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3rd Grade Math Lesson Plan

Module 7
Ms. Tellez
Date: 10/27/21-11/12/21 Math Intervention
9:30-10:00
Math Block: 10:00-11:00
Into Math
13 Teaching Days
Per Into Math Module should take 11 days

3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the
equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known,
then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 =
15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing
that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56.
(Distributive property.)

3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication
and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end
of Grade 3, know from memory all products of two one-digit numbers.

3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups,
arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.1

3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that
makes 32 when multiplied by 8.
● I can use related multiplication and division equations to solve problems.

● I can write related multiplication and division equations to solve problems.

● I can use more than one strategy to solve multiplication and division problems with 2, 4, and 8 as factors
and divisors.

● I can use more than one strategy to solve multiplication and division problems with 5 and 10 as factors
and divisors.

● I canuse more than one strategy to solve multiplication and division problems with 7 and 9 as factors and
divisors.

● I can use more than one strategy to recall multiplication and division facts to solve problems.
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Learning Objectives:
● Relate multiplication and division as inverse operations using concrete and visual models.
● Write related multiplication and division facts.
● Multiply and divide with 2, 4, and 8 as factors and divisors.
● Multiply and divide with 5 and 10 as factors and divisors.
● Multiply and divide with 7 and 9 as factors and divisors.

Language Objectives:
● Work in pairs and use visual models to explain how multiplication and division are related.
● Explain the relationship between multiplication and division.
● Write problems that involve equal groups of 2, 4, and 8.
● Explain different strategies that help you solve problems involving equal groups of 2, 4, and 8.
● Explain different strategies for solving multiplication and division problems with equal groups of 5 and 10.
● Write and solve problems using 7 and 9 as factors and divisors, and explain to a partner the strategies you
used to solve the problems.
Academic Vocabulary:
~inverse operation/related facts
~ divide
~divident
~divisor
~quotient
~bar model
~subtraction
~equal groups-review
~Array-review
~ Doubles
~Multiply
~Factors
~ Product
~Addends
~Array
~Parenthesis
~Multiple
~Identity and Zero properties of Multiplication.
~Distributive Property or Commutative Properties of Multiplication
~Even
~Odd
~Multiplication Table
Take the assessment for Backwards planning
questions from assessment
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Assessments:
● Formative Assessments: Levels of Understand; Stop Light Exit Ticket, Lesson Exit Ticket, Thumbs
Up/Down; Oral Comprehension
● Summative Assessments: Into Math Growth Measure; Daily work; Short Cycle Assessment Q1; End of Unit
Module Test

Resources:
● Into Math ● Flocabulary
● Common Core Worksheets ● Brain Pop
● Super Teachers Worksheets ● Brain Pop Jr.
● Kagan Structures: Rally Coach, Quiz Quiz Trade ● Istation Math
● Xtra Math (Fluency Practice)
● Morning Math Review

Accommodations:

SPED/SAT: Students will need extra time on all assignments and one on one instruction. Use extra support to help
with math skills and vocabulary. Shortened assignment/different assignment level. Peer tutoring (as appropriate).
Collaborate with Mrs. Lamatao to determine best accommodations, modifications, and differentiation.
ELL: Students will need extra time, use scaffolding to help and add on to their prior knowledge. Peer/Teacher
tutoring as needed. Collaborate with Ms. Molina to determine best accommodations and modifications for
students.
Gifted: Students will use Challenge Math skill sheets and projects.
● Use extra support/challenge worksheets
● Work with teacher in small groups and cooperative learning communities
Learning Structures:
● Kagan Structures
● Whole Brain Teaching Structures: Turn & Teach, Turn and Talk, Mirror Me, Mirror with Words; Attention
grabbers
● Teach Like a Champion: No opt out; SLANT, Track the Speaker
● Collaborative Conversations
● Anchor Charts
● CUBES/UPSC
RTI Review Standards and Intervention Plans

