Cross Cat Program Lesson Plan/Reflection Format (rev January 2014)

Name: Mariah Ramos

Setting/Grade Level: 3rd Grade.
School: Collier Elementary School
Theme/Title: Creating Arrays.

Cooperating Teacher: David Sibbles

Subjects: Mathematics
Date and Time: 8/29/16
Composite of Class: General Education
Classroom-Inclusion.

1. Learning Goals/Objectives
What student learning goals/objectives
Which indicators of the Arizona content
do you have for this lesson?
standards does this lesson address?
Students will be able to use the distributive
property as a strategy to find related
multiplication facts.

3.OA.B.5. Apply properties of operations

as strategies to multiply and divide.
(Students need not use formal terms for
these properties.) Examples: If 6 4 = 24
is known, then 4 6 = 24 is also known.
(Commutative property of multiplication.)
3 5 2 can be found by 3 5 = 15, then
15 2 = 30, or by 5 2 = 10, then 3 10
= 30. (Associative property of
multiplication.) Knowing that 8 5 = 40
and 8 2 = 16, one can find 8 7 as 8
(5 + 2) = (8 5) + (8 2) = 40 + 16 =
56. (Distributive property of
multiplication.) Connections: 3.OA.1;
3.OA.3; 3.RI 4; 3.RI.7; 3.W.2;
ET03-S1C4-01

2. Methodology
What instructional strategies will you use?
Constructions
Library Research
Cooperative Learning
Peer Editing
Discussion/Questioning
Practicum
Problem Solving
Field Study
Reflection/Response
Graphic Organizers
Independent Learning
Role Playing

Laboratory
Viewing/Listening/Answering
Practice/Drill
Experiment

 Lecture
Reporting
Simulation

Discovery
Journal
Other:

Why did you choose these strategies/methods?

I decided to choose these strategies because they go along with the strategies that the
students have been doing in the current 3rd grade class. The lesson that I am presenting is
based off a NYS Common Core Mathematics Curriculum, which is the curriculum that
the general education teacher is implementing for mathematics this year. I really wanted
to keep students on the same track on the mathematic curriculum they have been working
with.

How will you group students for instruction?

I am planning on grouping students in a way in which the students in the class that are
struggling and having a difficult time in the class are with the students who understand
the material a little better. The reason being is that I want students who are struggling a
bit to have more instruction than what I am giving in a group work setting. Arranging
students in this way allows me as the teacher to also allow the students who are
understanding the material a little better to have a chance to just strengthen their
understanding of the material while assisting in the group activity with the other student.

Please address ALL of these areas for each lesson that is formally observed.

Activity/Step
(Explain each step)

Time Allocated

1. How you activate background

knowledge:
Array activity:
Students stand up and come to the
carpet.
They will be given a colored sticky
note. Some will have a different
color.
I then will have students get in their
colored groups and form and array.
The other set of students will form
and array as well. We will then
have the second group merge with
the first group to create a larger
array. I will then have students put
down their sticky notes where they
are on the floor.
I will then have students back away
from the carpet to look at what they
just created.
I will then direct students to sit in
their seats and we will discuss what
we just did in a little detail.
Then I will transition right into the
journal entry.

6-8 minutes.

8 Minutes

3 minutes.

2. Gain student attention:

Journal Entry-Students will then be asked
to sit down and write and journal entry.
They will write 1) One thing they liked
about the activity and 2) One new thing
they learned.
Work Sheet:
They will also be given a multiply by 4
pattern sheet.
Group Counting:

Lets count by twos (Direct students to

count forward and backward to 20).
Lets count by threes (Direct students to
count forward and backward to 30.
Whisper the numbers between threes and
speak each three out loud.
Read Tape Diagrams: Have students get
personal white boards, markers, and
cloths. Have students help pass them out.

3 minutes.

Application Problem: Have

students stand up again and have
them come to the rug. Utilize all
adults in class if needed. Also use
chairs if needed as well to ensure
there are 28 students in the
array.

8-10 minutes.

12 minutes.

12 minutes.

10 minutes.

3. Demonstrate: Concept Development.

Have students get put white boards.

a. Modeling: Problem 1- Model the 5 +

n pattern as a strategy for
multiplying using units of 4.

Four Array templates.

b. Guided practice: Problem 2 Apply

the 5 + n pattern to decompose and solve
larger facts.

Group Work.
Four Array templates.

c. Independent practice: Problem Set.

Walk around to check to see if

students need any other help.

Potentially have students work in
pairs.

4. Bring closure to lesson:

Review one of the problems from

the problem set on the board. Ask
for a student to help you (Jack or
Zali).
Explain how breaking apart or
finding the products of two smaller
arrays helps find the product of a
larger array.
Exit ticket: Once students are done
they can read a book quietly.

5 minutes.

5. Articulate how you will evaluate that

learning has occurred:
Students will be given a ticket out slip.
Once they are finished with their ticket out
they will then be directed to read until all
students are done working.
I will also be able to determine that
learning has occurred through observation
and in class problem sets, along with group
work.
Total Time Spent on Lesson = 71 minutes.
* Time will change through out the natural
progression of the class. I am hoping to
have time be cut a little bit from the
expected 71 minutes.

What materials will you use?

Teacher
Student

3. Materials
Technology Utilized
You
Overhead
Slides

CD-ROM
Computer
Distance
Learning/Webcast

Tape Recorder
Internet
TV/VCR/DVD
Laser Disk
Assistive
Smart Board
Tech.
Digital/Video
Other
Camera

4. Assessment/Evaluation
Assessment Alternatives
(check=process, x=product)
Application
Objective Test
Exam
Observation
Concept
Mapping
Parent
Contract
Evaluation
Peer
Checklist
Evaluation
Self Performance
Evaluation
Inventories
Portfolio
Quantitative
Rating Scales
Scales
Rubric
Scored
Discussion
Journals
X ProblemSolving
Assessment
Other

* Universal Design:
I have designed this lesson so that all students would be active members in the classroom.
I will be able to support all the students in the class by providing a few adaptations and
modifications to worksheets to the students in the classroom that will need to extra
assistance. The group work that is also implemented into this lesson allow for extra
assistance needed to all students. Myself and the other teacher in the classroom will be

walking around through out the whole lesson making sure students are understanding the
material and providing support as needed.
5. Reflection after Lesson Implementation:
Note: Please complete these questions AFTER you debrief with your Supervisor,
and email them, with your responses, to your Supervisor within 48 hours of your
observation.
1. To what extent did students learn what you intended? How do you know?
2. Did you do anything differently than what you planned? If so, why?
3. If you were going to teach this lesson again to the same students, what would you do
the same? Differently?
4. How much time did you actually use? Were transitions smooth?
5. Identify a group or individual who did well with the lesson. How do you account for
this? What might you do in the future to ensure their continued success?
6. Identify a group or individual who had difficulty with this lesson. How do you account
for this? What interventions could you use so that they achieve the learning goals?
7. Are there any other comments, reactions, or questions about the lesson? Was there
anything you felt especially good, frustrated, or confused about?