Multiplication and Division

Mr. Paul Christian Le

Third Grade Mathematics

May 9, 2023

Lesson Plan Template 

(Couldn’t copy and paste straight from the document)

Background Information: My class will consist of kids who may not know all the answers, but

will work hard in whatever they do. Based on my own experience, I believe that these kids will

get these concepts as long as they don’t give up. 

Class Description: The third grade class is made up of eighteen students. Three of them speak

Spanish as their first language. There are five white males, four white females, two hispanic

males, one hispanic female, three African-American males, and three African-American females.

As mentioned above, the three EAL learners are the three who speak Spanish fluently (not

English). I know that two of them just moved to the United States last year. Both succeeded in

Mexico’s school system. They learned English a little bit, but their English is not comparable to

the other kids in the class. The last EAL learner was born and raised in the United States. The

student has made little attempt to learn English. This is probably because the family speaks

Spanish only. Since there is a language barrier, this kid did not do too well in school. I have
noticed that some of them still struggle with reading comprehension. When I read a word

problem out to them, I can tell they have no idea what I am talking about. 

Teaching Context: This year, I will be teaching third grade mathematics. The purpose of this

class is to teach the concepts of multiplication and division while also strengthening student’s

foundation on basic arithmetic such as addition and subtraction. There are eighteen students in

my class. My class is forty minutes long. We meet everyday for five days a week. The length of

this class is one hundred and sixty days. The facility that we will be using is C.T. Sewell

Elementary School. The text that we will be using is: “The Times Machine!: Learn

Multiplication and Division… Like, Yesterday!” I will also be using handouts that I will print

out and give to the students. The materials needed for students in this class are pencils, paper,

and a folder. We will be using a 28 by 30 ft classroom with a small window. 

Lesson Topic: Multiplication and Division (Addition and Subtraction if needed)

Assumed Prior Knowledge: It can be reasonably assumed that learners already know how to

add and subtract numbers. We will take this a step further with multiplication and division. 

Student Objectives (SWBATs): The goal for the student is to understand the concepts of

multiplication and division. They should also be able to identify certain words that mean they

have to multiply or divide. I will also teach the kids certain tricks they can do if they are stuck on

a problem. Since the students would not know basic vocabulary pertaining to the subject, I will

give them key vocab words at the beginning of the lesson. 

List of Resources/Materials For Me: Laptop, handouts, writing utensils, scratch paper,

textbook, and candy 

Assessment Plan: I will be able to assess student’s learning of the objectives by giving

homework and a quiz. 

independent practice, quiz, closing activity, and hand out homework 

Sample Teacher Questions: 

Question 1: What would I use this for?- You use this in a lot of things you do. Take money for

instance.

Question 2: Why can’t I just use addition instead of multiplication?- At a certain point, the

numbers get too big to use in addition.

Groupings: The grouping format for my class is whole class participation. It is encouraged to

help each other if the person is struggling. 

Time Allocations: Brain work- 5 minutes, review important vocabulary- 5 minutes, lesson-10

minutes, classwork- 5 minutes, independent practice- 5 minutes, quiz- 5 minutes, and closing

activity- 5 minutes (handout homework at end). 

Contingency Plans for Early Finishers: My plan is for them to work on the homework that is

due the following day. 

Contingency Plans for Struggling Learners: Some strategies that I can implement to help

struggling learners are changing the way I deliver the material to them in a different way (while

spending one on one time with them), correcting them right away when they make a mistake on

the problems, and by putting myself in their shoes to see what I need to do to help them. If these

strategies don’t work, I will continue to try to help them the best way I can. I will seek guidance

from people who have experience with this and talk to the student’s parents. 

Homework: It is made up of a few problems so that the student has a certain level of mastery of

multiplication and division. The purpose is to test students to see if they retained the concepts

discussed in class. 
Procedure: I will greet the students as they come through the door. I will have them do the

brainwork that I have made. I will go over the answers of the brainwork. Next is to review key

vocabulary terms. Then, I will go over a page in the book that introduces the concepts. Next is

doing classwork with them. Then, I will have them do some problems by themselves

(independent practice). Next, I will have them take a non-graded quiz so I can test their

knowledge. We will review the answers after they are finished. Finally, I will have them do a

special closing activity as well as giving them their homework. 

