Kristine Harris

kristineharris@[Link]

Lesson:

Multiplication
Quick Overview of Lesson
In 100 words or less, give a description of the lesson.
In this lesson students will practice their multiplication numbers, they will apply mental math strategies that they will use during
the online game.

Why Do Students Care About This Lesson?

Why are they excited about the lesson, and how will you engage students who are not as interested in te lesson?

Part 1
Essential Question:
List the question students should be considering as they complete the project. This is a driving question that hooks the students
into lesson or unit and is what they can answer at the end of the lesson. You should have ONE.
How can I properly use mental math in my everyday life that I learned in this lesson?

Learning Objectives:

Write your learning objectives (see (LO) & identify the Depth of Knowledge (DOK) level (DOK is listed later in this document).
LOs start with a verb (NOT students will). Do not use the words
understand or learn
One objective per (dont use and).
Do NOT mention the task.
What are students able to do or know at the END of the lesson?
DOK is how much critical thinking the STUDENT is doing.

Learning Objectives

DOK level

Use mental math strategies to multiply numbers fluently

DOK 3

Content Area Standard:

What content area standard will you be addressing?
[Link].A.3, [Link].B.4, Content [Link].C.7, Content [Link].B.4

Context:
Think about who your students are, you need to know the needs and levels of your students along with their personal interests
when you design your lessons. Create a fictional class in detail. Consider the diversity your class WILL have.
Who are your learners?
In my class I have lots of different types of students. I have some students that have a hard time with their multiplication tables
but also some students that are accelerated in their multiplication tables. I will adapt this by assigning the kids with a harder time
in math to get one on one help with me with their multiplication and have them play an alternative game with easier concepts
and then at the end of the lesson they can try out the other game all of the other kids are playing. For the kids that are accelerated
I would have them play the assigned game and then if they are doing really well then they can play another alternative game that
will push them mentally.
Grade Level:
3rd grade

Part 2
Materials:
List materials required
This lesson plan is required to integrate technology
Ipads or computers, projector, pencil and paper

Anticipatory Set:
How will you introduce the lesson with a student-centered activity that captures their attention?
How will you activate prior knowledge? Can you build on a topic or skill they have already mastered?

This lesson is about how to do mental multiplication, the students will have to use their prior knowledge of multiplication to be
able to achieve the goal. They should already have mastered multiplication on paper, but now they will have to know just using
mental math. To begin the lesson I will introduce the class with the a fun video named Multiplication on [Link]

Teaching Steps:
1.

Describe the scope and sequence of the activity; listing step by step what will be occurring both by the teacher and by the students.

2.

Do NOT mention the teacher. Your lesson should come from the student perspective.

3.

For each task, list the DOK level. How much critical thinking is the student involved in?

Task/Step

DOK level

Discuss a couple of question problems about mental math and multiplication to warm up

Play the Multiplication Movie to help students make connections

Demonstrate the Multiplication Blocks game and let the students play

Lead students in a class discussion

Get into groups and the students will play Multiplication Mental Math Pictionary in groups

Answer 5 quick question problems

Closure:
How will the lesson end?
The lesson will end with a game and then right after the game they will then take a short 5 question quiz so I can see how the
students are doing with the concepts they just learned.

Modern Lesson Design: 4 Cs

Student connections to the 4cs:

Describe how your lesson

addresses each of the 4 Cs

Critically think:
Students are asked to...

Students are asked to think critically using mental math.

Critical thinking is coming up with their own ideas and defending them or creating something new or applying to a new situation.

Collaborate:
Students are...

Students are going to get into teams and collaborating with each other trying to
figure the problems out together. A game will be played and each student will
have a different task.

Collaboration is not just working together, but to be reliant on each other. There should be some level of task switching.

Communicate:
Students will...

Students will during the game will communicate with each other to win the
game, not just talking but communicating their ideas and how to properly solve
the problem.

Communicate is not talking; it is clearly communicating ideas.

Create:
Students will develop...

Students will be creative while playing the game. The game that they play it does
involve creative thinking.

Create is how students are being CREATIVE. This is NOT creating art. This is NOT creating a PowerPoint.

DOK Levels
What DOK levels are addressed in this activity?
Remember it is NOT how HARD the task is, but the complexity of thinking.
You may only address ONE DOK level in this lesson
or up to all 4. Describe how your lesson addresses the
DOK level.
DOK 1: Memorize/Follow steps
DOK 2: Think
DOK 3: Critically think

The students in this lesson are learning how to multiply

numbers using mental math. This will require them to
critically think about math in a way that are not usually
used to.

DOK 4: Original thinking

Assessment:
How will you know students have learned?

Formative assessment (see related info at the bottom of this document)

I would to start the class have the students do 2 sample problems. They would have to use mental math but they would be 2 very
simple problems to understand. After ask the students if they have any other questions considering mental math and right after I
would really get into the bulk of the lesson.

Summative assessment (see related info at the bottom of this document)

I would have students do a quick 5 question quiz, I would give them 5 problems that they need to solve mentally. I wouldnt
score the quiz heavily, this would just be a way for me to understand where the kids are when it comes to mental math. Based on
the scores I receive further action may be needed to go over mental math concepts.

Questions to Ask Yourself:

(They need to be considered while creating the lesson plan, but do not need to be recorded here.)
How do you offer your students choice and a piece of control?
What decisions do the students get to make?
How does your lesson show that the student is the most
important?
How do you differentiate for student needs? Why is this lesson
appropriate for your lowest student and your highest student?
How do you differentiate for student needs? Why is this lesson
appropriate for your lowest student and your highest student?
How do you accommodate students with learning disabilities
or language issues?
What digital citizenship do you address in this lesson?

RESOURCES:
What is the difference between formative and summative
assessment?
Formative assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be
used by instructors to improve their teaching and by students to improve their learning. More specifically,
formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value.
Examples of formative assessments include asking students to:
draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback

Summative assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by
comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value. Examples of
summative assessments include:
a midterm exam
a final project
a paper

 a senior recital
Information from summative assessments can be used formatively when students or faculty use it to guide
their efforts and activities in subsequent courses.
Retrieved 10/2/16 from: [Link]
Teaching Excellence & Educational Innovation Copyright 2008, 2015, Eberly Center for Teaching Excellence & Educational
Innovation, Carnegie Mellon University.
Lesson Plan Template retrieved 10/2/16 and adapted from:
[Link]
Teacher Tech blog by Alice Keeler
[Link]
some of the lesson plan is from this sample lesson plan