Tiffany Fuhrmeister

Math Concept: Multiplication

Grade 3
CCSS: 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 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 x 7.

Big Ideas: Using Equal groups help us see larger numbers. Arrays
can be used to organize number into rows and columns.
Lesson Goal # 1 To activate students knowledge of arranging objects in
groupings.
Open Question: You are given 20 counters. How can you arrange the counters?
Expected Student Responses:
Put them in a line
Stack them one on top of another
Put in equal groups
Put them in rows and columns
Make various designs
Management:
Students are working independently and sharing their arrangements with each
other.
Teacher Questions to Probe Thinking: What are some objects that we arrange?
Why would we arrange objects? Does it matter how we arrange objects? What do
you notice about those arrangements?
Follow Up Open Question: How could you arrange your counters into equal groups?
Expected Student Responses:
1 group of 20
2 group of 10
4 groups of 5
5 groups of 4
10 groups of 2
20 groups of 1
Management:
Students are working independently with counters and sharing their arrangements
with each other.
Teacher Questions to Probe Thinking: How many different equal groups can you
make? Why would we want to arrange objects into equal groups? When do we
arrange things in equal groups? Can you think of places in our lives where there

are equal groups? Could we arrange different amounts of counters into equal
groups? Give an example using your counters.

Academic Language Check

Equal groups of
Put together=Arrange
Debrief: Have students group ideas to the whole class as teacher charts. Remind them
to use their new scholar words Provide the following speaking frames:
I can group 20 counters in _____ __________ of _____.
I can arrange 20 counters in_____ ___________ of _____.
I can arrange 20 counters in ____ ___________ of __________ , _____ __________
of_____, ___ ___________ of _____, and _____ ___________ of _____.
Another way to arrange 20 counters into equal groups is __________ groups of
__________.
When I arrange_______ counters into equal groups, it is __________ groups of
__________.
Summarize what we learned: Students will be given 12 counters and a frame on a piece
of paper. They will be asked to arrange the 12 counters into equal groups. They will need
to write how they arranged their counters in equal groups. They will need to use their
academic language. They will need to do one grouping, but may share their finding with
a partner and look for other groupings. They will need to use their frame to explain their
grouping to their partner.
I found the following _________ for 12 counters. I can __________ 12 counters in
____________ of _______________. I also found another _____________ for 12 by
_______________ them in _____________ of ___________.
Formative Assessment (Exit Ticket)
Maria says she has two equal groups of apples. Is this statement true or false? Explain
your answer.

Lesson Goal # 2 Students will find a relationship between arranging

equal groups and creating arrays.
Parallel Task: Students will choose which task they prefer
1. Pick a number from a file folder and create a drawing of equal groups for the
number drawn and explain how you created your equal group.
2. Choose a number that is written on the board and show at least three ways you
can arrange the number into equal groups. Write each grouping with a sentence
of the grouping.
Academic Language Check: Review the completion of task. Did you use your scholar
words? Did you complete all parts of the task and answer in complete sentences.
Debrief: Have a student come to ELMO and present each of the task, to explain what
he/she did.
Direct Vocabulary Instruction: Students will develop the understanding of the meaning
of an array and how they are constructed.
1.
2.
3.
4.

Write the word (array)

Rate your understanding of the word. (1-4)
Talk with a partner and make predictions.
Teacher guides in developing a defintion and examples. Draw an array and picture
of an array
5. Students write a sentence using the word and draw a picture of an array.

Open Questions: How could we relate arrays to our study of arranging objects in equal
groups?
Expected Student Responses
We can use arrays to organize our groups
We can use arrays to see columns and row of our groups
We can use arrays to count our groups easier.
We can use arrays to count how many are in the group easier.
Management
Students talk in groups and share with class. Teacher will chart ideas.

 Teacher Questions to Probe Thinking: Show me an example.

Arrange the number 20 into an array.
Summarize what we have learned: Complete sentence frame and partner read.
Arrays can help us _____________ our number in to ___________ groups using
_________ and _______________.
Formative Assessment:
How do we use Arrays to help organize our groups?

Tiffany Fuhrmesiter
Math Concept: Fractions
Grade 3
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b=_a__b_)_._
_Solve word problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the
problem.

Big Ideas: Division sentences can be represented as fractions and

that division sign can serve as the line between the numerator and
demominator.
Lesson Goal: #1 Students will make connections to division and fractions.
Open Question: You are given one whole orange. What are some ways that you could
equally share your orange with one friend?
Expected Student Responses:
I could cut it in half.
I could peel the orange and split up the pieces evenly (2, 4, 6, 8)
I could cut it into even slices and split them up evenly (2, 4, 6, 8, & 10)
You could split it up
You could just give it to your friend.
Management
Students will work in partners and list their ideas as they work.
Teacher Questions to Probe Thinking: When are there times when we need to
share things? What do you do when you have odd amount of a unit of something
and need to share it among an even amount of people? What kinds of tools can
you use to help share things (food, objects, supplies etc), How do you determine
who many of each someone gets? What are some ways that we can show
mathematically that we are dividing objects into a piece or fraction? What do you
notice about division and a fraction?
Academic Language Check: Discussion & Charting academic language for informal
language.
Share ,split up = divide
A Piece = fraction
Whole =Unit
half=
2 pieces =1/2
4 pieces =
6 pieces = 1/6
8 pieces = 1/8

10 pieces = 1/10

Debrief: Have students share partner ideas to whole class as teacher charts using the
new academic language. Providing these speaking frames:
One way I could divide the ___________ is into the fraction ___________.
I can divide the whole _________________ and write it as_____________.
The fraction_______________ represents the way I could divide_____________.
Another way I can divide the _____________ into the fraction________________.
I had a similar idea to ________________ about dividing ____________ and
writing it as a the fraction________________
I can represent division _________________ the same as writing it as a fraction.

