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Lesson Plan Form

Teacher: Lauren Holbrook
Unit Name: Multiplication
Lesson Title: Tens Tables Review & Games
Grade Level: 3
rd


Standards Objective(s) Assessment
CCSS:

3.0 A: Represent and
solve problems involving
multiplication and
division.

3.NBT: Multiply one-digit
whole numbers by 10 in
the range 190 (e.g., 9
10, 5 60) using
strategies based on place
value and properties of
operations.



SC Standards:





1) Students will be able
to verbally illustrate their
knowledge the 10s
multiplication tables.

2) Students will be able
to correctly construct
word problems containing
a tens time table fact.

3) Students will be able
to demonstrate their
understanding of the
relationship between
multiplication, grouping,
and repeated addition.



1) Observation during
Top Tens and around the
world

2) Collect and assess
word problems written by
the students

3) Collect and assess
word problems written by
students.
Student will show
the multiplication
fact used in their
word problem
Students will show
the repeated
addition that
correlates with
their times table
fact
Students should
have groups of
objects rather than
adding more to a
group.

Materials and Resources:
SMARTboard
Top Tens Game Sheets
Dice
Notebook paper (or students Day Book)
Ten Times Table Rock song / video (youtube.com)
Lesson Introduction
*How will you engage
your students in the
topic?

Engage students by showing Ten Times Table Rock
song video, as well as a symbol/saying body
movement to help remember the function/meaning of
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the multiplication symbol.




Procedure
*Be specific give step-
by-step instructions

1. Recall previous knowledge with students
2. Ask what the X means when multiplying
3. Show students the body movement and saying to
remember the operation concept of multiplication.
Cross one arm over body and say
Groups. Cross other arm over body and
say Of. Model and repeat the process as
a class a few times
4. Call on students (popsicle stick names) to give
answers of various ten times tables. (1x10-4x10)
5. Ask students if they notice any similarities between
these answers.
6. Introduce the concept that all numbers, no matter
how big or small, all end in zero.
7. Discuss concept, have students give answers to
show understanding that all these times tables will
end in zero.
8. Show Ten Times Tables Rock song on
SMARTboard
9. Introduce game and give directions for Top Tens
10. Divide students into groups of two
11. Pass out Top Tens sheet and dice to groups
12. Play Top Tens.
13. Walk around room to observe and assist students
14. With early finishers have students complete
another round on the back of the sheet
Give students the options to have each
member roll the die twice (or use 2 dice)
and add the two numbers together before
multiplying the sum by ten to get the
final product
15. While students are working write the directions for
constructing their word problems on the board.
Students will return to desks
If you will all please return to your
seats. You should be settled at your desks
when I reach one.
Count down from ten
16. Have a concluding discussion and re-visit main
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idea for final clarification
17. Ask students to take out their math journals and
turn to the first blank page
18. Now that we have had plenty of practice with
our tens tables, we are going to use them in
writing.
19. Each of you will create 3 word problems that
each contain a tens table fact
20. Read the written directions to students
21. Walk around the room to help students and
observe their work
22. Assist the students in correcting and editing
their word problems, and clarify the objectives
of the assignment as needed




Lesson Closure
*How will you summarize
the lesson?

Summarize the lesson by revisiting the main points:

Any number that is multiplied by 10 ends in a
zero
Question the class about the operation of
multiplying (Groups of movement
Go over any reoccurring issues seen while
observing students
Have a few students share one of their word
problems and ask the class to answer the
tens table fact that was within the problem
Applaud all the students for all their hard work
and excellent word problems!




Differentiation
How else could your students demonstrate proficiency? What other products
could they create?
Differentiation (A)
Have students use
manipulatives to illustrate
the grouping of objects in
multiplication facts given
in different problems.
(Both numerical and word
What intelligences are
met?
Visual
Kinesthetic
Logical
Auditory
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problems will be used)
*Read the students the
multiplication table, as
well as the word
problems.

Have them complete a
few problems
independently and then
allow the students to
work with a Elbow
Buddy


Interpersonal



What level of Blooms
is expected? Include
the verbs that indicate
the level of Blooms.
Students will
identify the
number of groups
they need to
create
Students will
arrange the
manipulatives into
equal groups so
that they correlate
with the given
problem
Students will
collaborate with
their partners

Differentiation (B)
Have students create a
booklet of the tens times
tables (1-10), that
includes illustrations on
each page as well as the
multiplication fact that it
represents.
What intelligences are
met?
Visual-spatial
Logical
Kinesthetic

What level of Blooms
is expected? Include
the verbs that indicate
the level of Blooms.
Students will
assemble their
booklet in
ascending order
(From 1 x 10 to 10
x 10)
Students will
create illustrations
that will express
the multiplication
table.

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The students were engaged by the motion to represent X operation and video
that was played at the beginning of the lesson, and really enjoyed it. So much so, that
when I stopped it only 20 seconds before it ended, they begged me to let it play to
the end. The students were engaged and eager to answer my questions throughout
the lesson. The students had lots of fun playing the Top Tens game and having the
chance to move around the room and work in pairs. All the students participated
fully in the lesson as well as stayed on task and completed the assignments. I could
improve this lesson by pairing up students before the lesson began, that way I
wouldnt have students ask if they could work with their friend, or be upset that
they had to work with the person sitting next to them. This would mix up the pairs
to a greater extent and give students a chance to possibly work with someone new. I
wish I would have remembered to give the students Dojo points for staying on task
and working well. I was so involved in observing, helping students, and teaching,
that it totally abandoned my thoughts! The around the world game could have been
improved by finding either buzzers, or asking students to raise their hand when
they had an answer. Students got so excited and anxious about giving the answer to
a problem they practically yelled it out at me. I loved their enthusiasm, but my ears
didnt.
I learned that giving students suggestions of how they can tweak a response, and by
having them justify their answers aloud to me, the students noticed the flaws within
their answers more easily, and understand why it was not correct. The students had
sort of an aha! moment. By guiding students in the right direction, rather than
pointing out exactly what was wrong or giving them the right answer immediately,
they are given a chance to think about and rationalize their work on their own. An
example that occurred was, If I had three red pens and ten blue pens, would I have
thirty pens? After a brief discussion about why their problem had flaws I gave them
simple suggestions to make it a multiplication rather than an addition problem.
You could change it to something like, I had ten packs of pens, each pack had three
red pens. How many red pens do I have altogether? Remember we want ten groups
of a number, rather than adding the two numbers together. This will also help them
remember the discussion and apply it to the concept the next time they come across
it. This strategy of questioning and suggesting can be applied to any curriculum
area. I also got to see first hand how much students really thrive on the use of
technology and media. I will use some source of media in, hopefully, most of my
lessons.
Next time I will designate the pairs and groups ahead of time. This will save
me the remorse of not letting friends work together, as well as create a group with a
variety of learning abilities. Next time I will remember to reward students during
the lesson with Dojo points, or some other reward, as an incentive to keep working
the way they are, or vice versa. My CT had suggested using this in my observation
write-up. I think it would have been a good idea to create teams for around the
world rather than have it played one on one. However, I had the students play the
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game as my CT has had them play it before, since I was not fully acquainted with
how it is played, but this is a change I would make in my classroom.