Lesson+Plan+-+Multiplication+(group+planning)

=Lesson Plan = toc __**Rational:**__ //Why are you teaching this lesson?// We are teaching this lesson to provide students the opportunity to practice their mastery of multiplication in numerous practical situations as word problems. Students will be given the opportunity to explore mastered mathematical concepts while formulating new ones.

//What national and core standards are you trying to convey?// Common Core Standards: Grade 3: Operations & Algebraic Thinking: Represent and solve problems involving multiplication and division: 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.

//Why is this lesson important?// This lesson is important for students to see and understand the application of the numerical operations of multiplication to realistic word problems.

How does this lesson fit into “the big picture” (the year’s curriculum)? In typical third grade curriculums, multiplication fluency of understanding and appropriate use of numerical operations and are the subjects in multiplication instruction.

//What is the source of this lesson?// http://www.kidzone.ws/math/wp/t_math.asp?spring-round2-wp3.asp

SWBAT use their knowledge of numerical operations in multiplication as well as experiment with different problem solving strategies to solve for the total number of lawns Ryan will mow in the different situations described in the different steps of the word problem. SWBAT reason how they approached the problem and the methods they used for solving and apply multiplication operations to resolve everyday problems.
 * __Objective:__**

//Introduction:// Students will be instructed to solve the do now problem as they enter/ transition from another activity. The problem will include multiplying with money so as for them to practice this concept before having to apply it to the greater problem at hand. The Problem will be as such: $4.00 x 6. If students have extra time after completing the problem, have then write a sentence that may relate to the equation so as to move students from thinking about solving words problems that involve multiplication (like reverse word problems)
 * __Lesson Elements:__**

//Closing:// Gather students together into a meeting area where everyone fits comfortable to discuss the strategies each group used to solve the problems. Have students explain their course of action and decisions in choosing to solve the problem in this way. Use chart paper or the Blackboard/whiteboard/smart board for students to write out the equations or the pictorial representations. Ask students what problems can you create that are similar or what other ways can we expand this problem.

//3 Grade Appropriate?:// Yes, this problem/lesson are grade level appropriate as students practice their knowledge of the numerical operations of multiplication, arrays, grouping, addition, subtraction, and problem solving using a variety of different strategies.

//Lesson procedure:// o Distribute materials (problem on paper, money and figures/”lawns” as a manipulative tool, extra paper, pencils) o Allow students to work for five minutes while floating around the classroom listening to their conversations. o After five minutes, intervene with a group that is having problems and ask how they are currently going about solving the problem, where they are stuck, from what other angle can they approach this problem from? o For the groups that are tackling the problem well, stop to ask them questions of how they solved a certain step, how could they have solved it another way, what other factors could they have put together to get the same answer? o Continue going around and asking questions of the students or assisting those who are struggling all by asking students questions of enlightenment. After 20 minutes, have the students conclude their final problem and stop to gather in a meeting area. o Materials to solve problem: problem on paper, money and figures/”lawns” as a manipulative tool, extra paper, pencils

//Materials to discuss problem:// white board or chart paper, markers, copy of the problem, manipulatives listed above Use of Technology: SmartBoard

//Questions: How did you get that as your answer?// How do you know that’s the answer? What other ways can you solve this problem? In terms of factors? Another strategy? How can you do less work with this problem? How did you know that for one summer he cut 20 lawns 2 weeks and 15 laws two weeks? What a pattern? What stumped you and why? Can I make any Arrays? Will they make sense? Explain.

//Lesson Found// at Kidzone. //Lesson was adjusted// to meet the content third graders learn with introductory multiplication, expanded the problem to incorporate more numerical properties, and in the end give students a challenge and have them think more critically. Content that was changed were numbers and added were steps 2, 3, and 4.

Students will be able to work in Pairs or groups of 3. This problem is not severely complex and therefore too many children working on one problem may be detrimental to understanding the way in which it was solved.

//Influence of procedures// will be based on student’s response to the problem. If many students are struggling and show this by asking several questions or not working on the problem at all, then an intervention with the whole class to solve one of the steps together or more so discuss how we can solve one of the steps may be done. If students are more advanced and finish early, encourage them to create a problem of their own, solve this problem using a different strategy or show me pictorially how they can group to solve. For on task students, I would continue prompting the questions above or give an oral twist to the problem such as adding some change to how much Ryan charges as a challenge. Misconceptions that may be covered will be the pattern of lawn mowing and subtracting Mr. Jones from the equation for a week’s less on lawn cutting.

