Lessons+Taught+in+Cooperating+Classroom

//March 8, 2012// **Math Lesson 7.6** Grade: 3

Time: 1 hour

Standard: NBT3.3

Objective: Students will be able to multiply 1-digit numbers by multiples of 10, 100, and 1,000 and divide such multiples by 1-digit numbers.

Materials: Math Message, Paper, Math Journal pg. 169

Rationale: This will help students to begin to notice patterns when they are multiplying. It will give them a strategy to do mental math in their heads. Multiples of ten is a foundation for future math skills.

Lesson Sequence:

//Reflection: I found that this was a well thought out lesson. The students all seemed to understand it by the end. I also found it very valuable to be able to work with a small group of students at the back table in the classroom while the students were working independently. I felt that I was really able to help the students who were struggling with the concept that I was teaching. If I were to teach this lesson again, I think I would use Base 10 Blocks. I think that this would help struggling students' understanding, and it would be a better way to engage students.//
 * 1) Lesson Introduction/Anticipatory Set (Engagement)- (5 min)
 * Math Message: The distance around a racetrack is 500 meters. How far does a racer travel in 8 laps? (4,000 meters)
 * 1) State Objective and Purpose-
 * Our goal is to multiply 1-digit numbers by 10, 100, and 1,000, and divide these numbers by 1-digit numbers.
 * 1) Teach and Model- (15 min)
 * Ask students what their answer is to the math message.
 * Ask students how they came to their answer. How did they go about figuring out the problem?
 * Write down responses.
 * Present the problems: 2x3, 20x3, and 200x3. Ask the students to solve the problems.
 * Talk to the students about how they solved these problems. How did they go about it?
 * Ask students if they notice any patterns.
 * Let students know that the first fact can be multiplied and zeros can be added to the end of the problem.
 * These facts are called Extended Facts: facts that are derived from basic facts. (ex.: 5x30 is derived from 5x3)
 * Students can use this strategy to check their work, help them when they are solving multiplication problems, and can help them do mental math in their heads.
 * Present the problems: 7x5, 70x5, and 700x5. Ask students if they notice any similar patterns.
 * Ask students if they would go about solving this set of problems in a different way.
 * Or have the students practice solving these problems if they are already understanding the concept.
 * 1) Guided Practice-15 (min)
 * Ask students to solve problems:
 * How much are 6 (80’s) 6x80= 480
 * How much are 9 (500’s) 9x500= 4500
 * How much are 3(8,000’s) 3x8,000= 24,000
 * How many dollars are in 50 5-dollar bills? (5x50=250)
 * Is it the same amount as 5 50-dollar bills? (Yes; 5x50=250)
 * Ask students how they could go about solving these problems, given the strategies we have discussed.
 * Present the following division problems:
 * How many 3’s are in 21? (7)
 * How many 3’s are in 210? (70)
 * How many 3’s are in 2,100? (700)
 * Discuss strategies with students.
 * If time permits, or if students are struggling, present other examples listed. Allow any students that feel they need extra help or reinforcement on the concept to work with the teacher at the back table during this time. Assign a “tutor” to help others.
 * 1) Independent Practice/Assessment- (15 min)
 * Ask students to complete math journal page 169.
 * Go over answers if time permits.
 * Ask students how they came to their answers.
 * 1) Closure- (Start at 1:50)
 * Play one or two rounds of Beat the Calculator.
 * The teacher will do the problem on the calculator, and the students will see if they can determine the answer before it is found on the calculator.
 * 3x5=15
 * 3x50=150
 * 3x500=1,500
 * Ask students what they learned today.
 * Ask students how it will help them in the future.
 * 1) How will you know the lesson has been successful?
 * I will know if the lesson has been successful if the students are able to accurately complete page 169 in their math journals. I will know it has been successful if the students are accurate in solving the problems during Beat the Calculator. I will know it has been successful if the students are able to accurately tell me what they learned and how it will help them.

**Tundra Mini-Lesson**
 * Grade**: 3


 * Time**: 30 minutes


 * Standard**: RI 3.7


 * Objective**: Students will be able to read the assigned pages in the story and comprehension questions afterwards using knowledge they have gained from the book and the brief lesson on the Tundra.


