Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Sung Ji Choi
9 November 2016

Subject/ Topic/ Theme Multiplication Game Activity

Grade 3rd grade

I. Objectives
How does this lesson connect to the unit plan?
Students are working on multiplication. Before they move on to next lesson and learn about arrays, they need to practice simple
multiplication problems and be familiar with equal groups.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional
Ap
solve one-digit multiplication problems.
x
x
Ap
develop their fluency of multiplication facts through playing game with their partners.
x
Ap
use various strategies (using pebbles, equal groups, skip counting) to solve multiplication
problems.
Common Core standards (or GLCEs if not available in Common Core) addressed:
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.
CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students will need to understand how multiplication works. Also, they will need to know how to do
addition, and how to model and count equal groups.
Pre-assessment (for learning): I will check students previous homework and see how they did. Were
they able to get correct answers?
Formative (for learning):
I will monitoring students' understanding by asking questions during the lesson and by having
students do multiplication. Also, while students are playing "Trap It" game, I will walk around, check
their answers, and help students who need extra help.

Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

Students will assess their own learning by seeing if their answers were correct or not. Also, they will
compare their answers with their math partners.

Summative (of learning):

At the end of lesson, I will hand out a worksheet. Students will solve eight multiplication story
problems. If students will not be able to finish it by the end of lesson, that will be their homework. I
will collect the worksheets and grade them. Also, I will collect the pink sheets that students used while
they are playing game. I will check their math work.

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What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation

Provide Multiple Means of Action

and Expression

Provide options for perceptionmaking information perceptible

-When I read the story
problems, I will also write
down problems on the screen.
When I explain the "Trap It"
game, I will ask students to read
the directions on the screen. I
will explain the directions
verbally. Also, I will use
overhead projector to
demonstrate how to play "Trap
It" game.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Provide options for physical

action- increase options for
interaction
-Students will playing "Trap It"
game using counters. Also, they
will record their math works on
the pink sheet. Student can use
pebbles when they model the
equal groups.

Provide options for recruiting

interest- choice, relevance,
value, authenticity, minimize
threats
-Students will use various
strategies to solve the
multiplication problem.

Provide options for expression

and communication- increase
medium of expression
-Students can talk with their
partners and solve
multiplication problems.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback
-Students will play game with a
partner and interact with
him/her. While playing "Trap It"
game with their partner,
students will enjoy solving the
questions.
Provide options for selfregulation- expectations,
personal skills and strategies,
self-assessment & reflection
-Students will talk with their
partners and self-check their
answers.

Provide options for

comprehension- activate, apply
& highlight

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

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Provide Multiple Means of

Engagement

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies
-When students solve story
-I will ask students to write
problems and learn a new game, down their math work. They
I will explain verbally as well
will be able to monitor their
as visually. I will also
math work.
demonstrate how to do it to help -While they are playing game, I
students to comprehend the
will check students' answers
directions.
and ask them to correct their
answers if they got wrong.
-Counting by 5s video (https://www.youtube.com/watch?v=cJ4jV14Oz5I)
-24 "Trap It" game board
-12 dice
-Google slide
-scrap paper
-overhead projector
-computer and the projector
-40 counters for each group.
-pebbles
-worksheets
-clip boards
-pencils
-pink sheets
-microphone
Student will remain their assigned seats while they solve two story problems in the beginning of the
lesson. When students play bump game, they will spread out and find a comfortable place with their
partners.

III. The Plan

Time

Components

8 min

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Before begin the lesson, ask students to bring a
scrap paper and a pink sheet.
1.Show Counting by 5s video to students.

Motivation
(opening/
introduction/
engagement)

-listen to the song and count numbers by 5s.

2. After watch a video, give two story problems to

students.
3. Show the problem using projector and read the
first problem to students.
1) Katherine went to the store to buy some candies.
She bought 3 boxes of orange candies and 4 boxes
of strawberry candies. There were 3 candies in
each box. In total, how many candies did Katherine
buy at the store? Draw a quick picture to show the
equal groups and find the answer.
4. Ask students to give me a thumb up when they
finish.

-solve the first problem.

5. Walk around and check their answers.

6.Ask students, "how can we model this problem?
how many boxes did Katherine buy? how many
candies were in each box? let's draw equal groups."
Draw equal groups and explain the answer.

-response to my questions.

7. Ask students, "How can we use multiplication to

find the answer?" Pick one of the students to
answer. 7 groups of 3 = 7x3 = 21 candies
8. Give another story problem.
2)Each day, Maxim read 9 pages. How many pages
does Maxim read in one week?
9. Ask students to give a thumb up when they
finish.

-solve the second problem.

10. Go over the answer with students.

7 groups of 9 = 7x9 = 63 pages
20
min

Development
(the largest
component or
main body of
the lesson)

11. Introduce "Trap It" game to students.

12. Show the directions (using Google Slide) and
ask students to read them several times.
13. Show the game board using overhead projector
and explain how to play this game.
-materials we need: 1 game board for each player,
40 counters for each group (20 per player), a folded

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-read the directions on the screen.

-listen to my explanations.

pink sheet for each player, clipboard, pebbles or

unifix cubes (if needed), pencils, dice.
-directions:
1)each play rolls a dice and choose who goes first
2)On your turn, choose one of the multiplication
phrases (for example, 3 groups of 9) to cover. Then,
cover the space with its product.
-Take turns until one player covers the final
hexagon around one of the frogs.

-read the directions together.

-who is the winner? the first player who trap one

of the frogs.
14. Ask students to record their math work on the
folded pink sheet while they are playing game. Ask
them to fold the pink sheet and make 10 spaces.
"When you solve a problem, show your math work
on your pink sheet. One problem for each box. For
example, write down 3 groups of 4 and show your
math work. "

-fold the pink sheet and make 10 spaces.

"Once your group has a winner, check the next

directions on the screen and follow the directions."
-ask questions.
15. Ask student, "Do you have any question?"
16. Answer to their questions.
-find a partner and bring materials.
17. Ask students to find their math partner and
bring materials to play game.
18. Ask students to begin playing.
-playing game with their partners.
19. While they playing game, I will walk around,
check their works, and help them.

10
min

Closure
(conclusion,
culmination,
wrap-up)

20.write down 5 direction on the screen.

1) put the game boards on the white chair.
2) put counters and clipboards, back into the box.
3) give your pink sheet to Miss Choi.
4) bring a worksheet and a new pink sheet on the
tall chair and go back to your seat.
5)solve 8 problems on the folded pink sheet.

-follow the next directions.

21. "Great job learners. We solved lots of

multiplication problems today. It's time for
transition. If you were not able to finish the
worksheet, this will be your homework for
tomorrow. Solve all 8 problems and write down
your answers on the folded pink sheet and bring it
tomorrow. If you finished all 8 problems, give your
pink sheet to me."

-follow the directions and clean up

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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I ran out of time. A Spanish teacher came into the classroom before students cleaned up everything. Students successfully solved two
story problems in the beginning of the lesson. Also, they really enjoyed watching and singing "Counting by 5s." After I explained the
game directions, almost every student raised their hands to ask me questions. Students asked unexpected questions and the most
questions were about the game directions. When I planned this lesson, I thought this was an easy game. Actually, this game's
directions were easier than the previous games that students played before. I concluded that it was my fault. Because my directions
were not clear enough, students had so many questions. I spent almost 15 minutes to answer all the questions. When I checked the
time, I had only 13 minutes left. It was not enough to play a game and also do a worksheet. So, I let students play this game for the
rest of the time and assigned a worksheet as a homework for tomorrow. From this lesson, I learned that a teacher should be flexible
and be prepared to teach. Also, I learned that the lesson may not go as well as I hope. For next time, I will explain the directions more
specifically.

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