TAT2 Task 3: Instructors Manual 1

TAT2 Task 3: Instructors Manual

Nathan Scroger

April, 2018

A Written Project Presented to the Faculty of the Teachers College of

Western Governors University

 TAT2 Task 3: Instructors Manual 2

TAT2 Task 2: Modified Plan of Instruction

Unit Overview

Instructional Goal

Students in my classroom will learn to solve multiplication story problems. Students will be

able to: identify a multiplication word problem by the key vocabulary used, and will be able to use

two or more strategies to solve multiplication word problems. The instruction will be inside the

classroom, and occur over two to three weeks. This allow for students to get practice with using the

multiplication strategies, but also feeling comfortable recognizing key mathematical vocabulary.

The Instructional goal is:

Given a multiplication story problem, third grade students will be able to independently

select the appropriate operation to answer the problem. They will also be able to demonstrate at

least two strategies to solve the given multiplication word problem.

Audience

I am a third teacher with a classroom of 19 students. Several of my students are receiving

additional support through their IEP or 504 plan accommodations. My class room students are a

relatively even mix of boys and girls. All ranging in age from 8-9 years old. Most of my students

this year are at grade level in math so I do not spend a lot of whole group instruction re-teaching

second grade math standards; though I do in small groups. My students come from all different

kinds of families and cultural backgrounds. Some are from single parent families, some have large

families of five kids or more. Some students live with grandparents, some are considered homeless.

We have a lot of diversity in our classroom, so teaching using many different strategies is a must.

Woodland School, as it was once called, was first opened in 1884, thirty years after the

establishment of the Puyallup School District. Woodland Elementary was most recently remodeled
 TAT2 Task 3: Instructors Manual 3

in 1993. There are two main hallways in the building: The primary hallway and the intermediate

hallway. The school has two self-contained classrooms, three rooms for LAP and TITLE support,

along with a least three classes per grade level.

Third grade currently has five teachers, which has dramatically lowered class sizes. My classroom

has 4 computers and a tablet, a table for small groups, a smart board, an interactive whiteboard, and

a whiteboard.

The group of students that I am working with vary in their mood and attitudes just like any

other students. Some of which is from life circumstances, and some of which is from past

educational experiences. I know that my students want to be successful, but many seem to be easily

discouraged, especially in mathematics. My students struggle to ask questions, this is something

that I address directly every day. Even if some students have shown the ability to use a skill, they

lack the self-confidence to answer the problem for fear of being incorrect. These are all important to

their success in school. I have worked to build a positive, supportive and safe climate for my

students. Somewhere that they feel comfortable to share their ideas and answers with no form of

judgement.

The population that I am trying to reach through this instructional unit is my third grader

students. Students are coming into the instructional unit with several skills: understanding of the

base ten system, ability to add number, a strong understanding of place value. I plan to take

advantage of these skills as a leaping off point for instruction.

I can anticipate the needs of my target population using data collected in the need and

learner analysis. My target populations experiences and prior knowledge can be tied into the

planning and teaching of the unit to deepen and retain the learning. If I can help making learning

multiplication relevant and “worth” learning, the target population will be more engaged in the

strategies that I use to teach. I will do this by creating interactive and engaging activities in which I
 TAT2 Task 3: Instructors Manual 4

teach to the many different learners in my classroom. I will also make sure to use authentic

situations in which multiplication would be used in everyday life. I will make sure to reference local

places that students have experience with. This way, students are more likely to see it as a necessary

skill to make their life easier, something that is worth putting in effort to learn.

Length and Delivery

The Instruction unit will happen over two to three weeks with 1 hour of instruction per day.

I plan to also incorporate this instructional goal into the student’s homework. This will include an

additional 15 to 30 minutes per week of practice. The instruction will all take place in the general

education classroom to a class of 19 3rd grade students. This unit will include whole group

instruction, small group, and individual work opportunities, or any combination that thereof.

