Generic Lesson Plan Form
Subject: 3rd Grade Math
Statement of Objective:
*Observable/Measurable (A,B,C,D)
*GLCE/IEP
Materials:
*Prepared and organized
*Available for all
Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how, and when
for strategies
*Clear directions
Activity: Fractions & Multiplication Strategies Setting: TC Room # of Students: 2
Sophia Accommodations
Student will be able to complete 1 problem that involves using doubling as a helper
fact to figure out a multiplication problem.
Student will be able to complete 4/5 fraction questions correctly on the fraction
worksheet with teacher assistance.
Kaylee
Student will be able to accurately complete 1 problem that involves using a helper
fact to figure out a multiplication problem with teacher assistance.
Student will be able to complete 4/5 fraction questions correctly on the fraction
worksheet with teacher assistance.
Common Core:
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed
by a parts of size 1/b.
CCSS.MATH.CONTENT.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 × 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.
Sophia:
iPad
Pencil
Fraction worksheet
Kaylee:
iPad
Pencil
Multiplication Chart
Fraction worksheet
Sophia: Board Work – Packet Work
- Continue working on the fraction packet Talking through the process with
- Complete around 5 problems with prompting as necessary her to ensure understanding
Learning Target: Exploring Equal Parts, Fractions of Different Wholes, and Area Asking her to explain
understanding so that next steps
Focus is on writing out fractions today due to Sophia leaving for a week for vacation can be determined during the
lesson – letting the students guide
- Constantly ask her to explain understanding
WAIT TIME as appropriate
What number goes on the bottom? With scaffolding and prompting
-How many pieces the shape is broken in to
-Another name for the bottom is denominator
What number goes on the top?
-How many equal pieces are shaded in that shape
-Another name for the top is the numerator
Kaylee: Board Work – Packet Work
-Work on fraction packet (same as Sophia)
-Go through examples with Kaylee and Sophia at the same time
- 5 examples from the fraction packet that Sophia has not done
- Allow for student collaboration as they work through the fraction packet problems
Board work allows for students to
This will be teacher guided and led so that they can accomplish the goal of finishing 5 warm up their brains to begin
fraction questions thinking about math
Learning Target: Exploring Equal Parts, Fractions of Different Wholes, and Area Talking through the process with
her to ensure understanding
Focus is on writing out fractions today due to Sophia leaving for a week for vacation
Prompting her and asking
- Constantly ask her to explain understanding questions as we go along
What number goes on the bottom?
-How many pieces the shape is broken in to

Presentation:
Teacher:
*Variety of learning (T/S, S/S, S/T)
*Organizational framework
~construct, clarify, and link concepts in a
meaningful context
*Present visually, verbally, kinesthetically,
real world (e.g. LESH)
*Model and think aloud to make visible
~language practices/processes
~learning strategies and adaptations (how,
when and why)
~organization, relationships, and clues
*Transfer of control
~students explain, justify, clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback: praise, prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction
Students:
*Participation
~overt and active
~instructional dialogue, think aloud,
explain, justify, evaluate, etc.
Guided Practice & Individual Practice:
*Activity related to presentation/objectives
*Active student participation
~provide rationale for assignment
~multi-sensory and real world
~instructional dialogue
*Transfer of control
~students explain, justify, clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback: praise, prompt,
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction
*Management/monitoring
~scan, circulate, assess, support, praise
Closing:
*Adequate time
*Students summarize content and
Generic Lesson Plan Form
-Another name for the bottom is denominator
What number goes on the top?
-How many equal pieces are shaded in that shape
-Another name for the top is the numerator
Sophia: Intervention Time
5.5 Doubling Part 1 Allowing her to try on her own
Learning Target: I can use doubling to solve multiplication problems Then intervention will take place
in regard to what she needs
Go over exit slip about doubling based off of performance
-Use doubling to solve 4x9
4x9=? Talking through the process with
Helper Fact: __x__=__ her to ensure understanding
How can I use the helper fact to double:
Asking her to explain
4x9=___ understanding so that next steps
can be determined during the
Have Sophia complete the exit slip independently lesson – letting the students guide
Depending on how Sophia does, give more examples of doubling and helper facts
due to days she missed from vacation WAIT TIME as appropriate
With scaffolding and prompting
More examples:
4x3=?
Helper fact: 2x3 and double that
Make sure to draw out the rectangle so you can see the rectangle divided into two
equal parts
4x6=?
Revisiting previously taught
Kaylee: Intervention Time material in order to build
Talk about helper facts and/or rectangles to help with multiplication independence on the subject
matter
Go through helper fact worksheet to gain further skills about using helper facts to aid
in solving multiplication problems WAIT TIME as appropriate
With scaffolding and prompting
Teacher will model one first
Worksheet
Multiplication chart will be
Examples: provided to check work
3x7=?
Helper fact: 2x7=14
Adding a group to get 3x7
4x9=?
Helper fact: 4x10 or 5x9
Subtracting a group of 4 or a group of 9 depending on which helper fact
9x8=?
Helper fact: 10x8
Subtracting a group of 8 to get 10x8
Sophia: Symphony Time
Symphony Math for the last 10 minutes of the math block
Symphony Math will be done for
Kaylee: Symphony Time 10 minutes as a research-based
intervention
Symphony Math for the last 10 minutes of the math block
Go through homework with each student Modifying homework based on
student performance
Sophia Going through a problem before
 Generic Lesson Plan Form

accomplishments Homework will involve concepts from Unit 5 sending it home

*Assess/identify new goals - Work with multiplication facts
*Link to future learning - Helper facts
- Fractions

Kaylee Modifying homework based on

Homework will involve concepts from Unit 5 student performance
- Work with multiplication facts Going through a problem before
- Helper facts sending it home
- Fractions

Reflection: