ED 345 Calvin College Lesson Planning Form

Teacher:
AK Feltes
Number Line

Date: 10/30/15

Subject/ Topic/ Theme:

I. Objectives
What is the main focus of this lesson?
This lesson will teach the number line strategy to solve multiplication.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson is the third of the four multiplication strategies.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
CCSS.MATH.CONTENT.3.OA.A.1
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.
CCSS.MATH.CONTENT.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.1
Students will be able to collaborate with classmates to make arrays using their bodies.
Students will be able to create their own multiplication word problems.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Students should know how to create array.

Students should recognize the number line strategy from their ADDs.
Students working together to create body arrays
Creation of multiplication word problems

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Creating own word-problem
Options for Language/Symbols
ADD work
Options for Comprehension
I do, We do, You do

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Creating of body arrays- working
with other students
Options for Expression
Being creative when creating
word problem
Options for Executive Function
Reading examples of wordproblems they have already
solved from packet
Multiplication Packets
Number Line poster
Word problem worksheet
Pencils
ELMO
Normal classroom set up

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Body arrays
Options for Sustaining Effort &
Persistence
Word problem creativity
Options for Self Regulation
Sharing word-problems with
elbow buddy is finished as well

III. The Plan

Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent

Closure

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Divide the class into two groups on opposite sides of the room
Give students several multiplication problems they need to demonstrate with their
bodies
Ex: 3x2 in array formStudents line up in an array representing 3 rows of 2
Have students go back to their seats

Pass out multiplication packet and put teacher copy on ELMO

Flip to the number line page
Show Number line poster
Students should remember seeing number line problems on ADDs in the
morningstudents are skip counting to multiply
Model the first problem for the class
Call on a student to help with the second
Have class do the third on their own, walking around to check if students are
grasping it
Flip to the other side
Same thing on Read a Number Line
This time the equation is needed with the answer
I do, We do, You do
Give students 5 minutes to complete both sides of the page walking around to help
students if they need it
Have students put their finished pack in the middle of their desks.
Students will spend the last 10 minutes creating their own multiplication word
problems that can be solved by using any of the strategies we have learned thus far.
Read word-problems from previous lessons. The students have already solved these
problems
If students are struggling, write on board:
(Name) has (#) (object or thing) . Each (object or thing) has (#) (object or thing
#2). How many (object or thing #2) are there total?
Give guidance as needed. Sheets attached below

(A few of the story problems created by the class will show up on their multiplication
strategy post test)
Your reflection on the lesson including ideas for improvement for next time: