CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education

Brittaney Garba

Skipping into Multiplication

Math
2
1. MATERIALS/PREPLANNING
5 pieces of paper per child.
Pencils and markers
Vocabulary product
Literature Uptown Funk parody video
2. OBJECTIVE
CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers
Students will make a multiplication on the go flipbook based on the concepts of multiplication
specifically the product.
Ex. After the lesson on the concept of multiplication students in grade 2 will be able to state both
orally and in writing the correct definition of a product.
CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers
Analyzing and Applying
o Students will learn the meaning of a product. Students will then apply 4 different
ways to find a product and write down these ways in their math flipbook. Inside the
math flipbook they will analyze what they have learned by giving examples of the 4
strategies to find a product.
3. ASSESSMENT
Rubric
3
Student has achieved
perfection in this lesson and is
ready to move on. Missing 0-1
equations earning 95%
accuracy.

2
Student understands the
concept but will benefit from
more mathematical practice.
Missing 2-3 equations earning
75% accuracy.

1
Student needs further explicit
instruction and will benefit
from mathematical practice.
Missing 4 or more equations
earning a 60% accuracy.

This lesson will be assessed by the written definition in the student flipbook. The definition must
include three descriptors and three examples of the term/concept of a product of multiplication.
Students will also be assessed informally by listening to their oral definitions of the concept
product of multiplication.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET
Students will view a multiplication rule video on the projector. The video was found on YouTube
and is in the tune of Uptown Funk which is a popular song many of my students enjoy singing.
5. PURPOSE
Boys and girls, today we will be learning about products. Remember it is important to understand

that In addition we call two numbers that are added together a sum and in multiplication we call
two numbers multiplied together a product. The product is the answer to all multiplication
equations; product will be our focus word today. Lets put on our thinking caps and get ready to
learn.
6. LESSON BODY
Give students 4 rules in a flipbook format regarding finding the product of multiplication. This
will give students the ability to have the rules and example of the rules in an easy accessible
form. Providing the students with these materials will depreciate their level of frustration and
increase their level of understanding.
Prior to starting the lesson body do the following:
We will be learning about the product of multiplication. We will be making a mathematical
flipbook to help us remember 4 different ways to find a product.
Step One- Definition:
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of the product of multiplication.
According to the dictionary the product of multiplication means: the product is a number
which is found by multiplying two or more numbers together.

A product can be found by using an array using equal rows and columns.
A product can be shown by using a grid.
A product can be found by problem solving and skip counting.
A product can be found using repeated addition.

Step Two - Examples:

Bullet each example and leave space between each new example.
The teacher must present (5 6 ) examples of the new concept.

This is an example of a product. It is a product because it was found by using an array

when multiplying numbers 4 and 3.
This array has 4 rows and 3 columns. It can also be described as a 4 by 3 array.

This is also a product of multiplication because it was found by using a grid.

This is also a product of multiplication because it can be found by problem solving

and skip counting

This is also a product of multiplication because it can be found by using repeated

addition.

Step Three - Non-examples:

This is not an example of product multiplication because you are using subtraction.
It is not a example of product multiplication because it does not have at least two
numbers.
This is not an example of product multiplication because it does not have a
multiplication sign in the middle of the two numbers.
This is not a product of multiplication because it cannot be found by skip counting.

Step Four - Mixed Examples:

Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples
with clear responses of why and why not.

Here is a sum. Is this an example of multiplication?

Ex. 2+3=5

Or is not a product of multiplication because there is no multiplication sign used.

Ex. 2*3=6

Is this a proper way to solve a multiplication equation?

4*3= 8

It is a proper way to solve a multiplication equation because we were able

to use an array to solve the equation and find the product.

Step Five - Redefine Concept:

The teacher must ask students to define the concept in their own words. You should have
given several clear attributes of the concept that students can easily repeat and write in their
journals. Now it is their task to write the new term with the meaning and description in their
journal under the vocabulary for this unit.
They could also illustrate the term and give various examples and non examples. Let them be
creative in how they enter the vocabulary terms. This will help them remember the vocabulary
and make it useful for them.
You could say: (Word this part according to the group you are addressing)
Boys and girls, turn to your partners and say the definition of product in your own words.
This is your chance to practice saying (rehearsing) this new term. Be sure you both state
the definition and give several good examples and state why they are good examples.

A product is when two numbers and multiplied together.

The product comes at the end of a multiplication equation.

Now, have them write the definition in their own words in their math flipbook.
Next, please take out your journals and enter this term product.
Also write the definition in your own words and give several examples. Explain how a
product is found and how it is related to multiplication.
Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to
show their understanding.
Students, now it is your turn to own this concept. You are the experts so your task is to
find more examples. You could look in the books I have gathered in our classroom library
or on the internet. You could look on the math word wall or the school library.
You might find more examples on the internet, but be sure to write down the website
accessed. You may also look at the posters around the room.
7. CLOSURE
Gather students on the rug. It is now the end of the day and students are prepared to go home.
Wrap up the learning with a chance for students to practice key learning once again. In this
case it will be the new concept you have introduced.
Boys and girls please come to the rug and put on your thinking caps. We have much to

discuss.
Today we studied the concept of finding the product of multiplication. Now it is your turn to
own this information. Lets practice saying what we have learned about product
multiplication who would like to begin?
Continue this dialogue until students have again rehearsed several times.
End with each student stating the learning to the person next the him/her.
8. INDEPENDENT PRACTICE
1.
It is important for students to practice independently in order to gain confidence in the skill.
This also allows me to assess their skill and level of understanding.