The Instructional unit will consist of 5 lessons at approximately 90 minutes a piece. Students

will begin with a KWL chart in which students can share what they know, want to know about

multiplication. Students will then watch a Khan Academy video and do some further exploration of

the concept of multiplication. They will then spend the next few lessons learning several strategies

for solving multiplication (eg. Equal groups and array model). They students will be using several

technology resources during this time such as: SMART board lessons and YouTube videos. The last

two lessons the students will learn to identify the parts of a multiplication problem (eg. Number of

groups and amount in each group). They will use this information to write their own multiplication

story problem given an equation by the instructor. The instructor will change the numbers in the

problems in the students will be expected to find the product using several strategies. The students

will be assessed formatively by way of exit tickets and summatively by way of post assessment.

Due to my student’s needs and their previous success’, the Constructivist Learning Theory is

the approach to this unit for this particular group of students. There are several reasons why this is

the case: Students will work collaboratively to discover how multiplication works and why
 TAT2 Task 3: Instructors Manual 5

multiplication strategies work. Students will be ask questions that put them in a position to access

their previous experiences and use multiplication strategies to solve. Lastly, Learning through

authentic experiences will allow students to retain knowledge and skills.

Materials Needed

The materials needed are as follows:

Instructor

• KWL chart out of large white butcher paper

• Whiteboard

• Dry Erase Markers

• Timer

• Painters Tape

• Manipulatives (counting pieces, buttons, cubes etc.)

• Khan Academy Unit

o www.khanacademy.org/math/cc-third-grade-math/cc-3rd-mult-div-topic.

• SMART Board Lesson

o exchange.smarttech.com/details.html?id=e68bff98-fbc0-4ee7-bf29-c530c9478058.

• Multiplication Story Problem Song

o www.youtube.com/watch?v=KrVGCYBROeU.

Learners

• Pencil

• Sticky Notes

• Dry Erase Marker

• Eraser

• Whiteboard
 TAT2 Task 3: Instructors Manual 6

• Manipulatives (counting pieces, buttons, cubes etc.)

Instructional Sequence

Lesson Plan #1 Title: Introducing Multiplication

Lesson Overview: This lesson will guide learners in understanding what multiplication is, why it is

important and begin to identify characteristics of a multiplication problem.

Resources or Materials Needed

Instructor:

 KWL chart out of large white butcher paper

 Whiteboard

 Dry Erase Markers

 Timer

 Paper with all Multiplication Story Problems Printed

 Exit Ticket Assessments for Students (Appendix A)

 Computer with access to internet

 Khan Academy for Multiplication “Intro to Multiplication” Video

o www.khanacademy.org/math/cc-third-grade-math/cc-3rd-mult-div-topic.

Learner:

 Pencil

 Sticky Notes

 Dry Erase Marker

 Eraser

 Whiteboard

 Assessment Day 1 found in Appendix A

Performance Objective 1:
 TAT2 Task 3: Instructors Manual 7

Given a multiplication story problem, learners will be able to correctly find the product of the

problem by drawing a picture.

Time: Approx. 1 hr. 30 min.

Step 1: Pre-Instructional Activities (10-15 minutes)

Students have had some previous experience and exposure to multiplication in second grade as well

as times this year. But, we will begin the instructional unit with a KWL chart. This is GLAD

strategy, has students explain what the “Know” (K), what they “Want to Know” (W), and at the end

of the unit we will discuss what we “Learned” (L).

 Instructors puts up KWL chart and passes out three sticky notes to each student.

 Instructor then tells students that today we will be learning about multiplication.

Multiplication is important because it can make math that we use every day like: paying for things,

figuring out how long something might take, or how much or how many things we may need are all

part of being able to multiply. It can make our life easier.

 Students are then asked to think to themselves about what they might know about

multiplication. It is key for students to be doing this individually.

 Students write something they know on a sticky note, demonstrated in numbers, picture

and/or words. Students do write their names on the sticky note.

 Teacher asks groups of students to put up their sticky notes in the “Know” (K) column.

 Teacher then reads each one of the responses and asks for students to show if they agree.

Either by raising their hands, doing the American Sign Language sign for same/agree, or

giving a thumbs up.

 Teacher then asks for students to write on their sticky note what they “Want to Know” (W)

on a note. Students then place these in the “Want to Know” (W) column.
 TAT2 Task 3: Instructors Manual 8

 Teacher then reads through the notes that were placed and decides on several to bring to the

classes attention.

Step 2: Content Presentation (5-10 min.)

