EFFECTIVEINSTRUCTIONALDESIGNSTANDARDS-BASEDLESSONPLAN

ElementsoftheLesson EvidencethatDocumentstheElements

Standard
MDEgradelevelorCCSSorEssentialElements
Objectives/TargetsandIcanstatements
WhatamIgoingtoteach?
Whatwillthestudentsbeabletodoattheendofthe
lesson?
Whatformativeassessmentsareusedtoinform
instruction?
Writestoryproblemsordescribeproblemsituationstomatchamultiplication
expressionorequation(3.OA.1)
Solvefortheunknowninamultiplicationequationinvolving3wholenumbers
(3.OA.4)
Fluentlymultiplywithproductsto100usingstrategies(3.OA.7)
Useandexplainadditive(e.g.,repeatedadditionandskip-counting)and
multiplicative(e.g.,doubling,doublingandhalving,andusingpartialproducts)
strategiestodemonstrateanunderstandingofmultiplication(supports3.OA)
Solveproblemsinvolvingamultiplicativecomparisonusingmultiplication(4.OA.2)
Lookforandexpressregularityinrepeatedreasoning(3.MP.8)
Modelwithmathematics(3.MP.4)
CCSS.ELA-LITERACY.W.3.1
Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasons.
Icanunderstandthedoublingstrategyinmultiplication(4times5ishalfof8
times5).
Icandevelopabeginningunderstandingofthecommutativeproperty.

Icanexpressmyopiniononthehelpfulnessofthisstrategyandgiveideasasto
why.


LessonManagement:FocusandOrganization Iwillusethebehaviorcardsthatareusedintheclassroom.(Redmeansno
Whatpositivestrategies,techniquesandtoolswillyou talking,Yellowmeansawhisper,andgreenmeansnormalvolume).Iwillalsouse
use? voicerecalls,whereIsayasayingandthestudent'sanswertopayattention.
Whatideasforontask,activeandfocusedstudent Everythingwillbepreparedaheadoftime,sothereislimitedtimefortransitions.
behavior?

 EFFECTIVEINSTRUCTIONALDESIGNSTANDARDS-BASEDLESSONPLAN

Introduction:CreatingExcitementandFocusforthe
LessonTarget
Whatwillyoudotogenerateinterest?
Howwillyouaccesspriorknowledge?
Whatwillyoupractice/review?
YesterdayyouworkedsohardtohelpWallyfigureouthowmanywindowpanes
wereinfrontoftheWatertownschool.Now,heneedsyourhelpagain.Heis
cleaningthewindowsatthePostOfficeandneedshelpfasttofigureouthow
manywindowsheneedstoclean.Heknowshecanskip-counttofiguretheseout.
Howcouldyoufigureouthowmanywindowpanesthereare?
AdaptedfromtheBridgesinMathematicsGrade3Teacher'sGuidepg27.

Introduction:CreatingExcitementandFocusforthe 1. TheteachershowstheMoreWatertownWindowsTeacherMaster.
LessonTarget Afterslowlyshowingeachwindow,theteacherasksthestudents
tocomparethedifferentwindowsandhowtheycouldfindthe
Taskanalysis: totalofthewindowsusingmorethanonestrategy.Studentsthen
Whatinformationdoesthelearnerneed?Ifneeded sharetheirideas,andtheteachermodelsthemontheboard.
howwillitbeprovided? Repeatedaddition,equalgroups,andmultiplicationareused.
Howisthelessonscaffolded? 2. Theteacherdrawsanumberlineabovethe5snumberline.On
Stepbystepprocedures the25,theteacherwrites5times5.Onthe50,theteacherwrite
10times5onthenumberline.Then,theteachdoesthesame
DepthofKnowledge:identifylevelsincluded thingonthe9snumberline,thistimewriting5times9onthe
Recall/Reproduction 45and10times9onthe90.
Skill/Concept 3. Studentsareaskedwhattheyhaveobservedfromthesenumber
Strategic Thinking lines.Theythensharetheirideaswithapartnerandthenwith
Extended Thinking theirteacher.Theanswersshouldconsistof,5times9ishalfas
muchas10times9.
Accommodations:differentiatingtomeetstudentneeds 4. Theteacherthendrawsonthe4snumberstrip10times4and5
Intervention/Remediation times4.Howdoes10times4relateto5times4?Howcanthat
Extension/Enrichment helpyoufigureout5times4sofast?(studentsanswer).
Engagedlearning(VAKT) 5. Theteacherthenadds9times4and4times4tothenumber
lineandasksstudentswhattheynotice.Doanyofthese

