Lesson Plan Format

Student Overview: Students that have a mild level of autism, have a quick attention span, and struggle with
learning the basic multiplication figures that meet with the CCS for 3rd grade.
Teacher Name:
Date:
Grade Level/Subject:
ID State Standards

Rebekah Dahlin
November 12, 2014
Third Grade/Mathematics
CCSS.MATH.CONTENT.3.OA.A.1

Defined (usually by the state)

knowledge and skills students
should have for each grade
level and content area.

Interpret products of whole numbers, e.g., interpret 5 7 as the total number of

objects in 5 groups of 7 objects each. For example, describe a context in which a total
number of objects can be expressed as 5 7.

Objective

By the end of the lesson, SWBAT:

Standards-based
Measurable outcome
Describes the skill student will
demonstrate by the end of the
lesson. (objectives need to be
clear and measurable- do not
use language such as The
students will know,
understand, or appreciate
when writing an objective
these terms are not
measurable)

Student will be able to multiply digits 1 through 10 and mix the values so that they can multiply with
at least 80-100% accuracy. Students resource teacher will help the study process by using online math
help resource games that are available, white board multiplication flash cards that use a variety of
numbers from 1-10, and by using real life objects to help the student understand the concepts of
multiplication. Student will also work with their homeroom teacher during class time by doing at least
10 minutes of multiplication worksheets with 1 minute breaks in between. Student will be tested
between 6-10 minutes by their resource teacher every two weeks to assess what they have learned so
far.

Rationale
Justifies need to learn
Gives reason & meaning
Involves & relates to students

Materials:

include all
necessary materials as well as
outside resources, videos,
technology, etc.

Needs to learn how to multiply numbers in order to progress in their studies of mathematics and
student can apply this knowledge to real life situations (i.e. to find the solution for counting large sums
of money or items).
Math Help apps on the school ipad, white board flashcards, chalk and chalkboard, m&ms, skittles,
and small counting bears to use in class when visualizing multiplying the numbers 1-10, and
worksheets on paper provided by resource and homeroom teacher.

Set/Opening
Introduces topics/provides a
hook
Relates to Prior Knowledge
Aligned to Objective

Each student will take turns at least twice a week working on a multiplication problem
on the white board using the taught multiplication strategies and help from the other
students in the class if needed.

Direct Instruction

Teacher Actions

Student Actions

Checks for Understanding

I will provide the

instructional materials
(white board, markers,
paper, ipad, etc.) and a list
of multiplication problems.
I will also provide the
m&ms, skittles, and
counting bears to help the
student learn how to
multiply the numbers 1-10.

Student will learn to

multiply units of 1-5 to get
started using the provided
materials.

Have at least three

multiplication problems on
board for student to solve
(i.e. 1x5 is ? and 2x3 is ?)
Student may use the
counting bears to help give
a visual if stuck on a
problem.

Provide class time to

practice the multiplication
problems (at least 10
minutes a day with breaks
We do in between if needed).

Do the problems using the

given resources and
accepting guidance from
me and/or other students.

Have student solve

problems given in the
worksheets or on the board.

Rework any difficult

problems and take any
problems they have not

Test student on the

information they have
learned by testing them on

Instructional
Input/Modeling:
The teacher provides the
information needed for
students to gain the knowledge
or skill through lecture, film,
tape, video, pictures, etc.
Once the material has been
presented, the teacher uses it
to show students examples of
what is expected as an end
product of their work. The
critical aspects are explained
through labeling, categorizing,
comparing, etc.

I do
Guided Practice:
Students work on
activities or exercises
relevant to the subject
matter under the
teachers direct
guidance.

Independent Practice: Once

students have acquired
the learning, have them
repeat the practice to
provide reinforcement of
the learning

You do

I will have the student

review their work and
rework a problem they are

struggling with or have

them come back to it later.

finished to work on at home multiplication worksheets

or after school.
every two weeks.

Closure
Summarizes/Internal Summary
Restate Objectives and
determine if objectives have
been met

Student is able to multiply digits 1-5 and the multiplications of 10 with 80% accuracy,
but is only able to find the correct multiplication answers for the numbers 6-9 with 60%
accuracy. Student is able to identify the answers to the multiplication of the numbers 15 and 10 on the worksheets without using skittles, m&ms, or the counting bears as a
visual aid anymore. Although student is still struggles with the multiplication tables for
the numbers 6-9, they are learning to use the multiplication strategies when applying it
to real life (i.e. I used the example of finding the area of a square by multiplying the
given length and width to equal the area inside the square).