Instruction Plan for a Single Lesson

Name: Ben Sneeringer

Time: 8 to 8:45
Group Size:

Grade Level: 3

Date: May 26, 2015

Subject/Topic: Mathematics/Cumulative Review for Exam

Whole Class (19)

Standards
PA Core: Mathematics
Standard - CC.2.1.3.B.1: Apply place value understanding and properties of operations to
perform multi-digit arithmetic.
Eligible Content: M03.A-T.1.1.3: Multiply one-digit whole numbers by two-digit multiples of
10 (from 10 through 90).
Standard - CC.2.2.3.A.1: Represent and solve problems involving multiplication and division.
Eligible Content: M03.B-O.1.1.1: Interpret and/or describe products of whole numbers (up to
and including 10 10). Example 1: Interpret 35 as the total number of objects in 5 groups, each
containing 7 objects. Example 2: Describe a context in which a total number of objects can be
expressed as 5 7.
M03.B-O.1.1.2: Interpret and/or describe whole-number quotients of whole numbers (limit
dividends through 50 and limit divisors and quotients through 10). Example 1: Interpret 48 8 as
the number of objects in each share when 48 objects are partitioned equally into 8 shares, or as a
number of shares when 48 objects are partitioned into equal shares of 8 objects each. Example 2:
Describe a context in which a number of shares or a number of groups can be expressed as 48 8.
M03.B-O.1.2: Solve mathematical and real-world problems using multiplication and division,
including determining the missing number in a multiplication and/or division equation.
M03.B-O.1.2.1: Use multiplication (up to and including 10 10) and/or division (limit dividends
through 50 and limit divisors and quotients through 10) to solve word problems in situations
involving equal groups, arrays, and/or measurement quantities.
Standard - CC.2.2.3.A.2: Understand properties of multiplication and the relationship between
multiplication and division.
Standard - CC.2.2.3.A.3: Demonstrate multiplication and division fluency.
Standard - CC.2.2.3.A.4: Solve problems involving the four operations, and identify and explain
patterns in arithmetic.

Standard - CC.2.3.3.A.1: Identify, compare, and classify shapes and their attributes.
Assessment Anchor - M03.D-M.1: Solve problems involving measurement and estimation of
intervals of time, money, liquid volumes, masses, and lengths of objects.
Anchor Descriptor - M03.D-M.1.1: Determine or calculate time and elapsed time.
Eligible Content: M03.D-M.1.1.1: Tell, show, and/or write time (analog) to the nearest minute.
Standard - CC.2.4.3.A.2: Tell and write time to the nearest minute and solve problems by
calculating time intervals.
Objectives/Learning Targets:
The students will: (TSW) review multiple topics in preparation for a cumulative exam.
TSW apply skills with the four operations in order to solve problems.
TSW recognize and identify multiplication properties and compare the relationship between
multiplication and division.
TSW represent and solve problems involving multiplication and division.
TSW solve problems involving determining and calculating time.
TSW identify and compare geometric shapes.

Instructional Materials:
Smart Board
Smart Notebook 14
Smart Notebook Interactive Geometry Shapes
FirstinMath.com
Exam review worksheet
Mad Minute times table sheet
Pencils
chalkboard

Introduction:
To motivate students and have them turn on their math brains, begin with the First in
Math Card of the Day Contest. This is an attention getter that has students involved,
thinking, and working toward a class goal of solving a problem. These problems involve
concepts that will also be included on the upcoming exam.
Procedures:
Continue the math brain idea by asking students what operations were required
to solve the problem of the day. Ask them how multiplication and division can be
related in order to solve problems.
Using the Smart Board Activity Builder, students will be called to the Smart
Board to complete activities that involve recognizing divisibility and
multiplicative relationships.
Using the program, students will sort the products or quotients appropriately to
their correct table. For example, the number 28 should be placed in the 4 table
box whereas the number 30 belongs in the 5 table box. Students will be called
to the board randomly via the popsicle stick system.
Hand students the created exam review sheet. The review sheet consists of 12
problems to practice in preparation for the exam.
Read each problem aloud, and ask students to set up problems. Answer any
questions regarding strategies or clarification.
Students will work independently with problems 1-5. Assist students one-on-one
or in small groups if necessary.
Have students place the work on the boards as they are completing the problems.
Ask students who come to the board to explain their work to the class. Address
any errors or steps in solving problems.
After checking 1-5, break with First in Math Equal Time exercise, an online
visual activity that will help practice lessons of time comprehension. This is
another required skill for the exam.
Continue, as time allows, with problems 6-12. If class finishes, check the
problems and invite students to the boards to display work. Ask students who
come to the board to explain their work to the class. Address any errors or steps in
solving problems.
If time allows, close with Mad Minute multiplication table exercise.
Assessment/Check for Understanding/Formative & Summative:
Student responses during whole group exercises and discussion can guide progress.
Students will have the opportunity to ask questions and practice before independently working.
Independent student work can also serve as an observable assessment to monitor student
progress within the lesson. Student worksheets will be collected and returned in order to provide
feedback to the students regarding their exam preparations. Worksheets can serve as further
instructional and review tool.
Closure/Transition:

If time allows, students will complete a Mad Minute multiplication table exercise. This timed
activity will hold students responsible at the end of class to continue working as well as review a
necessary content piece for the exam.
If time does not allow for the Mad Minute exercise, close by collecting student review
worksheets. Inform students the work will be returned to them, and also remind them during the
activity that their work will be collected to instill accountability.
Differentiation:
Content will be delivered in a variety of formats for students. The lesson will be taught with
multiple instructional methods and materials. Students will work with their own individual
worksheets but will also have the opportunity to collaborate with one another as well as the
teacher both in a whole group setting and individual setting. One-on-one guided instruction will
be available during independent work. Technology will assist in varying content delivery. In
addition to technology activities, the Smart Board will display both the student worksheet and
student work for solving worksheet problems. Students will be connecting with the lesson
through multiple visual aids. For students with reading difficulties, problems can be read and
vocabulary questions will be immediately answered. Key aspects of text will be read aloud
during the lesson while students read corresponding sections on their papers.