Based on morning bellwork:2nd grade standards

Instructional Sequence Formative

Assessment
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Get Started Discuss whole
Wednesday, group
● Morning Math Review (Bell Work)
10/27 ● Are you Ready? P. 170-7 mins to complete, 7 mins to grade
Lesson 1:
Relate Engage/Motivation – 5 minutes
Multiplication ● youtube- https://youtu.be/UAeyWK4xnLQ
and Division
Whole Group – 30 minutes
● Spark Your Learning p. 171
● TW/SW read the problem 3 times with a specific focus each time
o Support Sense-Making 3-Reads(targeted for ELL’s)p. 171
Observation;
o Turn and talk p. 171 teacher will
● Build Understanding p. 172 circulate
o Use Leveled Questions bottom of p. 172 provide
● Check Understanding – 5 minutes assistance
● SW complete questions 1 and 2
● TW circulate to check for correct and incorrect answers
● For students who get answers correct they will continue to On
Your Own
● For students who miss one or both they will work in small groups
at the back table

● Independence Practice - 25 minutes Exit Ticket

● prior to lesson TW review questions for level of complexity to Teacher will
determine which questions to discuss and go over with the class. check problems
for
● On Your Own P. 174 SW complete on paper, then transfer understanding
answers to on-line portion

Accommodations for all learners:

● SW work in leveled math cooperative groups
● SPED/SAT students will work in small group with teacher
assistance and with Mrs. Lamatao.
● Interactive notebooks; vocab cards
● Multiplication chart/strategies

● Early finishers: practice x written, math flasher, IStation

Math
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Thursday, Get Started
● Morning Math Review (Bell Work) Discuss whole
10/28 group

Write related Engage/Motivation – 5 minutes

facts

● Student can do on white boards and then show answers Observation;

teacher will
Whole Group – 30 minutes circulate
● Spark Your Learning p. 175
provide
● Support Sense-Making-3 Reads(targeted for ELL’s)
assistance
o p. 175
▪ Turn and talk p. 175
● Build Understanding-
o Leveled questions p. 176
o Turn and talk p.176
● Step It Out p. 177
● Check Understanding – 5 minutes Exit Ticket
● SW complete question 1 & 2 Teacher will
circulate room to
● TW circulate to check for correct and incorrect answers
provide support
● For students who get answers correct they will continue to On
Your Own
● For students who miss one or both they will work in small groups
at the back table

Independence Practice - 15 minutes

● prior to lesson TW review questions for level of
complexity to determine which questions to discuss and
go over with the class. Class can go over #6 and watch
Math on the Spot Video
● SW complete More Practice/Homework p.67-68

Accommodations for all learners:

● SW work in leveled math cooperative groups

● SPED/SAT students will work in small groups with teacher
assistance and with Mrs. Lamatao.
● Interactive notebooks; vocab cards
● multiplication chart/strategies
● E
arly finishers: practice x 2’s written, math flasher, IStation Math
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Friday, Get Started Discuss whole
● Morning Math Assessment (45mins) group
10/29
Mutliply and Engage/Motivation – 5 minutes
Divide with 2, 4, ● flocabulary- https://www.flocabulary.com/unit/play-
8 games-with-4-division/

Whole Group – 30 minutes

Use pages 180-183 from Step It Out, Check Understanding, and
On Your Own, students can work with their
groups/independently and work problems in book, but show
answers on white boards Observation;
Accommodations for all learners: teacher will
circulate
● SW work in leveled math cooperative groups provide
● SPED/SAT students will work in small groups with teacher assistance
assistance and with Mrs. Lamatao.
● Interactive notebooks; vocab cards
● multiplication chart/strategies
● Early finishers: practice x 2’s written, math flasher, IStation
Math
Exit Ticket
Teacher will
circulate room to
provide support.

Get Started Discuss whole

Monday, group
● Morning Math Review (Bell Work)
11/01
Multiply and Engage/Motivation – 5 minutes
o https://www.flocabulary.com/unit/good-with-5s-
divide with 5
and-10s-division/
& 10 ● Whole Group – 30 minutes
● Spark Your Learning p.185
● TW/SW read the problem 3 times with a specific focus each
time
o Support Sense-Making 3-Reads(targeted for ELL’s)p. 185
o Use Leveled Questions bottom of p. 185

● Step It Out p.186-187

● Check Understanding – 10 minutes
● SW complete question 1-4
● TW circulate to check for correct and incorrect answers
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● For students who get answers correct they will continue to On
Your Own
● For students who miss one or both they will work in small groups
at the back table

● Independence Practice - 25 minutes

● On Your Own p. 188-189
● Prior to lesson TW review questions for level of complexity to
determine which questions to discuss and go over with the class.

