Detailed Lesson Plan [Howard Gardner's Focus]- Math; Interpreting Products
Time: 60 minutes
Topic: Interpreting Products
I. Common Core Standard:
3.OA.1: Interpreting products of whole numbers or equal groups of objects. For
example, describe a context in which a total number of objects can be expressed as
5x7.
II. Objectives:
a. Students will be able to:
i. Demonstrate, by representing, an answer to the question being asked.
ii. Analyze the products of whole numbers as multiple groups with an equal number of
objects in each group, repeated addition, skip counting, a number line and an array.
iii. Understand the number of objects in a group can be represented by writing a
multiplication expression.
III. Materials: PowerPoint, pennies, math notebook, pencil, markers, worksheet.
IV. Anticipatory Set
a. Connect to a previous lesson: Remind the students about last week, when we were solving word problems, we used “UPSC.” “In the plan step, sometimes we drew pictures or used dots to help us represent the things we were trying to solve for. Some of the word problems said things like twice as many. Let’s remind ourselves what twice as many mean. Perform Pre-Assessment.*
b. Introduce the lesson: “Today we are going to be using pennies to represent equal groups of things. (When you are at home you can use other small counters; maybe something like Cheerioes.) We will learn a bunch of strategies to help us solve multiplication equations. We will create a multiplication equation to describe how we grouped the number of things.”
V. Procedures
I will use the “connected classroom” approach, (an interactive PowerPoint presentation) to guide the children’s learning. We will be discussing: Interpreting Products. I will explain different strategies and the children will express the strategies through working together by using pennies.
a. Please take out your math notebook.
i. In marker please write the standard (3.OA.1) in the top right corner of the page.
ii. Underneath, write the date: 9/30/14.
iii. On the first line please copy this down: (on the first slide of the PowerPoint) “I can
interpret products of whole numbers or equal groups of objects.”
iv. I will ask the students to list the strategies as we go over them. (The multiplication
strategies will be in large text and ALL CAPS. I will remind them as we talk about
each one.)
b. I will introduce the PowerPoint and describe today we will be learning about how to interpret products.
i. Multiplication sentence -> EQUAL GROUPS!
1. I will model the examples: 1x2=2 and 5x2=10.
a. “Who knows what these numbers (factors) are called? For example in
addition they are called the addends. And this one (product) is called the
sum.” (accessing prior knowledge)
i. Factors circle red
ii. Product circle blue
iii. I will ask a student to circle the factors (red) and circle the product
(blue) with 10x2=20 and 7x2=14
ii. Equal Groups
1. I will ask the students to work together in pairs of 2/3 to arrange with their
pennies: “Jessica wants to give 4 friends 3 cookies each. How many cookies does
she have total?” [Bloom’s Taxonomy: Synthesis]
iii. Repeated Addition
iv. Array
1. I will ask the students to sketch an example of an array in their math notebook.
[Bloom’s Taxonomy: Application]
v. Number Line Skip Counting
1. I will draw a number line on the board and model: 5x3=15.
2. I will draw a number line on the board and ask a child to demonstrate:
2x3=6. Can you demonstrate 2x3=6 using skip counting on a number
line? [Bloom’s Taxonomy: Application.]
vi. Skip Counting
1. I will invite the class to skip count together with be by 2’s and 5’s.
VI. Guided Practice
The students will participate throughout the lesson. I will walk around to mentally track student’s work and offer assistance if a student needs it.
VII. Independent Practice
Each student will be handed a work sheet that allows the student to write a multiplication equation and label each part. Then, the student will demonstrate their knowledge of explaining each of the multiplication strategies we discussed as a class and exhibited during guided practice. Students will create their own examples for each strategy. [Bloom’s Taxonomy: Synthesis] (The students will have 35/40 minutes to complete the independent practice activity. If they are not finished, I will explain to the students there will be time later to finish.) I will ask them to first complete it in pencil and I will come around and check it. Then, they can trace it in marker.
VIII. Assessments
a. *Pre-Assessment: I will ask the students if they can think back to last week when we were solving word problems. If a word problem said, “Steven has 4 books. Lisa had twice as many books as Steven. How many books did Lisa have?” “Think about the words in the problem, then write it down on a piece of scrap paper. (I will provide to the students.) Put your hand on your head if you can recall what twice as many means, and you can describe to me what to do.” [Bloom’s Taxonomy: Knowledge] I will then walk around the room to see what each of the students have written down on their paper. I will call on a student to describe to me what twice as many books means.
b. Formative Assessment: The activity at the end of the lesson will determine the student’s understanding of interpreting products.
c. Post Assessment: A quiz will be given at the end of the week to see how many multiplication problems the student can solve using whichever strategy they find is the best for them.
IX. Closure and Extension
a. I will ask students to volunteer to choose and share an example of one of each of the multiplication strategies, which strategy they like best. [Bloom’s Taxonomy: Evaluation]
b. I will ask a student if they can list all of the multiplication strategies we learned. [Bloom’s Taxonomy: Comprehension]
c. I will ask the students to fold the paper in half. Put glue on the top half and paste into their math notebook.
