UH COE Lesson Plan Template (Direct Instruction)

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Name of Teacher Candidate Gabriela Lazalde
Lesson Overview
Grade Level 3rd Grade
Estimated Time Needed 45 mins

The teacher will begin the lesson by asking students to clear everything off
their desk by displaying the powerpoint presentation linked below. The
teacher will begin the lesson by doing a wonder/ notice activity with a picture
of a box of donuts. Students will think, pair, share their wonder/ notice about
the donut picture with a partner and then with the class. Then, the teacher will
present the biggest donut box in the world and ask for the students' help to
find out how many donuts are in the box. The teacher will present the math
problem (8 rows of 23). The teacher will give each table a piece of anchor
Lesson Description chart paper, base 10 blocks, and ask students to work with their partner to
solve the problem (8 rows of 23). The teacher will give students a model of
what is expected to see on their anchor chart paper (picture, equation, and
words). Students can choose the strategy they want to use. Students will
present their findings with the class. The teacher will record and ask
questions about each strategy, asking questions to help students make math
connections. Next, the teacher will go through two additional math questions
and demonstrate with virtual manipulatives. Lastly, the students will complete
an independent practice worksheet and exit ticket.

3.4 G use strategies and algorithms, including the standard algorithm, to

multiply a two-digit number by a one-digit number. Strategies may include
Content Area Standards
mental math, partial products, and the commutative, associative, and
distributive properties;
Technology Standards
TSW use a variety of strategies to multiply 2 digits by 1 digit number..
Objectives

Resources/Materials/Tools
____ rows of ____
Terms/Vocabulary

Computer
Speaker
Projector
Technology Resources Smart Board
Students will each need their own laptops.
Powerpoint

Other Resources

Lesson ProceduresGoogle Slides powerpoint presentation

UH COE Lesson Plan Template (Direct Instruction)
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on
task noted in parentheses for each
step. In other words, completely
Describe how each stage of Cite specifically what
describe the flow of the lesson-the
the lesson will be managed, resources for this activity
content to be presented, and the
including role of teacher and will be used, and describe
This template is built on the strategies to be used. Include actual
learners (who is doing what in detail how they will be
words you will use and questions
traditional “Madeline you will ask students. Consider items
at each point), location (e.g., used.
Hunter” lesson structure. classroom, computer lab, Note who will be using the
such as: parts of the lesson that
outside), and any special tool and in what ways. Note
might be difficult, and how you will
considerations, such as for any safety considerations
know whether you can go on; how to
differentiated instruction. needed.
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
Focus/Anticipatory Set The teacher will show a The teacher will have a
(motivational hook) picture of a box of donuts and picture of a box of
have students think, pair, donuts on the projector.
share with a partner what they The teacher will explain
wonder/ notice about the expectations of think,
donut picture. (5-10 mins) pair, share with a
partner. Students will
talk to their partner
about what they
wonder/ notice about
the donut picture. The
teacher will provide the
sentence stems. I
wonder_____. I
notice____. The teacher
will walk around and
listen for the students'
wonder and notices.
After giving students
time to discuss. The
teacher will ask
students to share with
the class.

The students will be

sitting at their desks,
listening to the teacher
explain the expectations
for think, pair,
share.The students will
raise talk to their
partner, using the
sentence stems I
UH COE Lesson Plan Template (Direct Instruction)
wonder_____. I
notice____. The
students will share
ideas with the class.

Materials Needed for

the Focus
- picture of box of
donuts
- computer
- projector

Content-input The teacher will give

(Could include content The teacher will give each table each table a piece of picture
outline, presentation, a piece of anchor chart paper, anchor chart paper,
questioning, modeling, base 10 blocks, and counters base 10 blocks, and
examples) and ask students to work with counters. The teacher
Modeling: Should include their groups to solve the donut will model the anchor number
both Tier 1 (examples) and problem (8 rows of 23). (20 chart format the
Tier 2 (think aloud) mins) students will use and
explain. Students must
show a picture to words
represent the problem, First, we ____.
write the problem Then, we ______.
equation, and explain in
words how they solved
it. The teacher will ask
students to work with
their groups to solve the
problem using the
manipulatives provided.
The teacher will walk
around and listen for
math talk. After the
class presents their
findings, the teacher will
model 2 additional
problems

