PART 1-Lesson Plan (Learning Goals)

The rubric that will be used to evaluate your completion of this task can be found here.
Throughout the lesson plan, reminders from the rubric will be highlighted in yellow.

Before you begin:

1. Go to ‘file’, ‘make a copy,’ and rename this document ‘Your First/Last Name--MIDTERM PART 1.’
2. Complete each of the following components of the lesson/learning plan in its assigned color.
3. To get an overview of your class and students click here for Secondary Education majors and here for Elementary
Education majors.

Part 1-Content Standards, Learning Targets/Objectives Goals, Essential Questions: What should
your students (a) know/understand and (b) be able to do as a result of this lesson? Closely examine the
learning expectations, content, and/or curricular standards provided by the teacher. It is very likely that
you will have to build upon the learning expectations provided by the teacher to ensure that your learning
goals/outcomes address both student learning and thinking skills. For a brief overview of this process,
click here.

A. Examine the standards you have been assigned to teach. Type (or copy/paste) the curricular standard from
your content area in the space below.

Operations and Algebraic Thinking – 3.OA

3. Use multiplication and division within 100 to solve word problems in situations involving equal groups,
arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem.

B. ‘Unpack’ these curricular standard(s) in the space below by looking closely to identify (a) concepts
(content, knowledge, information, vocabulary, etc.) and (b) skills/ thinking. What categorie(s) does the curricular
standard being addressed in this lesson fall in Bloom’s and Webb’s? Explain.

Unpacking of standard:
1. Use multiplication within 100 to solve word problems in situations involving
a) equal groups
b) arrays
c) measurement quantities
2. Use division within 100 to solve word problems in situations involving
a) equal groups
b) arrays
c) measurement quantities

Webb’s
Level 3- Strategic Thinking- requires deeper knowledge when solving problems involving measurement quantities
and others, with equations and drawings. They need to be able to know how to communicate their understanding
through their process. The students need to apply their knowledge to be able to solve the problem with different
approaches, not just one. They can use drawings, equations, and other things to represent the problem.

Bloom’s
Analysis- Students will take knowledge of multiplications and numbers, and their skills with drawing, using
equations and symbols, their knowledge of measurement quantities, among other things, and they will put it all
together and apply it in a situation with word problems. They have to analyze a word problem, not just compute
using a written math problem.
C. What are the key concepts and vocabulary based on your unpacked standard?

Multiplication, division, arrays, equal groups, equations, solve word problems, measurements, numbers
within 100.

D. Based on your unpacked curricular standards, develop one to two

learning goals likely to engage students. Reminder from the rubric

Objective: Students will be able to use multiplication within 100 to solve word problems in
situations involving measurement quantities (using different approaches to solve it).

Now, look closely at Bloom’s Taxonomy and Webb’s Depth of Knowledge. What level is/are each of the
learning goal(s) that you developed?

 Strategic Thinking- It lets students solve word problems with real life situations and applications
 Analyze and Apply- students will apply past knowledge on multiplications and other skills to solve
problems. Students will have to analyze word problems and use strategic thinking to solve it using
different methods.

E. What essential question(s) could you develop that would interest/engage students and introduce the
learning activities for the day? Reminder from the Rubric

 What are some patterns that we can see to help us how to solve this problem?
 What are some key words in the word problem?
 What are different ways or methods we can use to solve the problem?
 What are some situations in which we can see the use of what we are learning?
 Why is it correct?
 How did you end up with that answer? Explain your reasoning.
 What are some common errors/struggles we can make or have when trying to solve word
problems?

F. How and when can we make students aware of these essential questions and learning goals before
and throughout the lesson? Are they worded in a way that (a) introduces the learning activities of the day, (b) can
be easily understood by students, and (c) fosters student interest in the topic/learning activities that will follow?