Accommodations for all learners:

● SW work in leveled math cooperative groups
● SPED/SAT students will work in small group with teacher
assistance and with Mrs. Lamatao.
● Interactive notebooks; vocab cards
● Multiplication chart/strategies

● Early finishers: practice x written, math flasher, IStation

MathWhole group-students will take timed x tests (3:30
mins) on Mondays & Thursdays, starting with 0’s and 1’s
today. Students will continue to test sequentially.

● If a student passes on Monday, the student will study for

the next test on Thursday. Monday’s test taken as a grade.
○ Students that did not pass, will have to write the
entire x column of problems to be turned in on
Thursday as an entry ticket to the test. If a student
does not turn in facts, the student receives the
grade from Monday. (Students that passed on
Monday are not penalized for not passing
Thursdays.)

Tuesday, IStation Testing

11/02
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Get Started Discuss whole
Wednesday group
● Morning Math Bellwork
11/03
Multiply with Engage/Motivation – 5 minutes
3 and 6 ● https://www.flocabulary.com/unit/gimme-6-division/
● Whiteboard

o
Whole Group – 30 minutes
● Spark Your Learning p. 191 Observation;
● TW/SW read the problem 3 times with a specific focus each time teacher will
o Support Sense-Making 3-Reads(targeted for ELL’s)p. 191 circulate
provide
o Use Leveled Questions bottom of p. 191
assistance
o Step It Out p. 192-193
● Check Understanding – 5 minutes
● SW complete question 1 and 2
● TW circulate to check for correct and incorrect answers
● For students who get answers correct they will continue to On
Your Own
● For students who miss one or both they will work in small groups Exit Ticket
at the back table Teacher will
circulate room to
provide support
● Independence Practice - 25 minutes
● On Your Own p. 194-196 (Could use for future station
work) vs More Practice/ Homework Journal
● Prior to lesson TW review questions for level of complexity to
determine which questions to discuss and go over with the class.
Problems done together
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Get Started Discuss whole
Thursday, group
● Morning Math Review (Bell Work)
11/04 Engage/Motivation – 5 minutes
Multiply and ● Flocabulary- https://www.flocabulary.com/unit/lucky-7s-
divide with 7 division/ or https://www.flocabulary.com/unit/ninety-
&9 nine-rhymes-division/
● Whiteboards

Observation;
teacher will
circulate
● provide
● Whole Group – 30 minutes
assistance
● Spark Your Learning p.197
● TW/SW read the problem 3 times with a specific focus each
time
o Support Sense-Making 3-Reads(targeted for ELL’s)p.
o Use Leveled Questions bottom of p. 197
● Step It Out p.198-199
● Check Understanding – 7 minutes Exit Ticket
● SW complete question 1-4 Teacher will
circulate room to
● TW circulate to check for correct and incorrect answers
provide support
● For students who get answers correct they will continue to On
Your Own
● For students who miss one or both they will work in small groups
at the back table
● Independence Practice - 25 minutes
● On Your Own p. 194-196 (Could use for future station
work) vs More Practice/ Homework Journal
● Prior to lesson TW review questions for level of complexity to
determine which questions to discuss and go over with the class.

Accommodations for all learners:

● SW work in leveled math cooperative groups
● SPED/SAT students will work in small group with teacher
assistance and with Mrs. Lamatao.
● Interactive notebooks; vocab cards
● Multiplication chart/strategies

● Early finishers: practice x 2’s written, math flasher, IStation

MathWhole group-students will take timed x tests (3:30
mins) on Mondays & Thursdays, starting with 0’s and 1’s
today. Students will continue to test sequentially.
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Get Started Discuss whole
Friday, group
● Morning Math Assessment (45mins)
11/05 Observation;
Whole Group – 30 minutes teacher will
Use pages from previous lessons to work out on desks or whiteboards. circulate
provide
assistance

