Educators can develop critical thinking and problem-solving skills for their students by asking strategically planned questions during lessons. Design an original multiplication ma
Educators can develop critical thinking and problem-solving skills for their students by asking strategically planned questions during lessons.
Design an original multiplication mathematics lesson plan for 3rd grade that promotes critical thinking and problem solving. Use the attached lesson plan template.
In the Multiple Means of Expression section, include five questions that align to the lesson objective the teacher can pose to students.
The questions should:
- Activate prior knowledge.
- Identify potential student misconceptions that could interfere with learning.
- Connect concepts, procedures, and applications.
- Encourage critical thinking, exploration, and problem-solving.
In the Multiple Means of Engagement section include opportunities for students to consider real-world application, prior knowledge, and the steps to solve a problem.
Mathematical Thinking and Problem-Solving Lesson Plan On Single Digit Multiplication
Section 1: Lesson Preparation
Grade Level:
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3rd |
Unit/Subject: |
Mathematics |
Instructional Plan Title: |
|
Lesson Summary and Focus: |
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. |
Classroom and Student Factors/Grouping: |
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. |
National/State Learning Standards: |
Interpret the factors and products in whole number multiplication equations (e.g., 4×7 is 4 groups of 7 objects with the total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.) |
Specific Learning Target(s)/Objectives: |
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. |
Academic Language |
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. |
Resources, Materials, Equipment, and Technology: |
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. |
Section 2: Instructional Planning
Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. |
Time Needed |
Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
Time Needed |
Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
Time Needed |
Multiple Means of Expression In the Multiple Means of Expression section, include five questions that align to the lesson objective the teacher can pose to students. The questions should: · Activate prior knowledge. · Identify potential student misconceptions that could interfere with learning. · Connect concepts, procedures, and applications. · Encourage critical thinking, exploration, and problem-solving. In the Multiple Means of Engagement section include opportunities for students to consider real-world application, prior knowledge, and the steps to solve a problem. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): |
Time Needed |
Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. |
Time Needed |
Beneath your lesson plan, write a 250-500 word reflection explaining three instructional strategies you included in your lesson. Describe why these strategies were used and how the strategies promote collaboration, communication, critical thinking, and creativity. Bold the name of the strategy.
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