The students will work

together with their group
to solve the problem
and complete the
anchor chart with their
group using
manipulatives. After the
class presents their
findings, the teacher will
model 2 additional
UH COE Lesson Plan Template (Direct Instruction)
problems

Materials Needed For

Content Input

- anchor chart
paper
- base 10 blocks

Guided Practice The teacher will have students

Include Check for share the strategy they used The teacher will listen
Understanding Questions to solve the problem and to students' strategies
record the strategies on the and record answers on
board. The teacher will ask the board. The teacher
questions to check for will ask questions like
understanding. After the class
presents their findings, the That seems really
teacher will model 2 additional important, who can say
problems (10 min) that again?

Who can say that back

in your own words?

What does ____ mean

when they say ___?

Who can add on to that

explanation?

Do you agree or
disagree with ____?
Why?

Turn and Talk with a

partner about ______.
Who can tell us what
your partner said?

Who has a similar way

of looking at ____?

Who has another way to

look at ____?

Let’s look at these two

ways. How are they
similar? Different?

The students will

UH COE Lesson Plan Template (Direct Instruction)
share their strategie
with the class and listen
to the other groups
strategies. Students will
answer the teachers
questions to check for
understanding.

Material Needed For

Guided Practice

- white board
- markers
or
- computer
- projector

The teacher will

remind students about
the different strategies
they learned and pass
out the post
assessment. The
The teacher will have students
teacher will also walk
practice independently by
around the classroom
having students complete an
as the students
independent practice
complete the
worksheet in which they will
post assessment.
Independent Practice need to solve 5 problems by
Include Check for using a which ever
Understanding Questions multiplication strategy they like
The students will
such as repeated addition,
complete the post
equal sized groups, arrays,
assessment
area models, equal jumps on a
independently.
number line, and skip
counting. (10 - 15 mins)
Materials Needed for
Independent Practice
- Post
assessment

Closure The teacher will close the The teacher will ask
lesson by asking students to the students if they
solve the exit ticket problem in learned a new strategy
the power point (5 mins) today or about any math
connections they made.
UH COE Lesson Plan Template (Direct Instruction)
The students will raise
their hand to share what
they learned.

Plans for Leading a Discussion Following Guided Practice and Independent Practice

Launch Frame
*clap, clap, clap* How did your group solve the problem? Who would like to share
first?

Eliciting, Orienting Questions to ask During the Discussion

What does ____ mean when they say ___?

Who can add on to that explanation?

Plan for Leading a 5-10
Do you agree or disagree with ____? Why?
minute Discussion
Following Guided
Turn and Talk with a partner about ______. Who can tell us what your partner said?
Practice
Who has a similar way of looking at ____?

Who has another way to look at ____?

Let’s look at these two ways. How are they similar? Different?

Conclusion Frame
Great job on working with groups on finding a strategy to solve our donut problem.
Now it's time for independent work. Complete this post assessment by yourself.

Launch Frame
* clap, clap,clap* Ok class. Raise your hand. Who can tell me one thing you learned
about today?

Plan for Leading a 5-10

Eliciting, Orienting Questions to ask During the Discussion
minute Discussion
Would anyone like to share their favorite strategy? How are these strategies
Following Independent
different? The same?
Practice
Conclusion Frame
Ok class, we just learned different strategies to multiply 2 digits by 1 digit.
Tomorrow we will continue on learning more about multiplication.

Plans for Differentiated Instruction/Accommodations

Special Education For students with oral instruction and read aloud accommodations , the teacher will
Students help by reading the sentences out loud to the students.
English Language None
UH COE Lesson Plan Template (Direct Instruction)
Learners

Gifted and Talented None

Other:
Assessment
The post assessment includes 10 questions in which a student must represent multiplication problems using
arrays, equal groups, skip counting, and number line.

Classroom Management Plan for the Lesson

The students will have a clear desk during the wonder and notice. The students will stick to math talk during
think pair share and stay on task while working in a group. The teacher will walk around the room and listen
for math talk and make sure students stay on task. The teacher will get the students attention by clapping
three times and waiting for students to respond by repeating the claps. The teacher will walk around the
classroom during partner and independent work to ensure students stay on task.
Lesson Resources