Wilson EDUC 353/318 Name: Bianca Rizzo Date: December 10, 2013 Target Grade Level: 3rd Grade

Curriculum Topic: Multiplying in base 10

Stage 1: Desired Outcome

Established Goals: Math Standards: CCSS.Math.Content.3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations.

Understandings: Students will understand that -How to use base ten blocks and regrouping to multiply with a multiple of 10. -The difference between the base ten blocks, from the ones, tens, and hundreds

Essential Question(s): -(Show the students the base 10 blocks)What is the difference between the blocks? -How do you multiply using base 10? Students will be able to. -Multiply using base 10 blocks -Use base ten blocks and regroup to multiply with a multiple of 10.

Students will know. -How to multiply -How to use multiplies of 10 -How to use base ten blocks

Stage 2: Assessment Evidence

Performance Tasks: (Evaluation/Assessment) (See attached rubric) -Ask students questions about multiplication and base ten blocks.

Other Evidence: -This lesson is part of a unit on multiplying and using base ten blocks. It is expected that most learners will know about base ten and the base ten blocks. In the beginning of the lesson I will show students the base 10 blocks. I will ask students questions about the base 10 blocks, and what they know about them. I will listen to students responses so at the end of the lesson as a class can re-answer the questions and compare them to their answers in the beginning of the lesson.

Stage 3: Learning Plan

Learning Activities: Set-Induction: The teacher will show the students and example of what they will be doing today. The teacher will say, Today, we are going to learn how to use base ten blocks and regrouping to multiply with a multiple of 10. As a class we are going to do different math problems that deal with base ten blocks and regrouping. Procedure: As a class we will model and solve three problems together. (I will have these examples on the smart board and will have students read and then come up to the board to solve them)(Students will use white boards to me the answer as they do them) Model 1: The community center offers 4 dance classes. If 30 students sign up for each class, how many students sign up for dance class. -How many groups of 3 tens are you making? (4) -Using only hundreds and tens, what blocks have the same value as 12 tens (1 hundreds 2 tens) -Why is it helpful to use hundreds (fewer blocks) Model 2: use tens to model 7 groups of 40 and regroup -Why do you regroup 2 groups of tens in this example (there are 28 tens, so there are enough tens to make 2 hundreds) -How do you write 2 hundreds 8 tens as a three digit number (there are 2 hundreds, so write 2 in the hundreds place. There are 8 tens so write 8 in the tens place. There are 9 ones so write a 0 in the ones place) Model 3: use place value and regrouping to show 9 X 50 -How do you write the product 45 tens using hundreds and tens (regroup 10 tens as 1 hundreds, so 40 tens=4 hundreds, 4 hundreds 5 tens -Explain how you recorded the regrouping in the problem (I regrouped 45 tens as 4 hundreds 5 tens, so I wrote a 4 in the hundreds place and a 5 in the tens place of the product) Now you get to try these strategies. Complete the problems under Share and Show, then turn and talk to your partner and compare the answers.(Still at the carpet with their white boards) Now students will return to their seats, and they will complete questions 10-30 on pg 201-202 using a strategy you feel most comfortable with. When you complete the problems, remember to double-check you answers by solving it using a different strategy. Closure:

When students are finished we will go over the answers as a class and students will be called on to tell us the answer and the strategy they used.

Follow up Assignment: (see attached) -Homework assignment: Students will complete a worksheet using the skills they learned today in class. Differentiated Learning: 1. -This lesson provides sever means for comprehension: this setinduction activates prior knowledge and the collaborative learning strategy assists students to process information. It provides multiple means for expression of understanding, through conversations with the teacher and other students. There are multiple means of engagement: students have the opportunity to work with other or alone (interpersonal and intrapersonal): the task is to relate to real letter writing about different places in the world: rubric is shared and reviewed prior to the task: and community and collaboration is utilized. This lesson integrates multiple intelligences (Gardner, 2011). For verbal and linguistic learners, information was listed on a chart and students took notes accordingly. For visual-spatial learners, there was a read aloud and pictures. For the bodily-kinesthetic learners, students had the chance to move around and work in groups and present in front of the class. For interpersonal and intrapersonal learners, students had opportunities to work alone, take notes, and together through group discussion. All learners will have support within the lesson. IEP students will be given their own copy of each reading. ESL and IEP students will be paired up with higher-level students during group work. ESL students will be given worksheets with pictures and their language translations on the worksheets.

