Lesson Plan (Pathwise-based)
Teacher candidate: Mrs. Heather Diles
Grade: 3rd
Subject(s): Mathematics
Topic(s): Multiplying using estimation
Circle the Bloom’s Domains that apply:
Cognitive
Affective
Psychomotor
Arkansas Frameworks (complete SLE’s):
AR.MA.NPO.K-4.1.5
AR.MA.NPO.K-4.1.3
> Demonstrate competency of operations (add, subtract, multiply and divide) using mental math and technology.
> Apply and master counting, grouping, place value, and estimation.
Length of lesson (specify beginning and ending time):
________4/1/2011
1:00 to 2:00_________________________________
Learning Goals/Objectives—A2, B3, C1 (What do you intend for students to learn? Hint—use Bloom’s Taxonomy verbs in your
objective writing to detail levels of thinking; how will you share these objectives with students?):
Students will learn to demonstrate competency of multiplication facts and estimation.
The students will learn to explain to others how to work the problems.
Considering Prior Knowledge –A1, A3 (What Prior Knowledge of this concept/topic/skill do the students have? Knowing this will
help you effectively use existing schema or to develop background knowledge)
The students have prior knowledge with all the simple multiplication facts used after estimation.
Student Grouping—B1, B4 (How will you group students for instruction and WHY did you choose the group members/partners or
the process you did?):
The instruction will be given with the students in their regular seats. When students work on homework assignment I will
arrange the students in groups consisting of some high achieving students with others who may need a little help. This way
they can learn to help others while I assess the students and give tutoring to those who need more help.
Teaching Methods—A4, C4, C5 (Decide on the model(s) or strategy(ies) you are using, write it/them down, and write why you
chose it/them:
I will create the lesson using PowerPoint on the Smart board with group discussion instead of just using the textbook, which
will keep the students more interested. I will choose a game on the Smart board which corresponds with the lesson so the
students have fun while they are learning.
Lesson Description/Activities—A3, A4, B4, B5, C1, C2, C3, C4, C5
(Describe how you will enact this lesson and the methods involved. Ensure a logical sequence. Be sure to be so detailed that someone
could enact the lesson without you there. Write down your actions, what you will say, transition statements, and be sure to include a
motivational opener and a closure!)
1. Introduction: state objectives, activate background knowledge and experiences, engage learners, connect previously learned content
Projected Time: 1min
Today we will learn how to multiply using estimation. You already know multiplication, so this should not be too hard. We will refresh on
our multiplication facts and then cover how to estimate numbers to make a more simple problem.
2. Lesson Procedures: demonstrate, model, facilitate inquiry and exploration, provide rehearsal of content, explain and enact cooperative group
procedures, detail strategy procedures, note writing time or reading time, presentations and sharing
Projected Time: _45min
First, we will go over the PowerPoint presentation to explain that when estimating you look at the number to the right of the place you
want to estimate. If the number is lower than five you estimate down and if it is greater than five, you estimate a higher number. After
you estimate your first number you change all other numbers to O. Then you use basic multiplication facts to multiply single digit
numbers then add the same amount of zeros to the end. The students learn that even the biggest numbers can be computed in their head
with estimation. Next we will play the interactive game on the Smart board and each student will get the chance to go in front of the class
to do a problem. Last we will use our textbooks and the sample problems given to go around the room and have each student explain how
to get the answers.
3. Closure: Connect to future learning, encourage further questioning, reflect on discoveries, place new knowledge in authentic context, check for
understanding
Projected Time: _14 min
Today we learned how to multiply using estimation. You may be asked to use estimation in the future in word problems where
they do not want the exact answer. Lets reflect on how we discovered that the same amount of zeros that are in the question
will be placed in the answer. I will make sure to assess the students during the whole lesson and make sure they all understand
the information before I give them their homework papers.
4. Extensions: websites to explore, questions to research, establishing new inquiries, additional applications
Materials and Technology—A4 (List the instructional materials you will use, including books, handouts, websites, & texts. Use of
technology is encouraged, so be sure and list everything you need to integrate it such as flash drives, laptop, projector, flipcam, etc):
I will use the textbook, laptop, projector, smart board, and handouts for their homework assignment.
Assessment (How and when do you plan to assess student learning on the content of this lesson? Be sure your assessments align with
the objective(s). Rubric, checklist, exit slip, quiz, discussion, anecdotal records, peer assessment, self-assessment, written feedback on student
work, test [type & purpose], written response, group analysis
Informal
[formative]
and/or
Formal
[summative]
I will use informal formative assessment during the interactive games by asking the students questions while they work the
problems and as each student explains how to answer a problem out of the textbooks. I will use formal summative assessment
by giving a homework assignment and grading it.
Modifications or Accommodations for Special Needs students if present (describe IEP requirements) or for Diverse Audiences
(What aspects of culturally responsive pedagogy, multicultural education, or adaptations for English language learners did you address
in this lesson)? Kinesthetic learning activities, visuals, contextualizing, peer assistance, scaffolding, comprehensible input, active involvement,
interactive goal-setting, authentic assessments
The Smart board is great for the Kinesthetic learners because they can learn with hands on activities. The PowerPoint helps
with the visual learner instead of having to lecture the students. The students are able to use peer assistance during the
homework worksheet. I will meet the needs of all my students by tutoring students who may not understand until they know
the material. If students are above average and get done early I will have a certain box in the room with extra activities that
are fun and more challenging so they will continue to learn.
PATHWISE DOMAINS
Domain A: Organizing Content Knowledge for Student Learning
A1: Becoming familiar with relevant aspects of students’ background knowledge and experiences
A2: Articulating clear learning goals for the lesson that are appropriate to the students
A3: Demonstrating an understanding of the connections between the content that was learned previously, the current content, and the content that remains to
be learned in the future
A4: Creating or selecting teaching methods, learning activities, and instructional materials or other resources that are appropriate to the students and that are
aligned with the goals of the lesson
A5: Creating or selecting evaluation strategies that are appropriate for the students and that are aligned with the goals of the lesson
Domain B: Creating an Environment for Student Learning
B1: Creating a climate that promotes fairness
B2: Establishing and maintaining rapport with students