Name: Jessica Hanna

Date: October 29, 2015

Grade Level/Subject: 3rd Grade/Math
Prerequisite Knowledge:
Students should know what behavior is expected of them during math.
Students should know what behavior is expected of them during math centers.
Students should know how to work independently and in a group.
Students should know how to use technology in math centers.
Students should know the terminology (factors, product, multiply, groups of) that
is associated with multiplication
Students should know how to multiply by 0, 1, 2, 4, 5, 3, 6, and 10.
Students should know how to use arrays, groups, and number lines to solve
multiplication problems
Students should have some understanding of the distributive property (taught the
day before)
Approximate Time: 65 minutes
Student Objectives/Student Outcomes:
Students will be able to use technology in their math centers in order to enhance
their learning and actively engage them in instruction
Students will use the commutative or distributive property or known facts to
multiply with the factor 7
Students will learn rhymes that will help them to remember their multiplication
facts (7s)
Students will be able to gain a better understanding on how to multiply by 7s by
participating in whole group instruction and math centers
Students will be able to use groups, arrays, and pictures to help them solve
multiplication problems with the factor 7
By the end of the lesson, students will be able to solve multiplication problems
(7s) independently with little assistance from the teacher
Common Core State Standards:
3.OA.A.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.
3.OA.A.3
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.
3.OA.A.4

3.OA.A.4 Determine the unknown whole number in a multiplication or division equation

relating three whole numbers. For example, determine the unknown number that makes
the equation true in each of the equations 8 x ? = 48, 5 = ? 3, 6 x 6 = ?.
3.OA.B.5
3. OA.B.5 Apply properties of operations as strategies to multiply and divide. Examples:
If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of
multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10,
then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8
x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive
property.)
3.OA.C.7
3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 x 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.
Materials/Resources/Technology:
Go Math Chapter 4 book pages 215-220
Apple TV
Projector
Thinkcentral.com
Macbook
Pencil
Whiteboard/Marker/Eraser
Math notebook
Problem of the day PowerPoint
Math Centers PowerPoint
7s rhymes
7s task cards/answer recording sheet
Multiplication flash cards
Multiplication hot dots
Hot dots pen

5 minutes

Opening of lesson: (Objectives, hook, behavior expectations)

I will begin this lesson by telling students to head back to the room from a restroom break.
I will ask students to get out their math notebooks while I put up the problem of the day on
board. Once students have their math notebooks out and the problem of the day is on the bo
I will read the problem of the day aloud to them. The problem will say:

The frequency table shows how students voted for their favorite musical instrument. How
many students voted for guitar than piano

I will ask students to complete the problem of the day in their notebook. I will give student
about 2 minutes to work on the problem quietly. While students are working, I will be walk
around the room helping students and answering any questions that they may have.
After about 2 minutes, I will review the problem with students.

I will ask some students to share the answers that they got. After some students have shared
I will ask a student to come to the board and show us how they solved the problem of the d
We will review the answer as a class and decide if it is correct or not. I will show students t
we need to use the frequency table to subtract in this problem. I will point out that 16 stude
voted for guitar and 7 students voted for piano, and the difference of these two numbers is
equal to 9. After students have completed the problem of the day, I will ask them to get out
their Go Math books and turn to page 215.
55 minutes

Procedures: Include critical thinking questions and accommodations for individual needs
Whole Group (15 Minutes)

Once students have out their Go Math books and are turned to page 215, I will begin the m
lesson. I will tell students that we will be learning how to multiply by 7 today. I will remind
students that we have already learned how to multiply with 0,1,2,4,3,6,5, and 10, and I will
ask them to remember how to multiply with those numbers when learning how to multiply
by 7. I will review some of these facts with students before we begin the lesson.

After reviewing some multiplication facts, I will begin page 215. I will do page 215 with
students. I will read the problem aloud and ask students prompting questions about the
problem. We will work to solve the problem together. The problem will include reading a
word problem and determining what needs to be found, using the commutative property,
drawing an array, and using the distributive property. Many of these strategies have been
taught in previous lessons, but I will review them with students as we work to solve the
problem.

Students will continue to complete page 215-216 both independently and with the teacher.
will ask students to do some problems on their own and I will also do some problems with
students. Students will be asked to participate in the lesson throughout by sharing answerin
and explaining to their peers.

After completing the pages in the Go Math book, I will introduce some 7s rhymes to studen
I will say the rhymes and have students repeat them. These rhymes will help them to remem
some of their 7 facts.
Center Work/2 Rotations (40 minutes)
I will briefly explain the math centers to students and then I will break them into
their math center groups. I will display their center rotations on the board for them to see.

Teacher Time: All groups of students will meet with the teacher during centers. Some stude
will see Mrs. Goodwin and other students will come to me. All groups will be finishing the
math lesson in a smaller group setting. We will be working on problems on pages 217-218.
Teachers will be giving students time to work, as well as answering their individual questio
Students may use whiteboards during centers if they would like to solve the problems. As
students work through the problems, the teachers will be able to see if they are understandi
multiplication with 7s.

Station 1: Two groups will be using Espark in their math stations. Students will log
onto Espark and complete some of their quest for that day. Students will be working at thei
seats to complete their quest. If students finish their quest, they may get with a partner and
record their video.

Station 2: The other two groups will complete multiplying by 7 task cards. These
cards ask students to solve multiplication problems with the factor of 7. Students may
work with a partner to solve these problems. Students will record their answers on an answ
sheet and they will be given scrap paper to show their work When they have completed the
problems, they may choose to do multiplication flashcards or multiplication hot dots with a
partner in their group.
5 minutes

** My practicum student will be assisting the two center groups with Espark and the task c
Summary/Closing:
After math centers, I will ask students to clean up their centers and put back all materials

where they found them. I will have students who completed the task cards
hand their answers into the math tray. Once all centers have been cleaned up, I will give
students time to work on their math homework (pg. 219-220) at their seats. During this tim
I will be helping students and answering questions. I may be working with a small group o
students that are struggling. After about 5 minutes, I will tell students to put their homewor
their homework folder and I will tell them to get ready for a quick brain break!
Student Assessment:

Students will be assessed on how well they listen to and follow directions. I will be stating
clear expectations for students to follow during this lesson. I will be closely monitoring the
classroom to make sure that all students are on-task and completing their work. I will also
assess students on their participation in the discussion and the activities. I will use the
task cards to assess whether or not students are understanding how to multiply by 7. All
work that is completed in centers will be checked for completion. If a student has not follo
directions or completed the task, they will be asked to fix the assignment. This will not be
grade. Students will take any incomplete homework from pages 219-220 home to finish. T
will not be graded. I will review this work to check for understanding and determine if any
students need the lesson retaught. Students will be assessed formally on this skill at the en
of the chapter with the chapter 4 test. This will be a graded assessment.