Read problem aloud or together Allow students to work in small groups, with a partner or independently to fit their needs Allow children the optional and materials to represent pictorially or with manipulative Prompt with ideas/ questions
 * __Differentiation:__**

__**Assessment:**__ Were students able to conclude a successful method to solving the problem using their knowledge of numerical operations in multiplication and experimentation? Did they get the correct answers to most problems? Can they justify their answer and explain their methods in solving?

=Worksheet =

Summer Jobs

Ryan is going to earn a little money this summer by mowing lawns in his neighborhood. He plans to charge $5.00 per yard and has his schedule worked out for the first two weeks of summer. In the first week he will mow 10 lawns and he has planned to mow 7 lawns in the second week.

1. How much will Ryan earn in the first week?

How much will Ryan earn in the second week?

How much money will Ryan earn in the two weeks?

2. If Ryan continues this patter every two weeks, how much will he make for one month? (with 4 weeks in a month)

How much will Ryan make in a whole summer if the summer is 3 months?

His younger brother, Ben, helps him for the second month and gives him $20.00 out of what he makes every week. 3. How much will Ryan pay Ben for his month of work?

How much will Ryan have left for himself in that month of work?

How much will he have for all summer?

Mr. Jones just told Ryan he wanted his lawn cut the first of the month instead of the first and third week of every month. 4. How much money does Ryan make now for one month since Jones decided to get his lawn cut only once a month? How much does he make for the whole summer now?

=Reflection = This math lesson was a problem based learning lesson that was taught on March 5, 2011. The objective of this lesson was that students would be able to use their knowledge of numerical operations and experiment with different problem solving strategies to answer the different questions about the specific problem. Students will also need to be able to reason how they approached the problem and why they chose their method for solving it. It was also able to show us, which students used multiplication to solve the problem, which the class had been working on in the previous weeks. For a little bit more clarity in this reflection, the problem was about a boy who mowed lawns for the summer, and the questions posed different situations to elicit different answers. I feel the students did meet the goals of being able to decide which method to use and rational why they chose that method. I know this because as we went over the worksheet together, students shared their answers and when I prompted, “Why did you do that,” the children were able to clearly explain their thinking behind their decision. The real strong point of my lesson that I think was my conclusion and closure of the lesson. I think I did a great job summing up with the children the main points of the problem and the ways of solving each section. I also generalize in my conclusion so that students were aware they could use the methods we discussed to solve different problems that they may get. The lesson also succeeded in working through the problem. I think showing different techniques through out the problem was a strong point. Also using the smart board to save each slide, and being able to go back to them to reference old work was a great tool to use. Throughout the problem I made references to the multiplication the children could have used, which paralleled what they had learned throughout the class previously. I have evidence of this because when I collected the papers, I can see each student’s work and the different methods discussed during discussion, as well as evidence of multiplication. What did not succeed in this lesson was the introduction. Because the introduction was less then satisfactory it set the tone for the children trying to figure out the problem on their own. I did not give them enough guidance and support before handing them the worksheet. Had I done this more effectively then the children would have had an easier time working through the problem. I was lucky that there were four teachers in the room to work with each group to help ease the amount of confusion that arose. If I had to teach this lesson again, I would be much more careful on introducing the lesson and supporting what the children were about to do. Another fault in my lesson was, that although in my lesson I had planned only 3-4 students in a group, I ended up letting children work with their tables which were 5-6 and that was way to many children for this exercise. It caused too much confusion among the children, and often some children let other students figure it out and just copy the answers. This would defeat the purpose of my lesson, which was more focused on method not answers. The students were engaged despite the confusion. I think the more brave children were excited to be able to explain how they go to their answer. Also when a student arrived at the answer a different way they were eager to share their method. There were always a few hands raised for each question. If this were my classroom, the lesson I would do next would be very similar. Because I feel this lesson was not as successful as it could have been, I think that it would to the benefit of the children to spend more time on this type of problem. Introducing and properly supporting the lesson then giving the children the time to master what the objective was. After completing a similar lesson then I would move on to division or the next unit in my curriculum. I think what I would do differently in this lesson was pretty much well discussed in this reflection in earlier sections. Obvious as any teacher would, I would aim to fix and correct my mistakes if I were to teach this again, Also, I would add a tip that my teacher gave to my about thumbs up or thumbs down at the end of the lesson to gage to see if the children were understanding the problem. I think that if I had done my lesson then followed it up the next day with more practice with another similar problem all the children would have thumbs up. The teacher lesson evaluation form will be submitted on Thursday, March 22 to Dr. Bulgar when I get it back from my cooperating teacher. We have already discussed most aspects of my lesson and I think that her evaluation will be reflective of this reflection.