 EFFECTIVEINSTRUCTIONALDESIGNSTANDARDS-BASEDLESSONPLAN
Methods,MaterialsandIntegratedTechnology
Instructionaltechniques
Engagementstrategies
MaterialsandIntegratedTechnologylist
numberssoundfamiliar?didWallyhavesomewindowsthat
related?Howweretheyrelated?
6. Theteacherdraws4times10,5times10,and9times10onthe
numberline.Doanyplaceslineup?whatdoesthatmeanabout
multiplicationfacts?Whatdoweknowabout10times4and4
times10?
7. StudentsopentheirMoreNumberLinePuzzlesintheirstudent
booksandtheteachergivesthemtimetolookoverit.Arethere
placeswhereyoucouldusethe5ortensfactstosolveanother
problem?
8. Studentsworkontheirpagesindividually,thenreflectintheir
studentjournals.Whatdoyoulikeaboutthepuzzles,whatwas
confusingaboutthepuzzles,whatdidyoulearnwhileworkingon
thepuzzles?Wereyouabletotryadifferentstrategytosolvethe
problems?
9. Studentssharetheirthinkingwiththeclass.Howcanyouuse5
times6tohelpyouwith6times6or4times6?Howcanyou
use10times6tohelpyouwith9times6or11times6?Whatdid
younoticeaboutthisstrategy?Howdoesthisstrategyhelpsolve
problemsquicklyandeasily?Whatisconfusingorunclearabout
thisstrategy?Couldyouexplainthisstrategytosomeoneelse?I
wanttoshowyouavideoonlearninghowtomultiplyyour6s.
Thiswillhelpyoumemorizethemnotonlywiththenumberline,
butwiththissongaswell.
(https://www.youtube.com/watch?v=kw2kbpYRke4).
10. Theteacherwrites5timesnequals20.Theteacherasksthe
studentstomakeupastoryproblemfortheequation.
11. Wewillbeusingtheseideasfortomorrowslessonandtolookat
Wallyagain!.
 EFFECTIVEINSTRUCTIONALDESIGNSTANDARDS-BASEDLESSONPLAN
Modeling:IDo
SHOW/TELL(Visual/VerbalInput)
HOW/WHAT(Questioningandredirecting)
CheckingforUnderstanding
Samplesofquestionstobeasked
Waysinwhichstudentswillrespondandbeengaged
Formativeassessmentstrategiestobeimplemented
GuidedPractice:WeDo
Whatdotheteacherandstudentdotogether?
Howwillagradualreleaseofresponsibilitybe
accomplished?
Collaborative(YourDoTogether)and/orIndependent
Practice(YouDo)
Whatpracticeswillbedemonstrated/modeled?
Accommodations:ELLstudentswillbetaughtinasmallgroupwitha
relianceheavilyonpicturesandthebasicandimportantwordsofthe
lesson.Theimportantwordsofthelessonwillbeputontoflashcardsto
helpstudentsunderstandthemath.
Materials:papermeasuringtapefor10,whiteboard,studentbookpages
52and53,TeacherMasterpage6,MoreNumberLinePuzzlespg51,
studentmathjournals.
Theteacherdrawsthenumberlinesontheboard,promptingquestions
aboutcomparingandcontrastingthem.Theteacherwillshowstudents
strategiesonhowtosolveforhowmanywindowsthereare.
Howdoes10times4relateto5times4?
Howcanyouuse5times6tohelpyouwith6times6or4times6?
Whatstrategywouldyoubeabletoexplaintoanyonewhocomesin
here?
Theteacherandthestudentworkonuncoveringideasaboutwhatit
wouldbeliketousethedoublingstrategywhilelookingatthenumber
line.
ThestudentworksontheirNumberlinePuzzlepagesindependentlyand
thentheyjournalaboutitaswell.

 EFFECTIVEINSTRUCTIONALDESIGNSTANDARDS-BASEDLESSONPLAN
Closure
HowwilltheIcanstatement(s)bereviewed?
Howwillstudentsbeinvolved?
Whatconnectionstofuturelearningwilloccur?
Assessment
Whatevidencesupportsthattheobjective(s)weremet?
Whatdomystudentsknow,understandandareableto
do?
Whatformativeassessmentswillbeusedtoinform
instruction?
Wewillbeusingthesenumberlinesandthedoublingstrategyagainto
helpussolvemoreproblemsandhelpWallyout.
Theteacherwilllookovertheirstudentpagesandreflectontheirability
tounderstandthetopic.ThenIwilllookattheirstudentjournalsand
seeiftheywerestillconfusedonthestrategy.Thiswillhelpmewiththe
nextlesson.
Thestudentwillbeabletounderstandthebasicideasofthe
commutativeproperty.
Thestudentwillbeabletogiveanopinionaboutthestrategy.
Iwilluseformativeassessmentssuchastheworksheetand
Think-Pair-Share.