This being the first lesson in the instructional unit, and I am instructing 3rd grade students, much of

the initial lessons will be in the, I do, we do, and you do model. In which students watch a teacher

model the expectations and/or the strategy being taught. Students then work with the teacher or with

a partner to complete several problems. Finally, there is some sort of formative assessment in which

students perform the task on their own.

Play Khan Academy Video (link is in the materials list for lesson)

This video will provide some additional support to students about how we can represent

multiplication using pictures.

Step 3: Learner Participation (45 min.)

 Students and the instructors then move to whiteboards to solve story problems.

 The first problem would be: Heather, Sarah, Nick and Jill each have nine markers. How

many markers do they have in all?

 The instructor begins to model the problem by thinking aloud. Letting students understand

exactly what their though process is moving through the problem.

o Ex. “I would first draw a smiley face, one for each one of the students. Then I would

draw one line for each one of the markers. So, I would draw nine lines by each

smiley face. I would then count all the marks, and that equals 36.”

 Ask students to discuss at their table groups another way they could have shown this

problem with pictures.

 Have students raise their hands and call upon one from a group to share.
 TAT2 Task 3: Instructors Manual 9

 Instructor then presents the next problem: Kathryn, Mia and Fran go out to lunch. Each one

of them orders a $7 lunch. How much will their bill be all together?

 Students then begin work on their whiteboards to solve the problem by representing the

scenario with a picture.

 Students are encouraged to work together to achieve this task.

 Instructor monitors students work and looking for a student example to share with the class.

Give the students at least 5 minutes to solve each problem.

 Ask groups if they need 0, 1, or 2 more minutes to complete the task. Students show you

with their fingers how many more minutes. Give the students what they are asking for.

 When complete have a student selected by you to come a show how they solved the

problem.

 Repeat previous five steps with these problems: Justin, Carl, Ryan, and Will each have 8

alien trading cards. How many cards do they have in all?

Jason has two Pokémon card binders. Each binder has 50 cards in it. How many cards does he

have in all?

 Student are then asked to put all their materials away except for a pencil.

 Instructor asked for students to stand up at their desks and conducts brain beak in which

students do stretches to increase blood flow and focus for assessment portion of the lesson.

Step 4: Assessment (15-20 min.)

 Students are passed a piece of paper folded into half. Each half has different multiplication

word problem.

 Students are asked to solve each problem by representing the problem with a picture.

 Students will perform this task individually.

 The assessment would include these problems:

 TAT2 Task 3: Instructors Manual 10

Step 5: Follow-Through Activities

 Instructor through formative assessment in the whole group activity, knows what students to

check in on during the assessment portion.

 Instructor checks in on these students, and reviews work on students as they turn it in.

 This formative assessment is used to make a decision on whether the class as a whole would

benefit from additional instruction in this area.

 The instructor can also decide to move forward and work with small groups as an

intervention for this particular skill.

Lesson Plan #2 Title: Equal Groups Strategy

Lesson Overview: This is the second lesson in the instructional unit. As we move forward in the

unit, we will be engaging in the use of several strategies to solve multiplication. This first strategy

that is known as equal groups, is closely related to addition. Using a strategy that is very closely

related to addition helps build confidence in students and gives them a solid foundation as we move

forward with other more abstract strategies. Students will be physically modeling the strategy of

equal groups to solve multiplication story problems. Students will them learn how to use this

strategy on whiteboards. Finally, they will complete an exit ticket assessment of their learning for

the session.

Resources or Materials Needed

Instructor:

 Painters Tape

 Space in the room for several students to be able to move safely

 Whiteboard

 Dry erase markers

 Paper with all multiplication story problems written on them.

 TAT2 Task 3: Instructors Manual 11

 SMART board Lesson for Equal Groups

o exchange.smarttech.com/details.html?id=e68bff98-fbc0-4ee7-bf29-c530c9478058

o Listed in References

Learner:

 Whiteboard

 Dry Erase Marker

 Eraser

 Pencil

 Exit Ticket Assessment (Appendix B)

Performance Objective 2: Given a multiplication story problem, learners will be able to use the

equal group’s strategy to correctly solve for the product.

Time: Approx. 1 hr. 30 min.

Step 1: Pre-Instructional Activities (5 min.)

