Lesson Plan Checklist

Your lesson should include the following components. Please indicate on your lesson (using the corresponding number) where each is located.

_____1. What Standards (national or state) relate to this lesson?MAFS.3.OA.1.3 Use multiplication and division within 100 to solve word problems in situations, involving equal groups, arrays, and measurement quantities, e.g., by using drawing and equations with a symbol for the unknown number to represent the problem

_____2. Essential UnderstandingHow can you distinguish between multiplication and division scenarios?

_____3. Objectives- What are you teaching?After working in pairs to analyze and solve multiplication/ division problems and writing expressions/equations, the student will be able to solve and explain their rationale on the exit ticket with no errors in choosing the correct operation to solve the problem.

_____4. RationaleThis lesson is being taught because students need to know what operation to choose to solve real-world scenarios in multiplication and division. This lesson is part of the entire unit of Relating Multiplication and Division. It is being taught in a way that allows students to learn from their peers while they are facing problems that require them to think about the operation to be used to solve them (while also writing an expression/ equation). It is being taught this way because students learn best from their peers.

_____5. Evaluation Plan- How will you know students have mastered your objectives?Formative Evidence will be collected as students are solving the Engage problem (the teacher will see whether or not the student chooses the correct operation to solve the problem), and the Multiplication or Division recording sheet. How accurately the sorting activity was completed will also be looked at. Summative Evidence will be collected through the Exit Ticket.

_____6. What Content Knowledge is necessary for a teacher to teach this material?A teacher must know the characteristics of a multiplication and division problem, and what indicators lead a student to choose the correct operation. The teacher should know and review the fact that the first number in a multiplication equation tells the number of groups, the second number tells the number in each group, and the third number tells us the total. The difference between expression and equation must also be explicitly understood. An expression cannot have an equal sign, but an equation does.

_____7. What background knowledge is necessary for a student to successfully meet these objectives? The teacher will ensure that students have this prior knowledge by asking them to discuss the information that they had been given in the engage problem. Students will also be asked the difference between an expression and an equation. My students already learned conceptually about multiplication and division in Unit 2. Therefore, they are ready to begin discussing and differentiating between multiplication and division problems.

_____8. What misconceptions might students have about this content?Students might set up their multiplication expressions incorrectly (i.e. the number in each group comes before the number of groups.) They might also not be able to tell which operation to use when reading the problems at the carousel, the sorting activity, and the exit ticket.

_____9. Teaching Methods. The whole lesson will be based on a guided release model. The engage problem will be followed by direct instruction as a review of the previous day and the lesson to come. Then, students will work in pairs during the anchor chart carousel/ sorting activity. Finally, students will work on the exit ticket individually.

_____10. Step-by-Step Plan1. Pick one student from each group to get the Math Notebooks for their entire group. 2. Students: Pick two students to come up to the front of the room and read the EQ off of the slide and

the objective off of the board. They will ask the class what was learned yesterday. First Slide:Day 3: EQ: How can you distinguish between multiplication and division scenarios?

3. Teacher: She will ask a student to read the question, and another one to read the first three questions twice. After that, explain that students will have five minutes to solve the problem using tools, by drawing a picture, or by writing a number sentence. Second Slide:There are 24 members in a band sitting in rows. There are 8 band members in each row. How many rows are there? What information are you given in the problem?Does the action in the problem tell you to multiply or divide? In your notebook, write whether you should multiply or divide. EXPLAIN WHY. (Enrich)

4. While the students are doing the problem, the teacher will walk around and check off whether each student chose the correct operation and equation.

5. After 5 minutes, the teacher will call up three students that solved the problem with the correct operation- using tools, pictures, and a number sentence. The teacher will then go over the difference between an expression and an equation, and break up an expression (with the first number being the number of groups, the second number being the amount in each group, and the third number is the total). Go over division as well. Ask Agree/ Disagree Questions/ Turn-And-Talk to assess understanding.

6. Assess pre-made pairs and see if any changes need to be made. Have an attention getter, and explain that students will rotate in pairs around the anchor carousel with the Multiplication or Division recording sheet. Explain that they will have three minutes at each station, and they need to label the operation and write an expression. (Students that need enrichment will be challenged to turn their expression into an equation.) REMIND students that they start their answers at the station that they are sent to- e.g. #5 if they start at Station C. Go over the sorting activity, and students that need enrichment will be asked to turn an equation to an expression.

7. Students will work on the Exit Ticket individually. Students that need enrichment will get the same problems, but with more challenging numbers.

_____11. If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?The exit problems will be named after my students and their interests.

_____12. If applicable, how does this lesson connect to/reflect the local community?N/A

_____13. How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)?During the Engage problem, students that have the correct operation and equation will be asked to explain why they chose to divide. During the Anchor Chart Carousel/ Sorting Activity, they will be challenged to turn their expression into an equation. On the Exit Ticket, they will work with more challenging numbers.

_____14. How will you differentiate instruction for students who need additional language support?Ms. B (my collaborating teacher) will work with B and L, two ELLs that will be communicated to through the use of Google Translate from English to Mandarin.

_____15. Accommodations (If needed) See # 14.

_____16. MaterialsMath and Science Notebooks4 Anchor Charts/ Markers Pencil/ Multiplication or Division? Recording Sheet 8 Sets of Multiplication/ Division Expression to Word Problem Matching Cards Class Set of Exit Tickets (including Enrichment Exit Tickets)

ANCHOR CHART CAROUSEL PROBLEMS Station A

1. A group of friends ride tubes at the water park. The friends use 6 tubes with 2 people in each tube. How many friends are in the group? 6x2 M

2. The tropical fish store has 4 fish tanks in the window. Each fish tank has 5 zebra fish. How many zebra fish are in the fish store window? 4x5 M

Station B3. Some students put on a puppet show. Altogether, they use 32 puppets. Each student taking part uses 4

puppets. How many students are in the puppet show? 32/4 D4. Children in the school chorus stand in rows of 8. There are 4 equal rows. How many children are in the

chorus? 8x4 MStation C

5. There are 32 chairs set up for a class science show. Each row has 8 chairs. How many rows of chairs are there? 32/8 D

6. The store clerk puts 48 cans of cat food into 6 equal stacks. How many cans are in each stack? 48/6 DStation D

7. Rhonda makes 3 bead bracelets. She uses 8 beads on each bracelet. How many beads does Rhonda use? 3x8 M

8. Louie makes 6 equal stacks of dimes. He uses 48 dimes. How many dimes are in each stack? 48/6 D

SORTING ACTIVITY