Title

Part 1: Lesson Overview

Instruction Time and Place: Number and Grouping of Students for Instruction: Date: Grade:
12:45 P.M. at SIUE 6, grouped as a whole class 10/17/2023 3rd
Learning Segment Topic
Lesson Topic: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
groups of 7 objects each.

Part 2a: Target Student Learning Standards

Standard Code Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
CCSS.MATH. groups of 7 objects each. For example, describe a context in which a total number of objects
CONTENT.3.0 can be expressed as 5 × 7.
A.1

Part 2b: Lesson Objective Students will be able to describe the relationship between repeated addition and
multiplication and know that they are the same thing.

Part 3: Assessment Plan

Pre-Assessment Tools Used Prior to Lesson:
Prior to the lesson we will review repeated addition by giving the students a number and asking them to
figure out what other numbers, when repeated, can be added together to total the number given. Then, we
will ask them to draw the equations they have came up with by representing them in groups. For example, if
we give them the number 24 and they come up with the equations 12+12,8+8+8, and 6+6+6+6, they could
draw a picture that shows four groups of six objects, two groups of twelve objects, eight groups of three
objects, or three groups of eight objects.

Formative Assessment Tools Used During Lesson:

One formative assessment that will be utilized are end of class Padlet posts and replies to classmates. Each
student will first post an even number between 12 and 50. They will then respond to another classmate’s
number post by replying with a repeated addition equation that totals the number posted. Then, they will
translate their repeated addition equation into a multiplication problem. After going over repeated addition
and multiplication, making sure students have a strong grasp on each, they will then be introduced to
Ozobot. We will give a brief overview of Ozobot and how it works with color codes. They will then be
provided with an Ozobot maze activity using our repeated addition and multiplication equations, as well as a
color coding sheet that correlates with the answers. For example, if the equation is 4 + 4 + 4, the answer
would 4 x 3 which would have a code like blue, black, green, red. After students have answered each
equation they will color in the corresponding boxes to each answer. When all of those steps are completed,
Ozobot is ready to go through the maze. We will also give and in- class homework assignment that will
consist of a worksheet with ten numbers on it. The students will come up with at least one multiplication
equation that totals that number, using whichever strategy works best for them. They will also be asked to
explain how they came up with their answer or the strategy they used, they will get one point for a correct
answer, and one point for explaining their method per question.

Summative Assessment Tool(s) for Learning Segment:

At the end of the unit, we will give the students a test. The test will consist of twenty questions, each worth 2
points each, and the student can solve the equation using whichever strategy works best for them. For
example, if the problem states, “How do you represent the addition equation 6+6+6+6=? as a multiplication
equation? Solve the equation,” the student could use drawings to illustrate their work, they could use number
webs, or they could use a number line.
Part 4: Supports for Diverse Students in Sequence of Instructional Strategies and Learning Tasks
List the language demands—
We will start the lesson by letting the students know what our behavior expectations of them are. We will go
over that they are to have their eyes on the person speaking, listening ears, mouth closed unless you are
called on after raising your hand, and stay focused on the lesson. While we are teaching, we will ask for
thumbs up if we are understanding and thumbs down if the students need a little more clarification.
The vocabulary that will be used during this lesson that we will go over with the students in the beginning of
the lesson is:
Repeated Addition: Adding the same number over and over.
Multiplication: The repeated addition of equal numbers.
Interpret: Explaining the meaning of something.
Whole numbers: Any number zero and above that does not contain a fraction or a decimal.
Groups: Combining whole numbers.
Product: The result of two or more numbers multiplied together.
Equation: A mathematical sentence that has two separate sides, separated by and equal sign.
Represent: To describe or show something.
Commutative Property of Multiplication: Even if the order of the numbers is changed, the product of or more
numbers remain the same.
Clarification: Making a statement or idea more clear.