 Instructor reminds student of what we did the previous session

 Instructor reminds students of how important multiplication is in their everyday life. Ask

students “When could we use multiplication in our lives?”

 Sparks interest in the learning as well as solidifies the importance of learning the skill.

Step 2: Content Presentation (10 min.)

 Instructors tells the students, “Today we are going to be learning a multiplication strategy

called equal groups. This one of many strategies we will be learning to master our use of

multiplication.”

 Students are asked to gather a whiteboard, pen and eraser and place them on their desk.

 Students are the asked to gather in the area the teacher has cleared for the activity.

 Teacher has made 4 large circles with tape on the carpet.

 TAT2 Task 3: Instructors Manual 12

 The instructor writes on the whiteboard the problem 2x5.

 Students then discuss what the answer might be.

 The instructor then writes below the problem 2 groups of 5. Explaining, “You can read two

times five as two groups of five.”

Step 3: Learner Participation (50-60 min.)

 The instructor then tells the students, “These tapes circles are showing us how many groups

we need. So I this problem how many groups are there?”

 Students answer, “2.”

 Instructor then tells students, “You are what goes in the groups.”

 Instructor then asks five students to stand in the first circle, and five more to stand in the

second circle. “This is the same as 2x5, we have two groups of five.”

 Instructor asks, “Can you tell me how many do we have all together?”

 Students “Two groups of five gives us ten all together.”

 Have students count all the students to be sure.

 Repeat the previous steps for problems such as: 3x5, 4x2, 4x1, 1x5, 4x3.

 Students go back to their seats to continue on whiteboards.

 SMART Board Lesson

o Now that students have some basic knowledge of Equal Groups and how to use it to

solve Multiplication. Have students work through the slides. Giving groups and

individuals the opportunity to interact with the lesson. Students will use their

whiteboards to solve the problem before they are able to use the SMART board.

 Instructor “Now we are going to use the equal groups strategy to solve problems on our

whiteboards.” Instructor demonstrates 3x5 on the whiteboard:

 TAT2 Task 3: Instructors Manual 13

 Instructor then asks students to complete the problem 4x3.

 Students complete problem with their groups.

 Instructor calls upon a student to talk them through the problem in front of the class.

 Repeat these steps for problems such as: 4x2, 4x1, 1x5, 4x3, 6x5, 8x8 etc.

Step 4: Assessment

 Students are then asked to complete two problems on their whiteboards using the equal

group’s strategy.

 The two problems are 7x4 and 4x9.

 Students complete the problem and briefly conference with the instructor one on one for

formative assessment.

Step 5: Follow-Through Activities

 The individual conferences and conversations are helpful for the students to be able to make

any adjustments to the strategy.

 The instructor can use this formative assessment to gauge whether or not to move forward

with another strategy or to have additional time on the equal group’s strategy.

Lesson Plan #3 Title: Array Model Strategy

Lesson Overview: Students will work with manipulatives to demonstrate and engage in the array

model strategy. The students will then show the array model by drawing it on a whiteboard. Finally,

students will complete an exit ticket assessment using the array model strategy.

Resources or Materials Needed

Instructor:

 Manipulatives (counting pieces, buttons, cubes etc.)

 Whiteboard
 TAT2 Task 3: Instructors Manual 14

 Dry Erase marker

 Eraser

Learner:

 Manipulatives (counting pieces, buttons, cubes etc.)

 Whiteboard

 Dry Erase marker

 Eraser

 Paper for the exit ticket

Performance Objective 3: Given a multiplication story problem, students will be able to use the

array model strategy to correctly solve for the product.

Time: Approx. 1 hr. 30 min.

Step 1: Pre-Instructional Activities (2-5 min.)

 Instructor today we learning another strategy to solve multiplication. It is called the array

model.

 Instructor, “Can anyone remind me of another strategy that we have learned for

multiplication?”

 Students remind teacher of how to use equal groups strategy.

Step 2: Content Presentation (15 min.)

 Students receive counters and share with the partners next to them.

 Instructor asks students to create an array with them.

 Instructor creates a 4x3 array, which looks like this:

 TAT2 Task 3: Instructors Manual 15

 Instructor asks students, “Why do you think this represents 4x3 or 4 groups of 3?

