EDUC 2220 Lesson Plan Template.docx

Third Grade Math Lesson PlanHungry Math Hippos Taylor Shawver3rd grade/ Mathematics

Common Core Standards:

http://www.ohiorc.org/record/7606.aspx

Grade 3Operations and Algebraic ThinkingRepresent and solve problems involving multiplication and division.

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.Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Lesson Summary:

Students will be taking what they know in math and put their skills to the test. Students will be making their own hungry math hippos and making them eat their math problems. The hungry math hippos will further their math skills while the students have a good time. Estimated Duration:

This lesson for my class will take about 30 minutes (with questions) to introduce. The first day will take the longest time because the students will just be learning what is going on. The remaining 20 minutes will be split up between finding groups and creating the hippo. The next day with the 50 minutes the students will get back into groups and finish their hippos. Then with remaining time they will play the game.

Commentary The biggest challenge is going to be adding all the larger numbers together. This will get easier as the time goes on.

Instructional Procedures: This is going to be a fun way for the students to learn how to add and multiple and divide and subtract. This is going to be a great math experiment for the students. First the will come in and sit down at their seats. The first thing that I will do is explain that there is a fun project that we will be doing for the next couple days. 1. The students will be shown what is going to be happening. I will show them an example of my hippo. This should take 20 minutes (with questions). I always have to leave extra time for questions. 2. I will pass out the materials needed for the project. The materials will take about 5 minutes to pass out.3. I will let the students break up into groups of 4-5 as needed. 4. The students will begin working on their hippos for the rest of the class.5. The next day they will come in and finish working on their hippos. This should take 10 minutes. 6. The students will then move their desks so the center of the room is open. 7. I will put out 20 different colored sponge balls will different signs and numbers on them.8. Each group will have one person from their group come up and try to collect as many balls as they can in 10 seconds.9. The students will then give the hippo the next group member and repeat the same steps (7-8).10. After each member has gone they will then take the balls and their hippos back their eats and begin doing the math as needed.11. After all math is done each group will go up to the board and start writing their math problem out.Day 1: First 20 minutes: Introduction will be givenNext 30 minutes: I will let students get into groups and begin working on their hippos

Day 2:

First 10 minutes: students will come in and finish hipposNext 5 minutes: students will move desks so center of room is clearNext 15 minutes: students will be collecting the balls for projectNext15 minutes: students will be solving math problem Final 10 minutes: Students will be showing their math problem in front of class

Pre-Assessment:The pre assessment will show what the students know already. I will have the students take a timed math quiz a day before. This will show me how hard or easy to make the math in this project. The math quiz will not be scored or graded. I want to make it hard for the students but not too hard that they feel discouraged.

Scoring Guidelines:

The students will be graded on their ending math problem to see if they understand all the numbers and the problem itself. If the students dont get the right answer then they need help understanding everything going on in math. If they get the problem right then in the future I can move them on to harder things. Each students will individually do the math problem but come to an agreement before they show their answer to the class. I will be telling the kids that their ending number should match mine and if not then their grade will not be an A. The grading will not be harsh but it will consist on in class participation and their math skills.

Post-Assessment:The next day the students will take another math quiz to see what they learned. This quiz will be graded because it will be everything they have learned the last couple of days.

Scoring Guidelines:I will be grading this post assessment as a grade. The students will have a longer quiz and more time to do the quiz. If most students get good grades on the quiz then the class will be moved on if not then we will go back and learn more. It is all about each student in the end, if one student needs more help then, the other then I will pay more attention to them or have someone come in to help.

Differentiated Instructional SupportDescribe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: With the gifted or accelerated students will be doing this project with more parts to the project their quizzes will be harder and the students will be showing me more than one way to find their answers. The gifted students will have more of a challenge with their numbers. The gifted students could also go around if they wanted to and help more classmates with their answers. The gifted students will never be putting down anyone else they will just be there to help and learn themselves. Discuss additional activities you could do to meet the needs of students who might be struggling with the material: I would put students with more learning disabilities, with someone who understands math more. I could also make it to were the students used computers for math and have websites for them to go and play math games while other kids are working on worksheets or classwork.

Extensionhttp://www.ohiorc.org/record/7606.aspxThe website is helpful because it gives more examples of games, and other examples of math help.

Homework Options and Home Connections

The work will be all online, The homework will be online and graded online. I want future homework assignments will be done at home at home and then come in and get tested online.I am hoping that homework and other projects can be done online. Students can learn more and faster when online. I want students to understand more and better when they put one on one with computers.

Interdisciplinary Connections

With this project this shows Critical thinking and more science. The students can learn math equations and functions but also think and use more of their brain to solve more than one way. They can compare answers and the equations to other students. They will be thinking a lot more.

Materials and Resources:

For teachers

SmartboardComputer ExcelCalculatorAn exampleA quiz for before and after

For students

ComputersCalculators CardboardTapeMarkersSmartboardFoam balls

Key VocabularyMultiplication Division Adding Subtracting

Additional Notes

The lesson is not for students or classrooms for children with a short term attention or someone that cant handle using some tools or moving.