We need to plan ahead different times where we can use the essential question. Some questions are supposed to
introduce the lesson, some questions are to be asked throughout the lesson and after the lesson as well. Some
questions are always good to repeat or remind students about them, so that they can increase in their learning,
add to what they have already learned, and so that in each part of the lesson, they can change their thinking,
share their thinking or reinforce it. Some questions are to be used several times in one or each problem they will
solve. Some questions are good to be asked several times. If a student is solving a problem it is good to ask why
several times to get to a more specific answer, to challenge their thinking and help them see what they are doing
correctly, what they can still apply or what they need to change, and see how they (themselves) are learning and
applying-how they are unique in their way of solving it or how it is similar to other peers as well.
We need to find ways to bring questions along with students’ questions and learning. It is good to establish goals
before the lesson and remind students when they will perform tasks on their own as well and how they can apply
those goals differently still with the same outcome.

G. What other questions could be utilized to check for understanding, facilitate student discussion,
and foster deeper level thinking about the concepts being taught? For examples/suggestions
of how to write a variety of questions and different levels of difficulty, review these examples.
How are your methods of solving the problem different from your peer?
How can you make your procedure to solve the problem in a clearer way?
Teach to your peer next to you how to solve the problem
What is not right about this problem solving?
Is there another way to solve this problem? Which one?
How did you get to your final answer? Explain your process.
What is this problem asking for?
Can you identify the different parts of the equation in the word problem? Show your result.
 PART 2-Lesson Plan (Assessment Plan)

The rubric that will be used to evaluate your completion of this task can be found here.  Throughout the lesson plan,
reminders from the rubric will be highlighted in yellow.

Part 2-Assessment Plan: What evidence pieces, or assessments will be utilized during the lesson to
help the teacher/students know where they are at in relation to the learning goals?  For an overview of
formative/summative assessment, click here. Reminder from the Rubric.

A. Formative Assessment:

Ticket out

1) Ben is planning a big community party with other 10 friends at the park and will use tables that are 4
ft long. Ben will use 12 tables for his guests and will place them all side by side. How long will the row
of tables be?
Select the multiplication sentence for this problem. Then, solve the problem.

a)10x12
b)4x12
c)10x4
d)10x4x12

2) Select the correct answer for the following problem. Show your solving process.
If one bag of chips weighs 12 oz, and Ethan and Sarah got 13 bags of chips between the two of them
for the party, how much will the chips weigh in total?

a) 36
b) 39
c) 156
d) 1326

3) Solve: Sarah wants to make 12 cakes for her twin sisters’ birthday. She saw that in the recipe for a
one cake you need 4 cups of flour. How many cups of flour will Sarah need in total to make the 3
cakes?

4) Solve: If a box has the measurements of a length of: 30cm, width of: 15cm, height: 10cm. What is
the total volume of the box?
B. Success Criteria for Formative Assessment:
  
            
Holistic rubric
3- Satisfactory Student correctly answered all 4 questions and showed thinking process to
Effort Shown solution. They showed comprehension in their procedure. They tried more
than one way of solving the problems. Students shows 3 problems wrong
but shows comprehension in procedure.

2- Improvement Student got 2 or less problems correct. The students showed process but
Needed did not show full comprehension through it. Might need clarification in just
some concepts or rules of multiplication.
Student might require reteaching, clarification, extra practice, examples, etc.

1- Objective not Student needs reteaching, clarification, extra practice, etc. Student got 2 or
achieved less problems correct or showed no procedure nor different ways of solving
the problems.

C. Deeper Level Thinking Task/Assessment:

1) Create a mathematic word problem that can be solved using the following multiplication sentence:
24x12 (using the units of measurement of ft or meters).

2) Create a mathematic word problem that can be solved using the following multiplication sentence:
14x5 (using the units of measurement of lb).

D. Success Criteria:
           

Structure of word Use of Answer to peer’s

problem multiplication in the word problem.
word problem

3- Exceeded Correct use of Mathematic Student answered

grammar is applied knowledge was correctly the word
in the word applied in knowing problem of a peer.
problem. World how to apply the Peer was helpful and
problem is clear multiplication communicated with
and can sentence in a math peer if had any
understood by a word problem. questions.
peer and the Creativity is used.
teacher. Uses Effort is seen.
 mathematic Measurements are
vocabulary. used.

