UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Sabrina Harrison PSMT Name: Ashley Singtalay

Lesson Plan Title: Unit 1 Lesson Plan Topic: Math
Date: 9/3/18-9/7/18 Estimated Time: 50 minutes each day
Grade Level: 3rd School Site: Snyder Elementary

1. State Standard(s):
Tuesday:
3.OA.1
Wednesday:
3.OA.2
3.OA.3
3.OA.6
Thursday:
3.OA.1
3.OA.6
3.OA.7
Friday:
3.MD.1

2. Teaching Model(s):
Direct/Indirect Modeling
Whole Brain
Questioning: DOK
Lemov

3. Objective(s):
Tuesday:
I can use number models to solve multiplication number stories.
Wednesday:
I can solve division number stories.
Thursday:
I can use strategies for 2’s, 5’s and 10’s facts.

Friday:
I can calculate elapsed time.

4. Materials and Technology Resources

Tuesday:
Smartboard
Math Journals
Pencils
Everyday Math Program
Anchor Chart
Markers
Vocabulary cards

Wednesday:
Smartboard
Math Journals
Pencils
Everyday Math Program
Anchor Chart
Markers
Vocabulary cards

Thursday:
Smartboard
Math Journals
Pencils
iPads
Everyday Math Program
Anchor Chart
Markers
Vocabulary cards
Fake coins

Friday:
Smartboard
Math Journals
Pencils
iPads
Everyday Math Program
Anchor Chart
Markers
Vocabulary cards

5. Instructional Procedures:
Tuesday
a. Motivation/Engagement:
-TW start the lesson by going on the strategies they talked about on Friday.
-TW give students a problem where they will need to use a strategy to figure out a
problem.
Example question:
● (3 x 5 = ?) Sergio has 3 packs of pencils. There are 5 pencils in each pack. How
many pencils did Sergio have in all?
○ Sample answer: 15. I drew three circles and put 5 pencils in each circle to
get to 15 pencils. I skip counting by 3’s 5 times.
-TW ask students to share their answers with the class.
b .Developmental Activities or Learning Experiences:
Explicit Instruction
-Teacher will go over the vocabulary words (equal groups, multiplication, array, row,
column and multiplication symbol) use whole brain mirrors and teach-okay (Whole Brain)
-Equal groups: same number of objects.
-Multiplication: Is an operation that involves finding the number of objects in equal
groups.
-Array: Is an arrangement of objects in rows and columns.
-Multiplication symbols: X is often read as “times.”
-TW go over CUBES (circle, underline, box, evaluate, and show your work) on a anchor
chart.
-TW create a multiplication number story with the students and solve it together using
cubes.
Example questions
● Ben has 2 folders. There are 5 papers in each folder. How many papers does Ben
have in all? He has 10 papers.
● What would be the number model for 5x2 = 10 (5x2=10, 5+5=10) (DOK -
remembering)
-TW have students rate on their chest their level of understanding
-1 I am starting to get it but I am still confused
-2 I can do it with help or an example in front of me.
-3 I can do this on my own. I can show I understand.
-4 I’m very confident with this. I can teach someone how to do this.
Independent Working Time
-Students will create their own multiplication number story using one of the number
sentences on page 16.
 -They will solve it with two strategies.
c. Closure:
-TW review Cubes with the students.
-SW work on their math boxes on page 17.
d. Extension:
- Students will write a number story using bigger numbers than the ones on page 16.