 Students discuss the array.

 Instructor calls upon students to share ideas.

 Instructor listens to student responses, then explains, “Each of the four columns are like the

groups and each column has three in it.”

 If needed, you could create an equal group model to compare to the array:

 Students can then compare their prior knowledge the equal groups strategy to the array

model.

3: Step Learner Participation (50 min.)

 Students are prompted to complete multiplication problems by using the array model.

 Students can work to complete these problems with their group or individually.

 The instructor is monitoring the work or students and choosing students to model their work

for the class.

 Students are expected to create the array with their manipulatives and draw the array on their

whiteboards.
 TAT2 Task 3: Instructors Manual 16

 Give students five minutes per problem. As they become more comfortable with the strategy

shorten/lengthen the length time allowed to solve each problem depending of the success of

your students.

 As you monitor students working make sure to locate students who are using the strategy

effectively and have them present the strategy explaining their thinking to the class.

 Repeat these steps with problems such as: 5x6, 7x7, 8x9, 2x10, 6x4 etc.

 As an extension have student group into partners and give each other multiplication

problems to solve using the array model.

Step 4: Assessment (20 min.)

 Students will be asked to complete 2 problems using the array model.

o 5x3 and 8x4

 Students will be asked to create the model with manipulatives and then draw the array on

paper.

 Students will complete this individually as a form of formative assessment.

Step 5: Follow-Through Activities

 The individual conferences and conversations are helpful for the students to be able to make

any adjustments to the strategy as instructor looks over student assessments.

 The instructor can use this formative assessment to gauge whether or not to move forward

with another strategy or to have additional time on the array model strategy.

Lesson Plan #4 Title: Solving a Multiplication Story Problem

Lesson Overview: Students will write multiplication problems when given an equation. Students

will write these in collaborative groups.

Resources or Materials Needed

Instructor:
 TAT2 Task 3: Instructors Manual 17

 YouTube Video

o www.youtube.com/watch?v=KrVGCYBROeU

o Listed in References

 Example Multiplication problems (Appendix C)

 Computer with internet access

 Timer

Learner:

 Pencil

 Blank notebook paper

 Whiteboard

 Pen

 Eraser

Performance Objective 4: Given a multiplication equation (eg. 6 x 4), students will be able to

write a multiplication story problem that uses the given equation.

Time: Approx. 1 hr. 30 min.

Step 1: Pre-Instructional Activities (5-10 minutes)

 Start the lesson by introducing the YouTube video:

o “This video/song is going to help you learn the parts of a multiplication problem.

Learning this information will help you be able to write your own multiplication

problems.”

o Play Video.

Step 2: Content Presentation (10-15 min.)

 After video, go back through the first three problems that are presented in the video.

 The goal is to identify and further highlight all the parts of the multiplication problems.
 TAT2 Task 3: Instructors Manual 18

o The number of thing in each group

o The number of groups

o And the product

Step 3: Learner Participation (40 min.)

 Students will take their whiteboards, pens and erasers

 You will guide the students through the Multiplication story problem examples page

(Appendix C)

 Release one problem at a time to the groups of students.

 You will set a timer for 5 minutes for each problem

 Students and their groups, for each problem will be required to identify:

o The number of groups

o The amount of thing in each group

o The product

 Making sure to show their work and what strategy they used (array or equal

groups) the used to solve.

 Have each group share their findings to the problems

 Repeat for all 5 problems

 Use the equation 2 x 4.

o Write the story problem on the board:

Anna had was collecting signed baseballs. She bought two glass cases, and each

case fits four baseballs. How many baseballs does she need to fill up her case?

 You will then have students identify the number of groups and the number of items in each

group in your problem. Have students underline the parts on the whiteboard in different

colors. Red for groups, Blue for number of items in each group.
 TAT2 Task 3: Instructors Manual 19

 Then explain to students that, “It is now their turn to write a multiplication story problem.”

 Make sure to include all the parts of a multiplication story problem:

o Number of groups

o Number in each group

 Write the equation 7 x 4 on the whiteboard

 Tell the students that they must write a story problem that can be solved by using this

equation.

Step 4: Assessment (15-20 min.)

 Review student work as they create their problems

 Conference with each as they finish to make sure they have all the parts of the problem.

