Operations and Algebraic Lesson Plan

Section 1: Lesson Preparation
Teacher Candidate Name:


Grade Level:

Grade 3

Date:

22nd July 2022

Unit/Subject:

Math

Instructional Plan Title:

Operations and Algebraic Thinking

Lesson Summary and Focus:

The focus of the lesson is to represent and solve math problems relating to multiplication and division as well as appreciate properties of multiplication, over and above, the link between multiplication and division.

Classroom and Student Factors/Grouping:

The classroom is composed of students who struggle with perception and attention as well as memory and retrieval. This algebraic thinking lesson plan will include various instructional and differentiation strategies for these students who experience challenges mastering complex mathematical tasks. It will also seek to promote critical thinking and problem solving.

National/State Learning Standards:

3.OA.A.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares.

Specific Learning Target(s)/Objectives:

The learning objectives for the lesson are:
* Represent and solve math problems featuring multiplication and division
* Comprehend properties of multiplication as well as the link between multiplication and division

Academic Language

Examples of the general academic language that will be taught include:
* Multiplication
* Division
* Whole numbers
* Whole-number quotients
* Partitioned
* Equations
* Products
* Inverse operations
The instructor will teach these new terms by beginning with student-friendly definitions before applying graphic organizers to assist learners gain a more concrete understanding of the same. Afterwards, the teacher will set up a word wall that displays the vocabulary items visibly in the classroom.

Resources, Materials, Equipment, and Technology:

The lesson resources, materials, equipment, and technology include multiplication and division worksheets, whiteboard, markers, class set of index cards, and personal tablets containing practice math games on lesson content.

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 in 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 whiteboard and ask more questions about the amount of water they think is on planet Earth and where the water is located.
I will begin the lesson by building on students’ previous experience with recurring addition of equal groups in grade 2. Repeated addition is a good support framework for understanding multiplication.
* I will use a graphic organizer to illustrate how recurring addition can be represented as a multiplication equation. For instance, instead of representing the repeated addition 2 + 2 + 2 = 6, one can employ the multiplication equation 3 × 2 = 6 to arrive at the same answer.
* I will ask students to give me other examples of recurring addition and then collaboratively (together with the class) convert them into multiplication equations on the whiteboard. The students will do the additions and confirm if the multiplication equation answers are correct.

Time Needed
5 minutes

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 whiteboard before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
* I will use arrays (an arrangement of numbers in a column) to show the link between multiplication and division. The students will already have some understanding of multiplication from the anticipatory set where we converted recurring additions into multiplication equations. Here, I will illustrate how repeated subtraction can be illustrated in the form of a division equation and also how this relates to the previous concept of multiplication.
* In the array division, students will divide a number of objects equally into predetermined groups: in the array division model, they will split the objects equally into a certain number of partitions. I will model an example to show how this process is an inverse operation of multiplication. For instance, if students already know that 2 × 3 = 6, I will show them that 6 ÷ 3 = 2 is the inverse operation.
Explain how you will differentiate materials for each of the following groups:
* English language learners (ELL): I will differentiate materials for ELL learners by using graphic organizers to visually represent lesson...