Wednesday
a. Motivation/Engagement:
-Teacher will go over what students will be doing for the lesson. Today we are going over
how division number stories.
-Teacher will use mirror words “I can solve division number stories.” Now tell your
shoulder partner what they will be doing today. Teach-Okay (Whole Brain)
-SW solve the mental warm ups.
-TW have students share their answers together.
-TW have the students work together for a minute or two to solve the math message.
(Think-Pair-Share)?
-Example question
● What do you know from the problem? (DOK - Analyzing)
● How did you decide what to draw first? (DOK - remembering)
● How did you know when to stop passing out the scissors? (DOK -
understanding )
● How did you show your answer in your picture? (DOK - remembering)
b .Developmental Activities or Learning Experiences:
Explicit Instruction
-Teacher will go over the vocabulary words (equal sharing, division, equal grouping and
division symbol) use whole brain mirrors and teach-okay (Whole Brain)
-Equal Sharing: the total number of objects and number of objects per group.
-Equal Grouping: the total number of objects and number of objects per group
-Division Symbol: it means divided by.
-Teacher will remind students of the strategies they used the week before with the
multiplication strategies.
-Teacher will think aloud through the first problem with the students.
Example questions:
● What do we know from the problem? (Lemov - cold call) (DOK - remembering
)
○ Sample answer: I know that there are 3 kids. I know there are 21 pennies
are in total. I know they need to share equally.
● What are the differences and similarities between multiplication and division
number stories? (DOK - understanding)
 ○ Sample answer: Division number stories has the total number in the
problem.
-Remind students to include their units.
Example questions:
● Why is it important to have label or have labels? (DOK - remembering )
-TW go over the next word problem but will have the students tell the teacher what to do.
-TW explain a division number model (the larger number will either go first or after the
equal sign.)
Independent Working Time
-TW start the next problem with the students before letting them complete the project on
their own.
-Students will have two to three problems they will need to complete on their own.
c. Closure:
-Students will work on math boxes on page 20.
-TW have students rate on their chest their level of understanding
-1 I am starting to get it but I am still confused
-2 I can do it with help or an example in front of me.
-3 I can do this on my own. I can show I understand.
-4 I’m very confident with this. I can teach someone how to do this.
d. Extension:
-Have students cut out their fact triangle with the number 2’s, 5’s and 10’s.

Thursday
a. Motivation/Engagement:
-Teacher will go over what students will be doing for the lesson. Today we are going over
how to use strategies for 2’s, 5’s and 10s facts.
-Teacher will use mirror words “I can use strategies for 2’s, 5’s and 10’s facts.” Now tell
your shoulder partner what they will be doing today. Teach-Okay (Whole Brain)
-Remind students of Rule # 2
-SW solve the mental warm ups
-TW have all students skip count together by 2’s, 5’s and 10’s.
b .Developmental Activities or Learning Experiences:
Explicit Instruction
-Teacher will go over the vocabulary words (Fact family, fact triangle, product and factor)
use whole brain mirrors and teach-okay (Whole Brain)
-Fact family: multiplication and division facts that relate the same sets of three numbers
-Product: is the total when two factors are multiplied together
-Factor: are the two numbers that are being multiplied
-TW tell students they will be seeing a group of dots and will need to figure out how many
dots there are
 -Teacher will reference to the array they went over on Tuesday
-TW review double facts
Example questions
● What did you notice about the addition number stories? (DOK - understanding)
● Do you think this will alway happen when we multiply by 2? why? (DOK-
applying)
● What is another example that follows this rule? (DOK - applying)
-TW put his on an anchor chart
-2’s: Think about addition doubles, 5’s: Nickels, 10’s: Dimes
-TW go over nickels and dimes with the students
-Example questions
● What is the value of a nickel? (DOK- remembering)
● What is the value of a dime? (DOK- remembering)
● What number model can we create with 4 nickels? (DOK - understanding)
-TW go over how to use a fact triangle together before students work on their own.
-TW use the example 2x5=10
-Example questions
● What are some multiplication and division facts? (DOK - understanding)
-TW model the different fact families they can come up with (2x5=10, 5x2=10, 10/2=5 and
10/5=2)
-TW have students rate on their chest their level of understanding
-1 I am starting to get it but I am still confused
-2 I can do it with help or an example in front of me.
-3 I can do this on my own. I can show I understand.
-4 I’m very confident with this. I can teach someone how to do this.
Independent Working Time
-SW write out the fact triangle with a partner. (2x3, 5x4, 3x10)
c. Closure:
-SW work on their math boxes on page 22.
d. Extension:
-Teacher will have students explain the facts the know and how they know them from
their fact triangle

