ED 345 Calvin College Teacher Intern Lesson Template

Teacher Intern: Sophia Kim Date: September 13, 2018

Grade Level: 3rd Grade Subject/ Topic: Math – Variables and introduction to IXL and XtraMath
Approx. time spent planning this lesson: 1 hr.
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: It is crucial that students know the relationship between factors and products. This
lesson is asking students if they understand the unknown number or not.
Brief Context: In this lesson, students will be learning what a variable is and will be introduced to IXL and Xtra Math as a
technological way of learning Math this year.
Prerequisite Knowledge/Skills: Student’s knowledge of basic facts with the 5s and 2s.
Student’s knowledge of logging in to the computer
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Be able to identify that variables can be used to 1. Having the students go in stations to answer the
find the missing number. variable problems. – Students will be receiving a
2. Be introduced to the extra Math support on the rubric afterwards whether they followed
computer. instructions and were able to solve the concepts.
2. Having the students answer the problems
regarding multiplication problems in IXL and Xtra
Math. Since it is our first time doing IXL, they will
be diagnosed first with their level in Math.
Standards Addressed in Lesson:
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects
each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when
56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal
shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be
expressed as 56 ÷ 8.
CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For
example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 ×
6=?
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division
(e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.
Instructional Resources:
 Variable station sheet (For students)
 Video - Algebra Video for Kids: Solve Equations with Variables | Star Toaster until 2:00
https://www.youtube.com/watch?v=I1JTiWmPHFM
 MacBook (For students) – laptop cart
 XtraMath password strip for each student
 Easel board and whiteboard markers
 Bigger version of the definition of variables
 Rubric for the station work
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
- Grace - Have students or the teacher aid sit by Grace who can help them focus. Grace will also participate in the
array making process. (Because it was time for G to transition into the school setting, she had to stay in the
classroom instead of going to room 101.)
- G will start to go down to room 101 because she is getting used to the routine. She will be spending her time
for Math in room 101.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
Teacher to students
 If a student is doing an excellent job like doing what they are supposed to do, teacher will appreciate the
students by giving a high five or a compliment like “Way to go!”
 Smiles will assure the students that they are doing a great job!
 Teacher will be going around making sure they are doing their work.
 When the teacher is going around the class, if a student makes mistake, say the sentence “That’s okay!
Everybody makes mistakes!” – We are all here to learn not to be perfect.
Student to Student
 Students will be working at their seats and will be asking questions to each other questions in a spy voice.
 Students will be working in partners to figure out the scavenger hunt.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
ENCOURAGEMENT IS THE KEY!
- Clapping rhythm
- Raise your pinky! Raise the other pinky! Wiggle your pinky!
- Whisper the instruction once and let the students work. Students will for sure ask what the instruction was, and
then the teacher will remind the students that listening will help if they listen.
- Flatt tire! – Teacher Shhhhh! – Students
- Encourage the students to be quiet while they are working on their student reading page. Model by saying the
reminder in a careful voice.
Strategies you intend to use to redirect individual students:
- If the student is distracting, teacher will ask “Are you distracting or listening?”
- If a student is blurting, stop a minute and remind them to raise their hands if they have something to say.
- Say “It would be really nice if you are participating…” instead of calling names.
CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.
- Going to the bathroom: Knocking signal from the student and the teacher replies back with the same signal!
- Everybody should have listening ears whenever a teacher and other peers are talking. Their hands should be
down when someone is talking.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
- Students will be going around the room to find stations for the variable scavenger hunt.
- Students will be at their desk doing the extra math support on their computers. Never move around with the
computer screen open.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro:
 Teacher will ask the students to come back to the rug area by rows from their seats. Teacher will call on the
rows in order.
 Teacher will then tell the students that we are going to learn about variables.
Development:
 Teacher will tell the students that we are all going to be scavenger hunters where we have to search for the
information.
 Teacher will bring out the station sheet and instruct the students that there are 3 stations: (With a partner)
 After watching a video, putting sticker station on whether we could use many letters or just
one letter all the time. (Video watching will be done all together.) Students are expected to put
their initials on the sticker so that the teacher can see who participated. Everyone’s
participation is required.
 Fill in the blank – definition of variables.
 Come up with as many multiplication equations using variables.
Closure:
 Teacher will ask the students to come back to the rug area if they are done and start the discussion.
 Show the station 1 paper to the whole class and talk about whether we could use many different letters
or only one letter should be used. *If there is a student/s getting confused, clarifications should be
made.
 Bring out the bigger version of the station 2 page. Ask the students to tell the teacher to make sense of
the definition.
 Ask for some of the examples that the students have come up with!
 While the station work is going on, teacher will go around checking on the rubric for
their station work.
 Teacher will now transition by saying that it is the very exciting moment for us because we will be using our
computers! Please go back to your seat and have nothing on your desk!
 Teacher will hand out the strip of paper where the password is written to each of the student for XtraMath.
Every student has a different password. Also, teacher will write down her school email address to be used in IXL
log in.
 Now, Teacher will ask the first row, second row, and the third row in order to get their computer.
 Teacher will then tell the students to log in to the computers to go to Mr. McWhertor’s page and start with IXL
to diagnose on their Math level.
 Once the students are done with the amount of work that is expected for today, students can go onto the Math
game page.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
 I used a different strategy that my mentor teacher teaches. I used the student discovery method and then
talking about the concept with the students after. This gives ownership to the student’s learning.
 I used technology as another tool to help them grasp Math.
REFLECTION AFTER TEACHING THE LESSON:
This lesson is one of my favorite lessons where I thought of a way for the students to think about the concept before
any grown up told them. It was a good idea for them to explore first and think about their wonderings. And then, by
letting them talk and expressing their thoughts in the discussion afterwards, will make the teacher know where the
clarification and additional information should be added or not. It was a bit disastrous when using the computer at
once because it was something new in exploring Math. However, Charles and some boys who want to help always
were going around helping but they could not figure it out. And so, I had to go around helping others who were
struggling. One thing that I could do is that I could model on how to get to IXL page and the XtraMath page from Mr.
McWhertor’s website. Also, answering some of the questions beforehand.