Simple supports for these language demands that:

Content: We will introduce and define the general and specific vocabulary that will be used during our
lesson. A downfall to this could be that students aren’t understanding the definitions. To combat that we will
ask the class prior to saying the definition if they have heard or know what the term means. This will give
students a chance to think about prior knowledge and allow us to get an understanding of their individual
readiness levels.
Process: Students who are more visual learners will have the anchor chart that is colorful and informative.
We will also be playing math games throughout the lesson that will help the hands- on learners better
understand the idea of grouping and multiplication.
Product: The students will engage in games, activities, and discussion that will help further their
understanding of multiplication, while also touching on prior knowledge to build bonds between the content.
For students who are not understanding the material we will work one on one with them and differentiate the
game so it is more suitable for their readiness level.
Environment: We will have students use thumbs up/ thumbs down to gauge their individual and collective
understanding of the material. Students will have the option to solve the equations on the test using
whichever strategy they feel most comfortable with, for example they can draw or do the computations using
a mathematical strategy. We will have a designated calm corner for students who get overwhelmed and may
need a minute alone to gather their thoughts and emotions. The homework for this unit is all in- class work to
help any students that may not have the support or materials at home to do the work successfully.

Part 5: Sequence of Instructional Strategies and Learning Tasks

Introduction: After going over the behavior expectations and the introductory vocabulary for the day, we will
begin by reviewing repeated addition by giving the students a number and asking them to figure out what
other numbers, when repeated, can be added together to total the number given. Then, we will ask them to
draw the equations they have come up with by representing them in groups. This will all be done as a class
and we will ask the class to give a thumbs up when they have an answer. We will use a smaller number,6, to
start.

Development: After going over repeated addition and multiplication, making sure students have a strong
grasp on each, they will then be introduced to Ozobot. We will give a brief overview of Ozobot and how it
works with color codes. They will then be provided with an Ozobot maze activity using our repeated
addition and multiplication equations, as well as a color coding sheet that correlates with the answers. For
example, if the equation is 4 + 4 + 4, the answer would 4 x 3 which would have a code like blue, black,
green, red. After students have answered each equation they will color in the corresponding boxes to each
answer. When all of those steps are completed, Ozobot is ready to go through the maze. We will also give
and in- class homework assignment that will consist of a worksheet with ten numbers on it. The students will
come up with at least one multiplication equation that totals that number, using whichever strategy works
best for them. They will also be asked to explain how they came up with their answer or the strategy they
used, they will get one point for a correct answer, and one point for explaining their method per question.

Closure: Students, at the end of class, will use Padlet to post and reply to classmates. Each student will first
post an even number between 12 and 50. They will then respond to another classmate’s number post by
replying with a repeated addition equation that totals the number posted. Then, they will translate their
repeated addition equation into a multiplication problem.

Learning Extensions: At the end of the unit, we will give the students a test. The test will consist of twenty
questions, each worth 2 points each, and the student can solve the equation using whichever strategy works
best for them. For example, if the problem states, “How do you represent the addition equation 6+6+6+6=?
as a multiplication equation? Solve the equation,” the student could use drawings to illustrate their work, they
could use number webs, or they could use a number line.

Part 6: Instructional Materials

For this lesson, we will use an anchor chart that has an overview of the material we will be discussing. The
students will need an Ozobot, the maze activity page, and the color codes page. We will need to come up
with ten numbers with multiple possibilities of number combinations that can be multiplied to equal it. Then,
we will create and distribute the in- class homework assignment that they will turn in to us at the end of the
day. We will need to create a Padlet and the students will need to use their laptops at the end of class to
access the Padlet so they can post their post and comment on a fellow students’ post. At the end of the unit,
we will come up with twenty numbers that have multiple numbers that can be multiplied to equal it, and then
make a test and distribute it to the students during class. They will have the whole class period to finish it
and turn it in. Throughout the lesson we will also need to use the dry erase board and markers or smart
blackboard, a computer, and a copy of our lesson plan.