Friday
a. Motivation/Engagement:
-TW ask students “What time is it?” (DOK - applying)
-TW go over what what they are doing for the day.
-Teacher will use mirror words “I can calculate elapsed time.” Now tell your across partner
what they will be doing today. Teach-Okay (Whole Brain)
-TW go over the meaning of elapsed time. “The difference between two times.”
 b .Developmental Activities or Learning Experiences:
Explicit Instruction
-Teacher will go over the vocabulary words (elapsed time, length of day) use whole brain
mirrors and teach-okay (Whole Brain)
-Elapsed time: The difference between two times.
-Length of day: Total hours and minutes between sunrise and sunset.
-TW have students talk to their shoulder partner of the first steps they should take with
the math message problem.
-TW ask a couple groups to share their answer.
-Example questions
● How many hours are in a day? (DOK- remembering)
● Does the sun rise and set at the same time every day? (DOK -
understanding)
-TW go over today with the students (sun rises at 6:10am and sun set at 7:20pm)
-TW model how the students will find the elapsed time from (6:10 am -7:20 pm)
-TW skip count by 1 hour with the students (13 hrs 10 mins)
-Example questions
● Why did we skip count by 1 hour instead of something lower like 10 minutes?
(DOK - understanding)
● What would be our estimate for tomorrow sunrise and sunset knowing that
everyday is not the same? (DOK - applying)
● How are we going to skip count for the next day? (DOK - understanding)
● How would a clock help us? (DOK - applying)
-TW go over how scientist make predictions on the sunrises and sunsets so people know
ahead of time
-TW allow the students to work together in order to complete the rest of the chart
-TW have students rate on their chest their level of understanding
-1 I am starting to get it but I am still confused
-2 I can do it with help or an example in front of me.
-3 I can do this on my own. I can show I understand.
-4 I’m very confident with this. I can teach someone how to do this.
-TW pull groups bases on the way the students rated themselves to go over how students
will create their chart with the data they collected from their chart
Independent Working Time
-Students will work on page 34 work with their shoulder partner or by themselves.
c. Closure:
-Students will work on their math boxes on page 24
d. Extension:
-Students will find out the elapsed time between each period.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Tuesday
a. Accommodations
-TW have a group up front working on the material with students who are still struggling.
-Letting students sit in the front if they cannot see in the back.
b. Modifications
-Reviewing equal grouping
c. Differentiations
-Allow students to tell the number story orally.
Wednesday
a. Accommodations
-SW be able to sit on the floor to copy if they are sitting in the back.
b. Modifications
-Reviewing strategies
c. Differentiations
-If the students are still confused with how to solve the division number story the TW have
small groups up front going over the material together.

Thursday
a. Accommodations
-Let students sit on the carpet if they cannot see in the back
b. Modifications
-Use fake coins for nickels and dimes.
-Review double facts
c. Differentiations
-If the students are still confused with how to solve the division number story the TW
have small groups up front going over the material together.
-Paper images
Friday
a. Accomodations
-Let students sit on the carpet if they cannot see in the back
b. Modifications
-Review elapsed time with the students.
c. Differentiations
-If the students are still confused with how to solve the division number story the TW
have small groups up front going over the material together.

7. Assessment and Evaluation of Learning:

Tuesday
 a. Formative:
-Students will be given an exit ticket with two problems where they will use counting,
drawing, or additional strategies.
-TW give students a problem where they will need to use a strategy to figure out a problem
to gear whether this is something they need to go back over
Wednesday
a. Formative
-TW have students rate on their chest their level of understanding
-1 I am starting to get it but I am still confused
-2 I can do it with help or an example in front of me.
-3 I can do this on my own. I can show I understand.
-4 I’m very confident with this. I can teach someone how to do this.
-TW let students physically act or use multitives out what is happening in the problem
Thursday
a. Formative
-TW have students rate on their chest their level of understanding (1,2,3,4)
-
Friday
a. Formative
-TW have students rate on their chest their level of understanding (1,2,3,4)
-Have student find the length of time between each of our periods.
8. Homework Assignment:
-Students have a worksheet that is sheet home on Monday.

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: