STUDENT TEACHER LESSON PLAN FORMAT

Day: Friday Date: 3/10/17

Subject:
Mathematics- Operations & Algebraic Thinking: Candy Multiplication

Common Core Standard(s):

CCSS.MATH.CONTENT.3.OA. A.1

Objective(s):
At the end of this lesson my students will use equal groups and repeated addition to understand
the concept of multiplication.

Resources/Materials List:
Equal Groups worksheet
Candy Math Recording worksheet
Reflection Rubric
Small packages of Skittles
Document camera
Pencil

Procedure:
Tell students they will begin learning multiplication. Ask students if they know what
multiplication is. Have students share their thoughts on what they think multiplication
is.
Tell students that multiplication is a quicker way to add or repeated addiction of equal
groups.
Write an example multiplication problem on the board. For example, 3x5.
Tell the students the x is a multiplication sign and how it could stand for groups of.
Explain with your example on the board can be read as 3 groups of 5.
Draw three circles on the board and but five dots in each circle to illustrate three
groups of five.
Count each dot together as a class. Once you are finished write the complete equation
on the board: 3 x 5 = 15
Explain to the class how three and five are called factors and the answer to the problem
is called product.
Define factors and product on the board.
Tell your students: so, since multiplication is also known as repeated addition of the
same numbers you can also look at it as 3+3+3+3+3=15
Why do we multiply? So, we do not have to add up problems like these (write this on
the board) 9+9+9+9+9+9+9+9. Down the line when you study and memorize your
 multiplication problems you are going to be able to do 9x8 quicker then adding nine,
eight times.
Hand out both worksheets to the class and the small packages of skittles
With the document camera, display the Equal Group sheet in the front of the class and
do practice problems with the class together. For example, 4x2, place four Skittles in
two circles. Record them on the Candy Math Recording sheet, have students volunteer
and come up with the addition fact as well as the multiplication fact and the answer to
the problem.
For independent work, write extra practice problems on the board that students can
work on at their own pace.

Plans for differentiation:

Enrichment: Ask students if they see a relationship with the problems that they solve and if
they switch the orders of their factors if they get the same answer. For example, students
should see that 3x8 is the same as 8x3. Challenge them to see if this works every time. They
can write this on the back of their recording sheet. Give them a few practice problems.

Support: Gather students who are finding this lesson to be challenging and work together with
them in small groups when the rest of the students are doing the extra practice problems
independently. Complete more of the Candy Math Recording worksheet together and have
them use the Skittles and Equal Group sheet as manipulatives.

Assessment:
Pass out blank paper and write a couple of multiplication problems on the board. Ask students
to independently solve the equations by drawing pictures to represent each equation. Review
students Candy Math Recording worksheet and check the problems they did on the board to
see if they got the answers right. If they get the answers right that means they understand the
concept. Ask students if they understood todays lesson. What/If there were any challenges to
this lesson? Ask students if they have any concluding thoughts or questions on the lesson.
Have them complete the lesson reflection rubric for extra feedback.

Whats next?
The lesson relates to the unit because it is part of the common core and content standards of
mathematics under the operations and algebraic thinking standard. The next lesson will be
learning/memorizing zero, one, and two factors tables. Each week students will get one or two
multiplication tables to study and memorize and then test at the end of the week.

Student Teacher Post-Instruction Reflection:

Most students really grasped the lesson and understood what how to group their factors. Some
students struggled with finding the addition facts when already having the multiplication fact.
With a little more practice, I predict students will be able to understand the concept. Students
enjoyed using the circle sheet with the Skittles as manipulatives.