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Lesson Content
MAFS.3.OA.2.5: Apply properties of operations as strategies to multiply and divide.
Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property
of multiplication.) 3 5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 =
10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40
and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56.
(Distributive property.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
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Size: 21
The zero and identity properties are part of the larger multiplication unit in math.
Students have already learned the commutative property and know that there are
various rules for multiplication. This concept is important to learn because students need
to have their multiplication facts memorized and these properties help students
remember those facts.
My CT and I will be monitoring students as they complete the problem of the day in their
notebooks as the formative assessment. Students will also be asked to rate their level of
understanding as a formative assessment. Finally, I will be collected their classwork and
homework pages as a formative assessment.
I will collect two summative assessments from this lesson including the end of lesson exit
ticket and their end of unit assessment.
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Size: 21
Teachers need to know their multiplication facts, as well as the zero and identity property
rules.
What background
knowledge is necessary for
a student to successfully
meet these objectives?
This lesson is part of a bigger unit plan that students are working through. They have the
prior knowledge of multiplication necessary to be successful during this lesson.
This group of learners is advance, so they will need a quick lesson that is to the point and
allow room for enhancement. I believe most students will pick up this concept quickly
and will need enrichment activities for afterwards.
Some students still confuse addition and multiplication rules so we will review
multiplication beforehand
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Group
Size: 21
Lesson Implementation
This lesson will be guided release. The lesson will begin as whole group instruction and
then break into individual and group work.
Time
20
min
Who is
responsibl
e (Teacher
or
Students)?
Teacher
1. Have students pull their practice pages and homework. They
also will need their math notebooks.
2. Have studies copy the EQ in their notebooks and review
multiplication rules and facts.
3. Show students the Identity and Zero Property Posters made
for the lesson.
25
min
Students
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Size: 21
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
All students need to be mathematically literate to function in society today.
Learning multiplication facts and properties is essential to that literacy.
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If applicable, how does this lesson connect to/reflect the local community?
In order for students to make an impact on their communities, they need to
become mathematical literate.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Enrichment folders have been compiled by me, my CT, and the AGP teacher
with activities that require some higher order thinking for students who finish
quickly and need to more challenge. Students have various options to choose
from within the folders.
How will you differentiate instruction for students who need additional
language support?
There is a presentation that goes along with my lesson to provide visual
support. There are also posters demonstrating the properties for visual aid as
well.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
L.G. will need to move and benefits from teacher proximity control
A.S. Needs reminders to not blurt out (combat with student name sticks)
A.R. struggles with math so attention to her notebook work and knowledge assessment
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Size: 21