The teacher assigns the students 4 product equations. Students must use the 4 concepts
given and explain 4 equations using the concepts given
The teacher clarifies what the students are to do with the additional examples of the concept
that they identify. EX. Add to word wall, enter them in the math flipbook on this theme and
draw the picture and write a sentence defending your choice.

9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION

Color highlight the strengths, weaknesses, and your adaptation

Red- Weakness
Green Strengths
Yellow - What you are doing about both strengths and weaknesses.

Describe Focus Student Presenting Instructional Challenge

Include several (3+) of the following data points:
2nd grade student with no help at home and is below proficiency in math. This second grader is a visual learner and has hard time
taking verbal direction. The student loves playing outside and anything that has to do with nature. I made this assumption because
his backpack has a nature style and he is always collecting different items from nature. In order to service him I will try to give
nature setting math equations.

Prescribe /Describe Three Adaptations for Instruction

Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Because the student did not score proficient in math I will do focus on the basic skills in k-1 st grade to see what standards need
to be addressed he will have basic math instruction touching the fundamentals of addition .
2. Because the student does not have basic addition principles he needs further instruction in using repeated addition .I will
explicitly teach addition by using pebbles the student has found outside.
3 Because the student does not have the addition concept down he/she is not able to skip count in order to find the product of
multiplication. I will give the student a skip chart to fill out along with my help to better service the student with his basic math
struggles.

Provide Rationales for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students learning.
Be specific so that reader can easily see the connections between your decisions and the student needs. (You can include links to
theory/frameworks, or text resources if appropriate.)
1.The student will be given small group instruction on basic math fundamentals of addition bec
2.
3.

Rational for making Adaptations Sentence Frame

Because the student(s) is/are weak in this particular skill of ______addition ________which is linked to product

multiplication standard or standard concept, I selected this particular instructional focus of ________________.
Because the student is strong /has strength in this particular area nature I choose this adaptation. Because several
students are weak in this skill of multiplication I am selecting four strategies to service students looking for the
product.

Describe Advanced Focus Student

Include several (3+) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests
and any other behavior or cultural factors to consider in planning instruction. What did the student do that gave you this
impression?

Prescribe /describe Three Adaptations for Instruction

Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Because the student did ______________I will do _______________.
2.
3

Provide a Rationale for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students learning.
Be specific so that reader can easily see the connections between your decisions and the student needs. (You can include links to
theory/frameworks, or text resources if appropriate.)
1.
2.
3.

Rational for making Adaptations Sentence Frame

Because the student(s) is/are weak in this particular skill of ______________which is linked to
____________standard or standard concept, I selected this particular instructional focus of ________________.
Because the student is strong /has strength in this particular area ________ I choose this adaptation. Because several
students are weak in this skill___________ I am selecting this strategy _________________.

10. (10 points)

THEORETICAL OVERVIEW:

Cognitive
Level

Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.

Evaluation
Synthesis
Analysis
Application
Comprehension

Students were taught to analyze the methods given to them and choose which one fits their
specific learning style.
They used the methods given to them and applied them to figuring out there independent practice
problems.

I used a concept attainment lesson plan for this lesson because I believe it best suits

my students. They were able to receive explicit instruction on the vocabulary word
product. Then they were able to take that word and break down its meaning.
The students gained a great amount of knowledge on how to find a product. They
received 4 ways to find a product which will help suit mental math capabilities, visual
learners, kinesetic learners and independent learners.

Knowledge

11. ATTACHED STUDENT WORK

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12

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27

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All the work shown in blue is the students independent practice of filling in the grid. They had to
option of solving the problems by using an array, skip counting, or repeated addition.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Preparation
o Adaptation of
Content
o Background
Knowledge
o Links to past
learning
o Strategies Used
o Resources
Selected
o E-resources

Scaffolding
o Modeling
o Guided Practice
o Independent
Practice
o Comprehensible
Input

Grouping
o Whole group
o Small groups
o Pairs
o Works
Independently
o Mixed groups
o Flexible groups

Adaptation
o Advanced
o EL
o Other

Integration of
Processes
o Reading
o Writing
o Speaking
o Listening
o Viewing
o Vocabulary

Application
o Hands on
o Meaningful
o Linked to objectives
o Engaging
o Active Learning

Assessment
o Rubric
o Group
o Written
o Oral
o Formative
o Summative
o Test
o Checklist

Objective
o Linked to
Standard
o Integrated with
Language Arts
o Age Appropriate