Reading lesson plan 2/13/24

UNLV Student: Gabrielle Barrett PSMT Name: Lesson 5.4

Lesson Plan 5-4: Solve Word Lesson Plan Topic: Solve multiplication
Title: Problems: Multiplication and division problems
and Division Facts that involve different
strategies and
representations.
Date: 2/15/2024 Estimated Time: 65 minutes
Grade Level: 3rd School Site: Laura Dearing EL

1. State Standard(s):

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.

2. Teaching Model(s):Direct instruction

3. Objective(s): SWBAT Solve multiplication and division problems that involve different
strategies and representations.

4. Materials and Technology Resources:

● Student math workbooks
● Student anchor chart for multiplication and division strategies
● Multiplication chart
● Pencil
● White board and marker

5. Instructional Procedures:
a. Motivation/Engagement Students will be using models such as bar diagrams to help
solve word problems with multiplication and division. Students will be solving word
problems based on real world situations and apply their conceptual understanding to think
about and represent multiplication and division in various ways.
1. Solve and share:
a. Students will be introduced to the solvent share problem. in order to check for
understanding of the problem before they start productive struggle students will
review these questions:
i. What do the numbers represent in the problem?
ii. How might knowing the division of multiplication facts help solve the
problem?
b. After students review those questions together they will then start the activity.
c. During solving shares the teacher will walk around and observe the students at
work. to support productive struggle teacher will ask these guiding questions
individually to elicit thinking
i. What operation can you use to find out how many rows of dog lovers will
be in March?
ii. What expression can you use?
iii. What operation can you use to find how many cat lovers there are?
iv. What expression can you use?
d. Students may use pictures or use their manipulatives after desks
e. After the time is up students will be prompted to come back together as a whole
group. While the teacher was walking around and observing student work
students will be chosen based on what the teacher is looking for. two students
will come up and show their work to the class. one person's work will look like
an array and another person's work will show the correct operations and
expressions used.
f. Students that finish early are allowed to complete the look back portion of the
solvent share.
2. Students will turn to the next page in their book and they will complete the visual
learning Bridge with the teacher.
a. As the video plays the teacher will stop the video at specific checkpoints to ask
students questions and elicit their understanding. This will be the teaching portion
where they learn new Concepts, or build upon previous ones.
b. The teacher will play a video and stop at the part where it says “ how can you
restate the problem using your own words?” the teacher will call in a few
students to share and then give them the answer of “ Gina needs to put 45 hats in
boxes. If she puts nine hats in each box then how many boxes does Gina need?”
c. The teacher will continue with the video and stop at the part where it says “look
at the bar diagram. How does it help you understand the problem?” students will
answer questions as a class and raise their hand with any questions that they have
or any comments that they want to say. teacher will be looking for the answer “ it
shows the total number of hats, 45, and the number that Gina puts in each box
which is nine”
 d. For the last part of the video the teacher will stop at the question “ how does
knowing a related fact help you solve the problem?” teacher will elicit student
engagement and then give the answer of “ I know that nine times five equals 45
and I know that multiplication is the Opposite of division so I know that 45 / 9
equals 5” teacher will make sure that students are using their background
knowledge think about how to solve this equation and related back to fact families
if possible.
3. Convince Me: After the visual learning Bridge students will work on the convinced me
portion Where they will show and convince the teacher that they understand the material.
a. Students will be solving a new fact which is 42 / 6 by applying the same strategies
they learned And the visual learning Bridge. they will answer the question “ what
strategies do you think are easier? Why?”
b. teacher will be looking for the answer of “ it is easier for me to solve by using a
multiplication fact. because I know my six is fat I can skip count or multiply 6 *
7 which will equal 42”
4. Guided Practice :After students are done with the conventional portion they will get
started on the guided practice. Students will be guided through the practice work by the
teacher. These questions will be based off of the visual learning bridge and are essentially
an extension of what they learned.
a. Students that do not understand why they should use division or multiplication to
model the problem in the visual learning page teacher will prompt them with
these questions:
i. How many hats are there?
ii. What are you asked to find?
iii. What is the definition of division?
iv. Why do we use division to model the problem?
b. After the guided practice students will work on Independent Practice problems.
5. independent practice: students will work on problems. students that finish early will
have their work checked by the teacher. afterwards they are allowed to walk around the
classroom and check other students' work while guiding them to their answer.

6. . Closure:
● To close out the lesson, the teacher Will review the objectives and the essential
question to go with this lesson. The teacher will prompt students that in the next
lesson Instead of them solving real world problems, they will use their skills for
division and multiplication to create their own real world problems using the
equations given.

Extension and Contingency Plan: For extension and contingency plan Teacher can have
students work in groups of four to complete some of the problem solving questions in their
 book. They will put their heads together To do two assessment practice questions That will
not only prepare them for their test but also prepare them for their SBAC testing.
7.
Modifications and Accommodations: Explain how the lesson can be modified and/or
accommodated for a classroom environment of diverse learners (e.g., special needs
students, ELL, differences in learning styles, different abilities, and cultural differences).
In the field, as much as possible, refer to one’s PSMT for specific students’ IEPs and/or
504 accommodations in order to align the lesson to their specific needs.

a. Students that receive extra accommodations according to their IEPs, and 504s
will be given individual anchor charts to use as well as a times table sheet to refer
to. These two visual aids will also be provided to ell students to help them better
understand the material.
b. e l l students will have online access to the book where they will be able to
translate the words in Spanish to help them easily complete the material.
c. To further help students with diverse needs, higher level students that are
finished early will be given the leadership task of walking around the classroom
and coaching other students on their work to help them get the right answer. As
students complete their answers the helpers will check, mark their work and also
provide circles around the numbers to show them which ones need to be redone.

7. Student Assessment : Students will be assessed based on their independent work

8. Homework: Students will be given a worksheet to complete for 5-4. This will be a
reteach to build an understanding worksheet which will help them build on their
understanding of this topic. It should take them no more than 30 minutes to complete at
home.
9. Reflection:- I believe that this lesson went really well and that students are really able to
synthesize the material that they are given now that they have already learned these
Concepts. chapter 5 is just a review of what they have been using but instead of
Thoroughly teaching them material they are just using what they know and applying it and
showing that they understand. During this lesson I really tried to have students read along
with me, go over some of our vocabulary, use the strategies and our anchor chart, and use
a more visual aid approach during the visual learning.