2- Met Some grammar The word problem Student made

mistakes are represents the mistakes but tried to
made, making the multiplication solve the problem.
word problem sentence correctly, Student did include
unclear. The but the answer the measurement
student did not ask cannot be units in the answer.
the teacher for represented with
help and made measurement units.
mistakes. The
student could
show more effort.

1- Failed to meet World problem is The word problem Student did not show
unclear or has 3 or cannot be solved effort in solving the
more mistakes. It using the problem or did not
does not have a multiplication have the right answer
clear question to sentence given. for it.
answer. There was no effort
shown in forming a
word problem.
 PART 3

LESSON PLAN TEMPLATE

1. To get an overview of your class and students click here for Secondary Education majors and here for Elementary
Education majors. (SPED can do either)

Teaching/Learning Strategies; Instructional Timeline; Materials/Use of Technology:

In the table below, write out how you plan to use class time to engage students in
learning. The procedures should clearly describe what students will do, what the
teacher will do, and how long each lesson component is likely to take. Use this timeline
as a suggestion of how you could space your class time your time. Be sure to address
the introduction of the lesson, how student attention will be gained, how prior knowledge
will be accessed, guided opportunities for students to practice and independent practice.
A sample is filled in below.

What students will do… What teaching/learning Materials & Use of Technology
strategies will be utilized by the Detailed list/links to all materials, handouts,
technology provided for both
teacher and how they will be used teacher/students; in italics...clear
to help facilitate learning… explanation of how the technology used will
Reminder from the Rubric help students to meet their learning goals.
Reminder from the Rubric

-Converse with classmates and start -Greet students at the door and get
on warm-up. them started on short warm-up, or
review task. (3 min)

-Students will remain with the student Review task (Build on background
beside them and will use the dice that knowledge): Manipulatives: blocks, popsicle
are already in their desks. They will In pairs of two: sticks, figures.
follow the instructions for this activity Review math facts
placed in their desks. Roll 3 dice and multiply as fast as measurement cups, rulers,
they can. Switch roles. Students will measurement tapes.
make sure partner gets the right
answer. Have tablets/ipads if needed.
Instructions printed for those that
needed. Translated handouts
-Anticipatory
Set/Questioning/Discussion and
Essential Questions:

-Students will listen and respond to Present the essential questions (What Instructor slides (drive or email
essential questions individually, then are some patterns we can see in with presentation, projector).
discuss in partners. Finally, students multiplications? What are some key words in
word problems that can help us know what they These slides contain examples of
record new insights gained from are asking us? What are different methods we word problems, highlighted words
discussion with partner/other can use to solve word problems? And how do
classmates. they differ from your classmates? Which one
in them to represent key words
works better for you? What are some common etc. Based on the questions of
errors we can do when solving word the students and classroom
problems?) Ask students to jot their
discussion, some topics might
thoughts down individually, then
receive more instructional time
partner up and share responses.
Students then record new than others.
ideas/insights gained from their
partner (2-5 min)
-Discuss and rephrase learning -Present/discuss learning
objectives. objectives: Students will be able to
use multiplication within 100 to solve
word problems in situations involving
measurement quantities (using
different approaches to solve it). (1-2
min)

Explain instructions in a clear way and

give examples. Show students how to
do the activity first yourself. Maintain
constant interactions with the students
and constantly view if they are being
able to perform the activity or if they
have any questions. Help students
advance to next step if they are stuck.
Let students have constant interaction
between each other.

-Students will follow the teacher and - Summarizing, note-taking, use of

will answer questions, direct teacher a graphic organizer, discussion:
and together will solve the problem. The teacher presents examples of
Students will apply what they word problems and solves one with
discussed previously with the the students. The teacher will identify
essential questions. Students will patterns, key words, different ways of
listen, discuss, take notes. approaching a problem. The teacher
will ask students to participate in
helping her go through the steps and
know what to do next or what not to
do. The teacher will use manipulatives
if appropriate.

-Students will work individually on The teacher will then let the students
solving math problem. Then, they will the first problem (of the formative
discuss together as pairs their assessment) alone and discuss
answers and ask each other together with a partner their answers.
questions, correct each other, and ask They will correct each other as
the teacher if have further doubts. needed (They can discuss: Why is it You can have students come
wrong? why is it correct?). together and submit their final
-Discuss results The teacher will monitor and answer answers through TopHat before
questions. The teacher will talk with discussion.
the whole class if there are common
mistakes made.

During this time the teacher will utilize

informal formative assessment
(observation, questioning, and
students’ self-assessment of
understanding) to determine what
student(s) need reteaching,
clarification, extra practice, and/or
more examples. (15 min).
Formative Assessment (this quiz
-Take formative assessment -Formative assessment on concepts can be taken on paper or on
presented (10-15 min) computer-google forms)
The students will do the next 3
problems of the formative assessment
 on their own.

-If needed and based on formative -If needed and based on formative
assessment, work with teacher and assessment, adjust instruction to
classmates to receive reteaching, work with students to reteach, clarify,
clarification, extra practice, and/or provide extra practice, and/or more
more examples. examples.

-Listen, restate requirements and -Introduce higher-level, deeper-

success criteria in their own words, thinking activity; introduce success
ask for clarification. criteria, and present a sample,
completed assignment (4-7 min)
Colored paper for students to write
Let students choose one of the
down their word problem.
following options:
Colors, pens, pencils.
“Create a mathematic word
Hand-outs of rubric.
problem that can be solved using
the following multiplication
sentence: 24x12 (using the units
of measurement of ft or meters).

Create a mathematic word

problem that can be solved using
the following multiplication
sentence: 14x5 (using the units of
measurement of lb).”

-Assign students pairs or if there is

someone missing have some groups
of 3 as needed. (1-2 min)

Instructor’s slides (Google Slides).

-Students will work with the teacher. Model creating a word problem with
Evaluate each of the options using the students. (8-10 minutes)
success criteria as modeled by the
teacher.

-Have students work independently.

-Students move into individual
workspace.
-Monitor and assist students in
wording problems correctly. Have
-Students will ask and help each other students that finish first assist other
as indicated. students.

-Have students switch their papers

and let partners answer each other’s
-Students will answer their peer’s word problems.
problem. -After this, have the pairs come
Students will discuss their struggles in together and discuss their results and
solving the problem, what else they process.
could have done better or if they need (about 15 min)
more explanation or examples.
-Students will listen and discuss the - Recap with essential questions,
extent to which the class met the learning objectives. Let them ask final
goals today. Ask questions. questions/ concerns. (3-5 minutes)

-Students will take the poll - Have a final poll where you ask -Use Poll Everywhere for students
students how they feel about their to answer.
learning.
How do you feel about solving word
problems, using multiplications with
units?
Students will have the options:
-I’m killing it!
-I understand most of it, but would like
to practice more
-I still don’t quite get it.
-I’m lost.
(1-2 minutes)
 PART 3A
The rubric that will be used to evaluate this final part of your lesson plan can be found here. Throughout the lesson plan,
reminders from the rubric will be highlighted in yellow.

1. To get an overview of your class and students click here for Secondary Education majors and here for Elementary
Education majors.

Part 3A-Planning for Student Needs (This will be filled in based on the class descriptions and
student profiles provided by your instructor (click here for Secondary Education majors and here
for Elementary Education majors). Reminder from the Rubric

A. Describe any unique characteristics/needs of students in the class. Be sure to note any necessary
class-wide needs and pay specific attention to English Language Learners as well as students with
special needs. What support strategies would you use with each student throughout the rest of the
lesson (beyond those you have addressed in the assessment portion of the lesson plan)? For
suggestions on supporting students with individual learning needs during instruction/learning click here.

Some of the unique needs and characteristics of the students in the class is that they frequently
are noisy and disrupt the class. Something good is that the class gets along well, with a few
exceptions. Those students that are ELL might struggle talking to other peers and getting along
in groups, because they are still learning English. Sofia needs help in general with English,
João needs help in comprehending what others are saying because of it is different to how he
has learned it, but he has good English-speaking skills. Ethan is a good reader and enjoys it; he
has advanced vocabulary, but other peers exclude him because of it. Working in groups is not
his strength. Emily has needs in reading, because of her dyslexia, which impacts her social
behavior as well. Nate has social and emotional behavior needs.