**Text in blue is in reference to Bloom's Taxonomy
Topic: Interpreting Products
I. Common Core Standard:
3.OA.1: Interpreting products of whole numbers or equal groups of objects. For
example, describe a context in which a total number of objects can be expressed as
5x7.
II. Objectives:
a. Students will be able to:
i. Demonstrate, by representing, an answer to the question being asked.
ii. Analyze the products of whole numbers as multiple groups with an equal number of
objects in each group, repeated addition, skip counting, a number line and an array.
iii. Understand the number of objects in a group can be represented by writing a
multiplication expression.
III. Materials: PowerPoint, pennies, math notebook, pencil, markers, worksheet.
IV. Anticipatory Set
a. Connect to a previous lesson: Remind the students about last week, when we were solving word problems, we used “UPSC.” “In the plan step, sometimes we drew pictures or used dots to help us represent the things we were trying to solve for. Some of the word problems said things like twice as many. Let’s remind ourselves what twice as many mean. Perform Pre-Assessment.*
b. Introduce the lesson: “Today we are going to be using pennies to represent equal groups of things. (When you are at home you can use other small counters; maybe something like Cheerioes.) We will learn a bunch of strategies to help us solve multiplication equations. We will create a multiplication equation to describe how we grouped the number of things.”
V. Procedures
I will use the “connected classroom” approach, (an interactive PowerPoint presentation) to guide the children’s learning. We will be discussing: Interpreting Products. I will explain different strategies and the children will express the strategies through working together by using pennies.
a. Please take out your math notebook.
i. In marker please write the standard (3.OA.1) in the top right corner of the page.
ii. Underneath, write the date: 9/30/14.
iii. On the first line please copy this down: (on the first slide of the PowerPoint) “I can
interpret products of whole numbers or equal groups of objects.”
iv. I will ask the students to list the strategies as we go over them. (The multiplication
strategies will be in large text and ALL CAPS. I will remind them as we talk about
each one.)
b. I will introduce the PowerPoint and describe today we will be learning about how to interpret products.
i. Multiplication sentence -> EQUAL GROUPS!
1. I will model the examples: 1x2=2 and 5x2=10.
a. “Who knows what these numbers (factors) are called? For example in
addition they are called the addends. And this one (product) is called the
sum.” (accessing prior knowledge)
i. Factors circle red
ii. Product circle blue
iii. I will ask a student to circle the factors (red) and circle the product
(blue) with 10x2=20 and 7x2=14
ii. Equal Groups
1. I will ask the students to work together in pairs of 2/3 to arrange with their
pennies: “Jessica wants to give 4 friends 3 cookies each. How many cookies does
she have total?” [Bloom’s Taxonomy: Synthesis]
iii. Repeated Addition
iv. Array
1. I will ask the students to sketch an example of an array in their math notebook.
[Bloom’s Taxonomy: Application]
v. Number Line Skip Counting
1. I will draw a number line on the board and model: 5x3=15.
2. I will draw a number line on the board and ask a child to demonstrate:
2x3=6. Can you demonstrate 2x3=6 using skip counting on a number
line? [Bloom’s Taxonomy: Application.]
vi. Skip Counting
1. I will invite the class to skip count together with be by 2’s and 5’s.
VI. Guided Practice
The students will participate throughout the lesson. I will walk around to mentally track student’s work and offer assistance if a student needs it.
VII. Independent Practice
Each student will be handed a work sheet that allows the student to write a multiplication equation and label each part. Then, the student will demonstrate their knowledge of explaining each of the multiplication strategies we discussed as a class and exhibited during guided practice. Students will create their own examples for each strategy. [Bloom’s Taxonomy: Synthesis] (The students will have 35/40 minutes to complete the independent practice activity. If they are not finished, I will explain to the students there will be time later to finish.) I will ask them to first complete it in pencil and I will come around and check it. Then, they can trace it in marker.
VIII. Assessments
a. *Pre-Assessment: I will ask the students if they can think back to last week when we were solving word problems. If a word problem said, “Steven has 4 books. Lisa had twice as many books as Steven. How many books did Lisa have?” “Think about the words in the problem, then write it down on a piece of scrap paper. (I will provide to the students.) Put your hand on your head if you can recall what twice as many means, and you can describe to me what to do.” [Bloom’s Taxonomy: Knowledge] I will then walk around the room to see what each of the students have written down on their paper. I will call on a student to describe to me what twice as many books means.
b. Formative Assessment: The activity at the end of the lesson will determine the student’s understanding of interpreting products.
c. Post Assessment: A quiz will be given at the end of the week to see how many multiplication problems the student can solve using whichever strategy they find is the best for them.
IX. Closure and Extension
a. I will ask students to volunteer to choose and share an example of one of each of the multiplication strategies, which strategy they like best. [Bloom’s Taxonomy: Evaluation]
b. I will ask a student if they can list all of the multiplication strategies we learned. [Bloom’s Taxonomy: Comprehension]
c. I will ask the students to fold the paper in half. Put glue on the top half and paste into their math notebook.
**Text in blue is in reference to Bloom's Taxonomy