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EDU234 - Use this worksheet to organize the information for your theme based activity plan.

Step 1: Enter Basic Information About the Lesson
Organizing Theme:

I spy
Name of Lesson:

I Syp Multipucation and Division within 100
Author:
Shannon Evans
Lesson Grade Level:
3
rd
grade
Time Required: 45 minutes

Step 2: Select the Subject Area(s) and Specify Learning Targets
Subject Area(s): ELA - Reading Science
ELA - Writing Social Studies
X Math Other -
Other - Other -
Core Standard(s): 3.OA.C.7

Function of Lesson:

Introduce New Skill or Content Remediation/Reteaching


Review X Practice
Activity Goals/Objectives:

What do you want
your students to
KNOW?
What do you want
your students to
UNDERSTAND?
What do you want
your students to be
able to DO?

- I want my students to know multiplication and division within one
hundred. I want my students to know from memory all products of
two one-digit numbers.
- My goal for this lesson is for my students to understand the relationship
between multiplication and division or properties of operations.
- I want to have an I spy board race game with my students. When I say I
spy 8 x 5 or 40 /8 equals. I want my students to be able to circle the
correct answer on the smart board.
Step 3: Identify The Instructional Materials &Technology To Be Used With This Activity Plan
For this lesson there will be a document made on the computer with all of the anwers I will use for the game.
This document will be brought up on the smart board. There will also be a document made on the computer
with all of the multipication and division problems I will use for the game, that matches up with the answer
document.
Step 4: Instructional Strategies & Learning Activities - Specify the procedures that will be used to
implement the activity plan.

OPENING -Anticipatory Set Time: 20 minutes
Today we will be learning our multiples of 5s, 6s, 7s, 8s, 9s, and 10s. Does anyone know what the
multiples of any of the listed numbers. If so call on someone. For each number write out and go over each of
the multiples (example: 5, 10, 15, 20). Explain that 5x2 equals 10 and so on. Explain the the relationship
between the multiples and multipication. After you have gone through all of the multiples ask for questions.
Then move on to explain the relationships between multiplication and division. For example, 5x4 equals 20 and
20/4 equals 5. Explain this using all the multiples. After everything has been taught and all the student
understand the lesson move on the I spy activity.
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BODY Procedures What will you say and do? Time: 20 minutes
1. Split the class into four groups that I will make ahead of time.
a. I will split the groups up evenly according to their math levels.
b. The students of the same math levels will be going against eachother so everyone has a fair
chance to win.
2. Explain the direction
a. A student from each group will go up to the smart board.
b. Their should be four students up at the board.
c. When you say I spy 8x5 equals the students will race to circle the correct answer that will be
on the board.
d. The student that circles the correct answer first they will get a point for their team.
e. If there is a tie you will do a tie breaker and do another I spy problem. The winner of the tie
breaker will then get a point for there team.
3. The score will be taken by a score keeper from each team on the the white board next to the smart
board.
a. The team that has the most points will win the game and will get two extra credit points for their
next math test.
4. This activity will be thirty minutes long.
5. Send all students back to their assigned seats at the end of the activity.
6. Closure
CLOSURE Time: 5 minutes
Count up all of the points and decide the winner of the game. If there is a tie give all the groups that are tied
with each other the extra credit points. Ask students if they have any questions on any of the problems they
missed in the game. Ask if they would like me to go over any problems. Answer the questions. Close by
passing out their homework and telling the students when their test will be.
Step 5: Research & Theory - Explain how child development and/or learning theory influenced your
activity design.
This activity was designed using Vygotskys teaching strategy scaffolding. I paired all of my students up that
were in the same level of math and maybe by IEPs depending on my class, so that every student has a fair
chance to compete in the activity. I tailored to my students needs in order to help them win in my activity and to
help them reach their goals. This should prevent having a constant winner every round, because in my eyes
thats not fun nor is it fair to all of my students. This idea of mine also should help with the students
confidence. I want all of my students to develop confidence in math because it helps them preform to their best
ability.
.



Internal Consistency & Professional Quality:
Are the objectives measureable and aligned to the standards?
Are the procedures aligned with the objectives?
Is there an apparent purpose for using the specific learning activities?
Is the activity plan developmentally and logically sequenced?
Are the steps clear, concise and explicit?
Can someone else teach from this activity plan?
Does the formatting of the activity plan conform to professional standards (computer printed, clearly
outlined and formatted, succinct, yet complete)?