Resources

Itemized Attachments: Follow up assignment(homework worksheet) Rubric Smart board Material and Recourses: Go Math Books Pencils/Pens Smart board White boards/markers Base 10 blocks

Citations: APA Reference ListGardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligence(Third ed.) Basic Books www.google.com New York State Education Department (2012). Common Core Learning Standards: C&I:P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved April 13, 2013, from http://www.p12.nysed.gov/ciai/common_core_standards/

New York State Education Department (2012). Learning Standards and Core Curriculum: CI&IT: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved April 13, 2013, from http://www.p12.nysed.gov/ciai/socst/socstand/home.html Go Math Books

Self-Reflection: Promoting a Positive Learning Environment: -I have been in this classroom for weeks now and Ive have been starting a relationship with the students. I have had been doing small groups with certain students throughout the semester. I had been doing small groups in math and I had been doing guided reading. I watched the teacher and his rules and just went with what the rules of the classroom were and followed along. I challenged students to be engaged in learning by giving them some challenging math problems. I had students work independently and then in a group setting. Engaging Students in Learning: -In my lesson I engaged students in the lesson by giving students white boards, markers and by using the smart board. I had students complete the math problems on their white boards and I gave them set time to complete them. Then when I saw all the students were finished I had them hold up their white boards to show me the answer. Then I had one student come up to the smart board to solve the problem. I then had the student explain what they were doing as they were completing the problem. I engaged students in the lesson by giving them base ten blocks. Students also worked in groups at their desks with their tablemates. My instruction linked to students prior academic knowledge because in the lesson before students learn about multiplies of 10s and can help you with the multiplies of 10. Deepening Student Learning during Instruction: -I elicited and built on students responses by asking them questions to reinforce their knowledge. When the students seemed confused during instruction I stopped the students to re-teach them what they were supposed to do. I wanted students to be able to have a deepening understanding of this math lesson so they really understood what they were doing. I modeled instruction by using the smart board. I had examples on the smart board. Analyzing Teaching: -I would have gone slower to really explain the concept to the students. During my lesson the smart board stopped working and I had to the problems on the white boards. So that got me flustered. I would have also might have no done group work because the students really didnt get along. They were much better in whole class lesson. I was a little flustered during the lesson because I was nervous and I wish I were calmer because I would have had more confidence. Over all the students were pretty good during the lesson.

Observation Partners (Biancas) Report (Strengths and weaknesses) Biancas complete teaching episode was well planned. I could tell she was really nervous in the beginning of the lesson. As the lesson went on she got more comfortable being in the front of the room. As the lesson continued Bianca felt more comfortable in the front of the room. Bianca was enthusiastic about the lesson but was professional at the same time. The main objective of her lesson was to use the base ten blocks to multiple different. The objective of the lesson was met. The students seemed to not only master the concept, but enjoyed learning. The children took her seriously, and respected her but were chatty at times but Bianca gained control of the class. The smartboard stopped working in the middle of the lesson and Bianca took a deep breath and just went to the white board and wrote down the examples on the white board. For future lessons Bianca could try to improve in the beginning of the lesson to take a deep breath and just be confident in her lesson. Its sometimes hard for the students to look at us as their teacher. Some of Biancas strengths were that she started off with the smart board and reviewed what bass ten blocks were. She got students engaged in the lesson, and it was noticeable that students were enjoying the lesson. I found it effective that Bianca had math manipulative for each of the students. Biancas lesson revolved around the base ten blocks and the use of them. Some of things I thought Bianca should work on was trying go slower with her lesson and the questions. Along with trying to use different ways to phrases the word of the questions. Throughout the lesson Bianca spoke at a great volume but spoke a little fast. The lesson went so well and the students really enjoyed learning division. Learning positives and negatives through teaching is the only way a teacher is going to grow. The only negative concept was that the smartboard stopped working in the middle of the lesson. Bianca had a couple of students who fought when they did group work. Their teacher divided the group equally in four groups of seven and to check that it totals 28 we just do simple multiplication. The manipulative helped the student. In the younger grades, we as teachers need to be able to adapt to any situation. Bianca did a very good job adapting to the situation. She stayed calm and collected. Overall Bianca lesson was effective and the students mastered the objectives.