Step 5: Follow-Through Activities

 The individual conferences and conversations are helpful for the students to be able to make

any adjustments to the strategy as instructor looks over student assessments.

 The instructor can use this formative assessment and make sure that students are creating

story problems that can be solved by their peers in the next lesson.

Lesson Plan #5 Title: Solving a Multiplication Story Problem

Lesson Overview: Students will use multiplication strategies to solve their classmate’s

multiplication story problems written in the previous lesson.

Resources or Materials Needed

Instructor:

 Exit Ticket Assessment (Appendix D)

 Post Assessment (Appendix E)

o To be taken at a later date

 Student written problems from previous lesson with altered numbers.

 TAT2 Task 3: Instructors Manual 20

 YouTube Video

o www.youtube.com/watch?v=KrVGCYBROeU

o Listed in References

Learner:

 Whiteboard

 Pen

 Eraser

 Pencil

Performance Objective 5: Given a multiplication story problem, students will be able to

independently and correctly solve using either the array model or equal group’s strategy.

Step 1: Pre-Instructional Activities (5-10 minutes)

 Remind students of the parts of a multiplication problem

o Number of groups

o Amount of things in each group

Step 2: Content Presentation (10-15 min.)

 As a further reminder, re-watch the YouTube video from the previous lesson.

 Make sure to highlight the parts of a multiplication problem.

 Choose one of the problems in the video

 Solve the problem with students using both the equal groups and array model strategy.

Step 3: Learner Participation (45 min.)

 Teacher must choose 8 student written problems from previous lesson. The number of

groups and the amount in each group needs to be changed. This way even the group who

wrote the problem will need to solve it.

 TAT2 Task 3: Instructors Manual 21

 “We are now going to solve the story problems that you all created in our last lesson. Do not

worry I have changed the numbers. Even if you wrote the problem, you will still need to find

the new answer.”

 Students will work together as a group to solve 5-8 of the student created story problems.

 Students will have 5 minutes per question and will need to identify on their whiteboard:

o The number of groups

o The amount in each group

o The product with their work showing use of the array model or equal group’s

strategy.

 After monitoring student work, select groups to share their work in front of the class.

 After going through each problem students will independently solve several story problems.

Step 4: Assessment (15-20 min.)

 Students complete exit ticket assessment (Appendix D)

 Students must correctly solve 3 out of 4 problems correctly.

Step 5: Follow-Through Activities

 The individual conferences and conversations are helpful for the students to be able to make

any adjustments to the strategy as instructor looks over student assessments.

 The instructor can use this formative assessment to make sure students are showing

consistent mastery of the skill.

 Students will complete Post- Assessment (Appendix E) at a later date.

 TAT2 Task 3: Instructors Manual 22

References

Grade 3 single digit multiplication word problems worksheet [PDF]. (n.d.). K-5 Learning.
Jorna. “Multiplication.” SMART Exchange - USA - Multiplication, 5 May 2015,
exchange.smarttech.com/details.html?id=e68bff98-fbc0-4ee7-bf29-c530c9478058.
Math Worksheets: Word Problems: Word Problems: Multiplication Word Problems One [PDF].
(n.d.). Dad's Worksheets.
mccarthyschooljams. “Uptown Funk Parody - 3rd, 4th, 5th Grade Multiplication Song.” YouTube,
YouTube, 4 June 2015, www.youtube.com/watch?v=KrVGCYBROeU.
“Multiplication and Division | 3rd Grade | Math.” Khan Academy, Khan Academy, 2018,
www.khanacademy.org/math/cc-third-grade-math/cc-3rd-mult-div-topic.
TAT2 Task 3: Instructors Manual 23

Appendix A

There are 240 calories in the granola bar. If there are three in a box, how many calories are in a

box all together?

Kyle’s phone bill is $45 dollars a month. How much would he have to pay for 4 months?
TAT2 Task 3: Instructors Manual 24

Appendix B

7x4

4x9
TAT2 Task 3: Instructors Manual 25

Appendix C

K-5 Learning PDF

TAT2 Task 3: Instructors Manual 26

Appendix D

Dad’s Worksheets PDF

TAT2 Task 3: Instructors Manual 27

Appendix E

K-5 Learning