Ashley Coker
TE432
LESSON PLAN: MATH
GRADE: 3rd
I.
Title: Multiplying by 2
II.
Behavioral Objectives: After 20 minutes of instruction, 95 percent of the 3rd
grade class will be able to complete the following with 100 percent accuracy:
A.
B.
C.
D.
E.
F.
G.
III.
Materials:
A.
B.
C.
D.
E.
F.
G.
H.
IV.
Define the terms pair, double, and twice.
List pairs of items.
Identify the pattern of numbers when counting by twos.
Recognize the connection between adding and multiplying.
Demonstrate an understanding of the two’s multiplication facts.
Apply multiplication by two’s to everyday situations..
Have an understanding of:
1. The multiplication process.
2. The twos multiplication facts.
Text: Saxon Math 3, Lesson 59, page 342
Workbook: Checkup Exercise 59A
Handouts: x2 Crossword PuzzleQuiz Quiz 0-2
Read Aloud:
Manipulative: It’s all About the Oreos!
Bulletin Board: Double the Fun
Learning Center: The Strawberry Patch
Pencils
Introduction:
A. Review:
1. Ones multiplication facts. (1x0=0, 1x1=1, …1x10=10)
2. The term product as the answer to a multiplication problem.
B. Introduce …
1. That today we will learn how to multiply by 2.
2. Read aloud book, Minnie’s Diner by Dayle Ann Dodds.
3. Cover and back, pointing out the author and illustrator.
C. Have students to listen for the number two and the key words double and
twice mentioned in the story.
1
Ashley Coker
TE432
LESSON PLAN: MATH
GRADE: 3rd
D. Read the story.
E. Ask students how the book used the number two.
V.
Body:
A. Direct students to…
1. Clear their desks of everything but their manipulative Oreos.
2. Inspect their 10 Oreos.
3. Name ways that Oreos can teach math. Ex. Add layers, count them,
etc.
B. Demonstrate:
1. Show that each Oreo has two cookies by taking the Oreo apart.
2. Point out that one sandwich has two cookies and two cookies
make one sandwich.
3. We can write this as a math problem.
4. Write 1 sandwich X 2 cookies equals = 2 cookies total
5. Show that two sandwiches have a total of 4 cookies.
6. We can write this statement as a math problem.
7. Write 2 sandwiches X 2 cookies each = 4 cookies total or 2x2=4
8. This is true no matter how many cookies we have:
3 X 2 =6, 4 X 2 =8, 5 X 2 =10, 6 X 2=12, 7 X 2=14, 8 X 2= 16, 9 X
2=18, 10 X 2=20
9. Practice this procedure with each fact.
C. Explain:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
VI.
When we count by 2 we are multiplying by two.
Instead of counting each cookie we simply multiplied by 2.
We can call these sandwiches pairs of cookies.
Ask: What do you think the word pair means? Two of something
Have the students show four pairs of Oreos.
Have the students show seven pairs of Oreos.
Ask: What are other things that come in pairs? Earrings, mittens,
boots, gloves, socks, etc.
Another word that people use to mean two of something is twice.
Have students clap their hands twice.
Another word people use to mean two of something is double.
Ask: How many scoops are in a double scoop of ice cream? Two
Each of these facts can be written as math problems.
What do these answers have in common? Addition by 2, all even
numbers
Closure (Conclusion):
2
Ashley Coker
TE432
LESSON PLAN: MATH
GRADE: 3rd
A. Review two’s multiplication facts.
B. Introduce Double the Fun bulletin board.
1. The student will:
a. Recognize that pairs of items can be written as multiplication
problems.
b. Write the math problem to answer each question.
c. Check his or her answers with the provided answer key.
C. Have three students demonstrate the bulletin board.
D. Introduce The Strawberry Patch learning center.
1. The student will:
a. Pull a card.
b. Plant the strawberries in the strawberry patch as an aid to
work out math problems.
c. Check his or her answers with the provided answer key.
E. Have three students demonstrate the learning center.
VII. Guided Practice:
A. Have students to:
 Complete workbook, Exercise 59A, 1–12 (all students except
Group A).
a. Privately instruct Group A (students in need of modification)
to complete only the odd numbers.
b. Privately instruct Group B (students in need of additional
challenge) to complete the required assignment, plus create
one multiplication word problem of their own that will be
used on the next test.
B. Divide students into groups and instruct students to…
1. Make a list of items that come in pairs.
2. Draw pictures of these pairs of items.
3. Write math problems shown by the pictures.
C. Walk among students, and observe responses; provide assistance where
needed.
VIII. Assignment:
A. Have students to:
• Complete x2 Crossword Puzzle (all students except Group A).
a. Privately instruct Group A (students in need of modification)
to complete odd numbers only.
3
Ashley Coker
TE432
LESSON PLAN: MATH
GRADE: 3rd
b. Privately instruct Group B (students in need of challenge) to
complete the required assignment, plus write a list of items
at home that are pairs.
B. Instruct students to complete any unfinished work as homework.
C. Direct students to submit completed assignments on Thursday.
IX.
Evaluation:
X.
Self-Evaluation:
A. Conduct a question/answer session.
1. Observe students’ responses.
2. Check for understanding.
3. Repeat any needed information.
B. (Later) check students’ homework assignments due for today.
C. Record grade.
D. Follow appropriate grading guidelines for Group A and Group B.
1. Located on the inside cover of Lesson Plan Notebook.
2. Listed under “Grouping Identification and Grading System.”
E. Explain Quick Quiz 0-2 covering Multiplication by Twos, and direct students
to complete quiz.
F. Take up quizzes and record grades.
A. Determine the following:
1. Did the students understand the Math lesson?
2. Were the instructions clear?
B. Determine if students’
1. Verbal
2. Written
3. Test or
4. Quiz Responses.
reveal adequate comprehension of Multiplication by 2 lesson.
C. Apply necessary changes to future Math lessons.
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