There are several different needs in the classroom, but by using the strengths in the class, and
by having students help each other, and use the energy that they have to improve their learning
experience and know each other’s struggles to build more unity between everyone. One
common thing between those students that have special needs is that they are adapting to an
environment or situation and might have an emotional impact, and this affects their educational
performance.
Using assistive technology can be really helpful for several students. If there are different
options for all students to use what they feel more comfortable using, can be helpful for getting
their attention to the activity and to get assistance needed to complete and succeed in the
assignment. For example, having a tablet with headphones that can read and highlight words of
a word problem-when working individually. Other option can be, having the paper printed with
bigger words for Emily and having highlighters, pens, and extra time to accommodate to her
needs. Allowing Emily to use other technology to write down her word problem can help. Like
typing it in a form of technology, that can help her correct or mark the words that might need
correction.
By making the word problems, not so lengthy, not so hard to comprehend, but still using math
vocabulary can be helpful for ELL’s and Emily. It can help to review vocabulary before starting
the exercises and make sure that they all understand the word problems. If appropriate, have
translations of the exercises written down and/or of the directions.
 Continually monitoring during class is needed to see that all students are working and on task,
or to see what questions they might have.
With ELL’s something that can help is to have instructions written down and explain the
instructions to everyone out loud as well. Doing it clearly and not too fast can be helpful for
Joao. Afterwards, it is good to make sure directions were understood, but having them written
down can be helpful so that they can follow when you speak or read with them.
Allowing students to have dictionaries and other tools to search for the words that are hard to
understand can be helpful. That way, we don’t lower the level for them, and they can learn
vocabulary that is appropriate to their age-challenging but not too stressful or unreachable.
Placing students that speak a lot besides Sofia, and Joao can be helpful so that they are
immersed in the language and get more used to the way other students speak. Having time for
questions is essential.
Something helpful for Ethan is to let him realize how his talents and gifts can be really helpful
and that he can share them. If we let him help or teach other students, this can help him not feel
left out, to ahead and want to work in teams. Letting him work helping other students can help
him find a purpose to staying in the classroom and to working with his peers. This can apply
with any student that is good in math, reading, writing, or any other skill- can help other peer.
This could help Nate, as well. Having him have a purpose in class and letting him feel how much
he can impact and help the class can help him use his energy in the activities and have more
positive feelings while at school, while also giving the opportunity to make friends.
Something else that can help is having a schedule for him and reminding him of the transitions
that will be made and if there is something in the schedule that can be hard or that he dislikes
give him time to talk at the beginning of the day about it with the teacher, so that needed
accommodations can be made to avoid disrespectful interruptions or avoiding of the activities.
Giving different options for students to demonstrate their learning like mentioned in the activity
instructions can help students stay engaged and have a higher chance of liking the activity.
In general, it is important to create a culture in class where students feel comfortable making
mistakes, asking questions, say they don’t understand, and where they can help each other. It is
necessary to understand that we don’t know when students will be following us or
understanding, so constantly checking where they are is also necessary.
Other important things to do is to try to reach our parents in several different ways if not able to
meet with them face to face in a meeting- E-mail, have a web page where you can post
announcements, homework, goals, and send notes to parents. The goal is help students first in
the classroom, but talking to the parents can be helpful to see if more planning or to have a
more intense intervention for the student is needed. This can also help to assist in knowing who
else to reach out in the school to receive their help, like psychologists, special ed teachers,
general ed teachers, etc. to better address the needs of each student.

B. What do students already know/understand in relation to what will be taught? What misconceptions
are they likely to have in relation to the vocabulary, concepts, and/or topic? Reminder from the
Rubric

Students should know how to represent and solve problems involving multiplication and
division-interpret and understand them. They should be able to use different ways of
representation-manipulatives, drawings, tables, multiplication sentences, partial products. They
should be able to know the order of solving a multiplication in a traditional way (of the US).
Some misconceptions can be mainly for those students that come from other places and
countries, to assume that they know the vocabulary used in the word problems created by the
teacher. Another misconception is that the way that they have learned math is the same way
that it is being taught, and this might get them confused if that is the case.