ED 345 Calvin College Teacher Intern Lesson Plan

Teacher Intern: Sophia (HyeWon) Kim Date: September 7, 2018

Grade Level: 3rd Grade Subject/ Topic: Math/Pre assessment
Approx. time spent planning this lesson: 1 hour
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Students will be working on the pre assessment to start with the multiplication unit.
Brief Context: Third Grade Mathematics start with giving the students to learn about multiplication. This assessment toll
will give a good start on what the students should learn and know.
Prerequisite Knowledge/Skills:
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Be able to expose to the world of multiplication. 1. Finding the connection between the repeated
additions to multiplication.
2. Answering the pre assessment packet.
Standards Addressed in Lesson: (Include full standard.)
CCSS.MATH.CONTENT.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.
For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.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, or as a number of shares when 56 objects are partitioned into equal
shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be
expressed as 56 ÷ 8.
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the
problem.1
CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For
example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6
×6=?
CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is
also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2
= 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7
as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when
multiplied by 8.
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division
(e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
Instructional Resources:
- Pre assessment page
- Pencil
 - White board
- White board marker and eraser
- School house rock videos for all the multiplication facts
- Set of Multiplication flash cards
- Scissors
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
- Grace will be going to room 101 to get more help from the teacher aid.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
Teacher to students
 If a student is doing an excellent job like doing what they are supposed to do, teacher will appreciate the
students by giving a high five or a compliment. Way to go! Good job!
 Smiles will assure the students that they are doing a great job!
 Teacher will be looking over the students if they are writing on the Venn diagram.
Student to Student
 N/A
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
 Clapping rhythm
 Raise your pinky! Raise the other pinky! Wiggle your pinky!
 Whisper the instruction once and let the students work. Students will for sure ask what the instruction was, and
then the teacher will remind the students that listening will help if they listen.
 If a student is sharing their ideas, then remind the students to put their hands down and listen.
 Sh!!!!!
Strategies you intend to use to redirect individual students:
 If the student is distracting, teacher will ask “Are you distracting or listening?”
 If a student is blurting, stop a minute and remind them to raise their hands if they have something to say.
 When sharing ideas, they are expected to use Volume 3, the power presenter voice.
CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.
 Going to the bathroom: Knocking signal from the student and the teacher replies back with the same signal!
 Students have to behave properly when they are learning.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
 Students will be seating on their seats facing the board.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro:
- Teacher will start by writing the repeated addition of 1. For example, 1 + 1 + 1 + 1 + 1 = 5.
- Teacher will ask how I got 5 as my answer to the repeated addition.
- Teacher will introduce that this concept is connected to “Multiplication”.
Development:
- Teacher will now give out the pre assessment sheet for the students to answer.
 For the students who are finished with the test, teacher will be writing the following on the board:
 Once you have handed in your test, raise your hand so that Ms. Kim can give you the
set of multiplication flash cards.
 Next, cut out the 5s flash cards for it is our next lesson.
Closure:
- Teacher will show the set of school house rocks videos for each of the multiplication facts that they will be learning this
unit. (Teacher will go to YouTube and search school house rocks multiplication.
https://www.youtube.com/watch?v=zSRRAHvSQBo)

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
- Because all lesson should be student centered, I tried my best to keep my introduction to multiplication as
brief as possible.
REFLECTION AFTER TEACHING THE LESSON:
- I need a better way to introduce the multiplication. I felt that the introduction was going and then ended all
of a sudden and moved on to the pre assessment.
- I am still not sure how I could develop a good introduction for a new concept.
- I still need to work on my classroom management and my confidence level.