Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate:
Isabel Garcia

Subject: Math
Integrated P.E.
Lesson

Grade level(s):
3rd Grade

Date: November 25, 2014

Standard:
CCSS Math Standard:
Multiply and divide within 100. 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.

Physical Education Standard:

Movement Concepts
1.1 Chase, flee, and move away from others in a constantly changing environment.
I. DESCRIPTION OF CONTENT & CONTENT TYPE:
Multiplying one digit numbers. Fact.
II. LEARNING OUTCOME (Objective):
Given a worksheet and pencils, students will apply their knowledge of products of two one digit numbers
by solving 10 problems with 8 correct
DOK/Cognitive Rigor Level: 2 because students have to solve routine multiple step problems.
Language Demands: (see attached chart)
III. CURRICULUM CONNECTION
Lesson Prior: interpret products of whole numbers, e.g., interpret 5 x7 as the total number of objects in 5
groups of 7 objects
Lesson Afterward: fluently divide within 100
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Activating student prior knowledge
Recall a few multiplication tables
How many of you remember your multiplication tables?
Do you think you know them without referring to the multiplication chart?
Yes? Well I propose a challenge. Lets play a multiplication game.
Student friendly objective: By the end of our lesson you should apply your knowledge of products of
two one digit numbers by solving 10 problems with 8 correct.
Purpose:
To reinforce their fluency on multiplication tables, while moving around the environment.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Introduce freeze signal

a. T model: Demonstrates freeze signal

b. Student response: Practice the freeze signal
Step #2: Have students in scattered formation
a. T input: Call out: Skip, hop, jump, gallopetc. then calls Freeze
b. Student response: Listen and move as directed by instructor and then freeze
Step #3: Students form groups
a. T input: Calls out a multiplications e.g. 4 x 4, 1 x 25, 2 x 7
b. Student response: Form groups interpreting the number of objects in each group
Step #4: Discuss multiplication products
a. T input: Ask what did we form? How many groups?
b. Student response: Give verbal response to how groups were made and what they represent
Step #5: Have students in scattered formation
a. T input: Calls out a multiplications e.g. 2 x2, 4 x4
b. Student response: Freeze in group forming products.
Step #6: Discuss multiplication products formed
a. T input: Ask what did we form? How many groups did we form?
b. Student response: Give verbal response to how groups must contain the number products
Step #7: Form groups
a. T input: Calls out 3 x 2
b. Student response: Form 4 groups of 6 students
APPLICATION ACTIVITY (Practice and/or Reflection):
Students work in groups to solve a worksheet with 10 one-digit multiplication problems.
C. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Multiplication Worksheets
Pencils
Clip-boards
Cones
Whistle
White board
Marker
V. ASSESSMENT STRATEGIES
Formative
Thumbs up/ down: asking students if they agree if they formed the correct number of groups during
steps 3, 5, & 7.
Thumbs up/ down: ask students if they understand the concept during steps 1, 4, & 6.
Teacher observation: walking around and checking for understanding during steps 2, 4, 5, 6, & 7.
Summative
Informal Exit Ticket: handing out worksheet with at least 8 correct.
Thumbs up/ down: ask if they learned anything.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS

Accommodations
Take lesson slowly
Allow student time to think and form groups
Teacher uses white board to write multiplication table so all can see if they
have trouble hearing
Working in groups
Modifications
Alternate goal: adapt outcome to students needs
Adjust difficulty level
VII. HOMEWORK:
Practice multiplication tables at own pace.