Whole Group – 30 minutes Discuss whole

Monday, group
● Build Understanding p.203
11/08 ● Use Leveled Questions bottom of p. 203
Build Fluency ● Step It Out p.204
with X and ● Check Understanding – 15 minutes
● SW complete question 1 -8
division
● TW circulate to check for correct and incorrect answers
● For students who get answers correct they will continue to On
Your Own
● For students who miss one or more they will work in small
groups at the back table Observation;
teacher will
● Independence Practice - 25 minutes circulate
● On Your Own p 205 provide
● Prior to lesson TW review questions for level of complexity to assistance
determine which questions to discuss and go over with the class.
Problems done together: 23

Accommodations for all learners:

● SW work in leveled math cooperative groups
● SPED/SAT students will work in small group with teacher
assistance and with Mrs. Lamatao. Exit Ticket
● Interactive notebooks; vocab cards Teacher will
circulate room to
● Multiplication chart/strategies
provide support

● Early finishers: practice x 2’s written, math flasher, IStation

MathWhole group-students will take timed x tests (3:30
mins) on Mondays & Thursdays, starting with 0’s and 1’s
today. Students will continue to test sequentially.

Small groups/rotations Discuss whole

Tuesday, group
11/09 Rotation 1-Teacher table: x and division word problems

Rotation 2-IStation Math/Exact Path

Rotation 3-Multiplication/Division Fluency (write math facts, flash cards,

Xtramath, Henry Anker)
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Rotation 4- Independent work (any unused Into Math pages, can take a
grade on)

Rotation 5-(if necessary)-Work problems prior to going to teacher table

Small groups/rotations Discuss whole

Wednesday, group
11/10 Rotation 1-Teacher table: x and division word problems

Rotation 2-IStation Math/Exact Path

Rotation 3-Multiplication/Division Fluency (write math facts, flash

cards, Xtramath, Henry Anker)

Rotation 4- Independent work (any unused Into Math pages, can

take a grade on)

Rotation 5-(if necessary)-Work problems prior to going to teacher

table

Small groups/rotations Discuss whole

Thursday, group
11/11 Rotation 1-Teacher table: x and division word problems

Rotation 2-IStation Math/Exact Path

Rotation 3-Multiplication/Division Fluency (write math facts, flash

cards, Xtramath, Henry Anker)

Rotation 4- Independent work (any unused Into Math pages, can

take a grade on)

Rotation 5-(if necessary)-Work problems prior to going to teacher

table

SPED STUDENTS IEP Goals and input from Mrs. Lamatao Modifications/Accommodations
(SPED teacher)
● Reduced homework load
and/or assignments
● Extra time for assignments
● Immediate feedback
● Checking for understanding
● Positive reinforcement
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● Repeat, clarify and/or simplify
directions
● Study aids and/or
manipulatives
● Exams of reduced lengths
● Opportunity to have test read
or translated
● Short instructions (1 & 2 steps)
● Extra time for written
assignments
● Grades on effort and mastery
● Extra time for written response
● Basic multiplication flash cards
● CUBES anchor chart

SAT Students Interventions Modifications

Math: ● Extra time to answer
-XtraMath ● Check for understanding
-Small Group ● Repeat, Clarify and/or simplify
-Tutoring answers
-Task Cards ● Anchor charts
-Flash Cards ● Positive reinforcement

Goals:
-increase math fact fluency
-understand place value relationships
-read and write multi-digit numbers
-round multi-digit number

Approaching Students Interventions Modifications

Math: ● Extra time to answer
-XtraMath ● Check for understanding
-Small Group ● Repeat, Clarify and/or simplify
-Tutoring answers
-Task Cards ● Anchor charts
-Flash Cards ● Positive reinforcement

Goals:
-increase math fact fluency
-understand place value relationships
-read and write multi-digit numbers
-round multi-digit number

On-Level Students Interventions Modifications

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Math: ● On skill practice
-XtraMath ● Check for Understanding
-Small Group ● Immediate Feedback
-Tutoring ● Anchor Charts
-Task Cards
-Flash Cards

Goals:
-increase math fact fluency
-understand place value relationships
-read and write multi-digit numbers
-round multi-digit numbers

Advanced
Enrichment
Students
-Multiply 2 by 1
-Multiply 3 by 1
-Multiply 2 by 2

-Introduce long division with 2 by 1 or 2 by

2. (no remainders)