students, explain
the instruction first
and solve the
activity with the
whole class at the
end.
•
The teacher will display a multiplication for equal groups game
Students : have to
Students:
reorder the steps
correctly, then
stick their answer
on the board.
Teacher: she will
display the game
and solve the
questions together
http://www.multiplication.com/games/play/carls-cookie-caperswill
will be
http://www.multiplication.com/games/play/carls-cookie-capers
presented at the end of the lesson
•
Students: they
will look, and
interact with
teacher.
10
min
If the game doesn’t work there will be paper clips and the teacher will
write any multiplication sentence and the students have to represent it
by using clips.
T will ask each group to reorganize the classroom and count their
happy face stickers that they collected.
Attachments:
Copy of all resources given to students.
Reference page with all books, journals and websites.
•
•
•
Teacher will end
the lesson and
give the winner
group gifts.