Summarize what we have learned: Provide the students with the following paragraph
frame on strips of paper. Each student will complete the frame and write down in their
math journal. They need to complete one, but can partners will join with another partner
pair and share their ideas. They will be asked to read their paragraph to another group
member beside their partner.
There are many ways to divide an orange. One ways to represent how I can divide
____________________ is to write it like a the fraction____________ Another way to
show how to divide a orange is________________________________ and it can be
written like the fraction___________________
Formative Assessment: Exit Ticket
Draw to show how 2 children can equally share 3 cookies. Write an equation, and express
your answer as a fraction.

Lesson #2 :Students will draw conclusions about the relationship between division as
fractions and the relationship of fractions as divisions.
Tiered Lessons: Students will be divided into two groups depending on the outcomes of
lesson 1.
Group 1. Students will be in groups to work on the following problems that show
that division as fractions. They will use the Read Draw and Write method on a poster to
show the division. Write a division expression using unit form. Then, express your
answer as a fraction. .

1 5= 5 fifths 5 =

1fifth = 1/5

14
3 4
64
Group 2: Students will be with the teacher to discuss the relationship between division as
fractions, clarify any misconceptions and develop their own poster using the examples 1
5 and 1 4.

Academic Language Check: Review students posters. Did we use our academic
words? Did we represent in division and fractions? Self Edit.
Debrief: Discuss the posters. Guide the students in drawing the following conclusions:
That division can be respresented as a fraction. I can write
1 4 as 1/4 and it has the same meaning.
Summarize what we have learned: Complete the paragraph frame and read to a partner
at your table. We have learned that division can be written as fraction. We can write a
_______________ as a division. We can write a fraction as a _________________.
Formative Assessment: In thinking about how fraction and division is related what
connects them together?

Tiffany Fuhrmeister
Math Concept- Slope
Grade Algebra
8.EE.B.5Graphproportionalrelationships,interpretingtheunitrateastheslopeofthegraph.Comparetwo
differentproportionalrelationshipsrepresentedindifferentways.

Big Ideas: To Activate Student knowledge about slope

Lesson Goal#1 Students will define slope as the change in height to change in horizontal
distance.
Open Questions: What are some experiences that you have had with slant of hills?
Expected Student Responses
Depending on how slanted a hill is will depend on how hard to walk up the hill.
When riding a bike up a smaller hill is might be easier than going up a bigger hill.
Bigger hills are harder to go up.
Some hills are easier to climb then others.
Management
Students are working in groups of 4 to list ideas as they work.
Teacher Questions to Probe Thinking: What relationships to you see between the
examples given? What do you notice between height and direction to climb a
hill? How would you compare going up a hill as oppose to going up a mountain?
Academic Language Check: Guide students in changing their informal language into
academic language. Discussion as a whole class then chart the informal language with
the new academic language.
high/slant (hill) = steep, steepness, grade, pitch and, slope
going up = direction, distance
Debrief: Have students share group ideas to the whole class reminding them to use their
new scholar words.
A way to describe direction and steepness of a hill is _________________.
The steepness and direction of a hill can be described by __________________.
Another way you can define slope is through ______________ and _____________.
_____________ and __________________ are one way to define slope.

Mini Lesson:
Teacher will demonstrate how to find that the steepness of stairs and how the distance
can be constant by using the a fictional staircase with a step of 5 and a tread of 11 . It
will be written as a ratio. The teacher will do the first one, the second stair will be done in
groups and their third will be done in partners. Students should then realize that through
simplifying that the ratio stays constant.
Summarize what we have learned: Students will be provided a paragraph frame to
summarize what they have learned about defining slope.
The steepness and direction of hill can be defined by __________. Another way you can
define slope of a hill is through ______________ and ________________.
Formative Assessment: Exit Ticket
Students given the following scenario a second fictional staircase with a step of 8" and a
tread of 11", and have students compare the steepness of the two sets of stairs. With the
one done with their group. Explain their findings.

Lesson Goal #2: Students will draw conclusions of steepness and

distance as slope as a ratio of change in height as a change in
distance.
Tiered Lesson: Students will be divided into two groups depending on outcomes of
lesson 1.
Group 1 Student will work in groups of 4 to create a poster to define slope using their
academic words and find the height and distance of a fictional staircase. They draw
their fictional staircase using rulers and label the height and distance.
Group 2 Students will be with teacher to discuss actions, clarify misconceptions and
create a poster with their example with a fictional staircase.
Academic Language Check: Reviewing the posters. Have students included the
drawing and explanations using the appropriated academic words, slope labeling height
and distance. Did students write in complete thoughts and sentences?
Debrief: Present the posters on definitions of slope with their example of given fictional
staircase with written height and distance. Conclusions: Steepness, grade, pitch or slope
is defined by the height and distance.

Summarize what they have learned: Complete paragraph frame and read to a partner.
Be sure students include their frame in their math journal. We can examine
_____________ by finding the distance and height. We can examine slope by finding the
_____________ and height.
Formative Assessment: When we examine the steepness, grade, pitch, or slope and the
distance of stairs or a hill, what is the relationship of the two and how does that effect
one another?