Daily Lesson Plan

Teacher: Mr. Paul Le

Subject: Third Grade Mathematics

Lesson Date: 5/11/23

LDC/Unit Title: Multiplication and Division 

CCSS/CLGs/SC Assessment Limits/Standards: The skills being taught are how to do

multiplication and division, apply it to real world situations, and inform them of the importance

of it. The standards that are specifically addressed in this lesson are: solve problems involving

multiplication and division of whole numbers, learning the relationship between multiplication

and division, and solve more problems involving all four operations. 

Agenda: In the lesson today, I will be teaching you how to do two different operations in math. 

Lesson objective: My students will know how to do basic multiplication and division problems

by the end of this lesson. They will take a non-graded quiz to test their knowledge as well as

homework to take home.

Get started/Drill/Do Now/Opening: They will be doing the brainwork I create. It will be as

follows: 
What do you think multiplication is?

What do you think division is?

Engage/Motivation: The student’s interest will be sparked when I ask them for the answers to

the brainwork. The first person who gets the answer right on each question will receive candy.

This brainwork will hopefully let me know all their prior knowledge on the subject. The

important vocabulary for this lesson is: 

Inverse Operations- opposite operations where one reverses the effect of the other

Product- result of two or more numbers multiplied together

Quotient- the numbers we obtain when we divide one number by another

The brainstorming that needs to be completed before the lesson begins is discussing why the

vocab and the brain work is relevant in understanding these topics. I will explain to them that it

is important that you know what multiplication and division are before you actually do it. The

vocab are also common words that are understood by most people.

Whole Group Instruction: Go to chapter five in your textbook. Did you know that there are

some cool tricks to do multiplication? The examples below are to multiply by sets of two or three

. For sets of two, all you have to do is double the number! It is the same doubles from addition.

For example, 5x2=10 because 5+5=10! For threes, the rule is to double the number and then add

one more of that same number! I know this might seem difficult at first, but it is easier once you

see how it is done! For example, 6x3=18 because 6+6=12 (double the 6) and 12+6=18 (add one

more 6). Let's look at other multiplication examples. I want you guys to draw a picture of 5

groups of 6 on your paper. These could be whatever objects you would like them to be. Just

make 5 groups of 6. If you don’t understand how to do this, just think of 5+5+5+5+5+5 or

6+6+6+6+6. You should get 30. The last example is 8x8. I’ll wait a few minutes. Make sure to
use the same process as the previous problem. The answer should be 64! Are there any thoughts

or questions? Another resource you can look at is the multiplication table. 

Division is a whole another concept. Let’s take a box of cookies for example. How many cookies

with 5 cookies in each box can be made with 25 cookies? You should be asking yourself how

many 5’s are in 25. Five times what number is 25? How much is 25 divided by 5? The answer is

5. Let’s do another example. What is 72 divided by 12. In other words, how many times can 12

go/mutliply to make 72? The answer should be 6. The last example is a three digit number. What

is 100/10? Use the same process that you used for the first two. The answer should be 10.

Another trick is that you can use multiplication to figure out division. For example, 7x7=49. If

you get a problem that asks what 49/7 is, you should know it is 7. Are there any thoughts or

questions? There is also a division table that you might find helpful. 

Group Practice/Small Group Instruction: All right! Great job on finishing the lesson. We will

now do a few practice problems for classwork. 

Independent Practice: You will also have a single paper to do right now independently. I will

give you five minutes for this. Another thing is to make sure to write what you struggle with on

the back of the paper. We will check these after you are done. I will also be collecting these

after. 

Evaluate Understanding/Assessment: Now it is time for an assessment/quiz! This won’t be for

a grade, it is just for me to check your understanding. 

Closing Activities/Summary: Okay class, great job today! Remember to do your homework and

to not overstress about this! If you do it enough, I am sure you will succeed! Your ticket out the

door is to answer a rapid fire multiplication or division question. I will give you candy when you

get it right!
Enrichment/Extension/Re-teaching/Accommodations: My lesson satisfied the needs of all

learners by constantly walking them through how to do multiplication and division. I was there

with them from start to finish and was open to questions they might have. For the most part, I

feel like my students got the concept. 

Resources/Instructional Materials Needed: Laptop, handouts, writing utensils, scratch paper,

textbook, and candy

Notes: Overall, the class was focused on learning the material. Even though they did not master

the concept just yet, they got the general ideas. 

Structure/Strategies Included in the City School/Model of Highly Effective Literacy

Instruction Methods Used: 

Whole group- think aloud, question-answer relationships, and anticipatory guides/sets.

Guided practice/small group- think aloud and reciprocal teaching.

Independent practice- question-answer relationships.