 * Materials**: __Animals of the Tundra__, by Richard Vaughan, Map


 * Lesson Sequence**:


 * **Before Reading**:
 * The word “Tundra” means barren or treeless land. (Finnish word)
 * It is located in the Arctic Circle. (Show map)
 * They have long, cold winters, and short, cool summers.
 * Not much plant life grows in this region because the soil is always frozen. The frozen soil is called Permafrost.
 * The plants and animals that live there have to adapt to the harsh living conditions in order to survive.
 * Ask students what characteristics plants or animals would have to have in order to live in the Tundra.
 * **During Reading**
 * Read assigned pages.
 * Discuss book while reading.
 * **After Reading**
 * Answer comprehension questions to assigned pages.

//Reflection: This was a great lesson. It was brief but it provided important background information for the students before they started reading the text. Background knowledge is important for all students to have before they begin reading a book, but it is especially important for the two English Language Learners that I work with in the group. I learned a lot about the tundra in the process of creating this lesson as well, so it was a great learning experience for me as well. I felt as though the students were interested in the topic, and that they were engaged throughout most of the lesson. I do need to work on how to work the student who has ADHD and Tourette's Syndrome. He sometimes needs reminders to stay with the group, and I found that at times during the lesson that he wasn't paying attention. I need to develop strategies to keep him engaged in the group discussion.//
 * Assessmen**t: I will know that I have met my objective if the students are able to accurately answer the comprehension questions using the book or the background information they were taught beforehand.

//March 1, 2012// **Math Lesson Plan**

Grade: 3

Time: 1 hour

Standard: 3.4OA

Objective: Students will be able to identify square numbers, describe patterns in factors and products, and describe and apply the turn-around rule to generate multiplication facts.

Materials: Scissors, Colored Pencils/Crayons, Pencils, Math Masters Pg. 210, Math Message written on index card/paper

Lesson Development:

Assessment: //Reflection: I felt that this was a good lesson, but there are definitely some ways that I could have managed it better. As the lesson was going on the students started to ask me questions about the directions I had given because they didn't have anything to refer to. My cooperating teacher suggested that I write the directions on a piece of paper and display it on the document camera for the students to look at. I definitely agreed with her, and once the students were able to refer to the directions, all of the questions about the directions stopped. I will definitely use this idea in future lessons. I also ran a little long on time during this lesson. I need to make sure that I watch the clock and plan my lessons accordingly. The use of the Exit Slip was suggested to me by my cooperating teacher. I found it to be a very useful assessment tool. I read each student's Exit Slip, and after reading them, I am aware of the students who may not necessarily have grasped the concept fully, and I am aware of the students who have a good understanding of the concept. I will definitely be using Exit Slips in my future classroom.//
 * Write Math Message on index card and display on overhead screen
 * Ask students what they notice about the arrays they drew.
 * Review vocabulary: odd number, even number, factors, products. Give examples.
 * Talk about what a square number is.
 * Ask students what they notice about the factors in the math problems they solved.
 * All factors and products are odd numbers.
 * Create a chart to record examples of factors and their products: done on chart paper.
 * If both factors are odd numbers, is the product odd or even? (odd)
 * What is the result if both factors are even numbers? (even)
 * What is the result if one factor is even and the other is odd? (even)
 * Ask students to look at the middle column of the chart.
 * What do you think would happen if 3 x 6 became 6 x 3?
 * Would the product be the same?
 * Give definition of a turn-around fact.
 * Hand out Math Masters, pg. 159.
 * Ask students again to remind the teacher of what a square number is.
 * Ask students to identify the square numbers on the fact table by pointing to them on the page and identifying what color they are. The teacher is going through this process with the students.
 * Ask students if they notice a pattern of where the square numbers are on the fact table. (Run diagonally down the table)
 * Explain that all of the products that are above the square numbers have a turn-around product below the square numbers.
 * Hand out Math Master, pg. 210.
 * Ask the students to work independently to fill in the square numbers that are missing on the table.
 * Ask the students to identify three turn-around facts by shading 1 product above the square numbers and shading one product below the square numbers. They should write out the example on the back of their paper.
 * Once students have completed this, go over it. Ask for volunteers to share what the square numbers they filled in were and what examples they wrote down for turn-around facts.
 * Closure-
 * Ask students what they learned.
 * Ask what they noticed about the factors and products when we completed the chart. Two odd factors?, Two even factors?, One odd one even factor?
 * Ask what a square number is.
 * Ask what a turn-around fact is.
 * If time permits, students can cut out the fact triangles on Activity Sheet 3 and practice their facts.
 * Students will fill out an Exit Slip. The slip will ask what a square number is and is the product even or odd if both factors are even.
 * I will know my lesson has been successful if students are able to identify square numbers on the worksheet and successfully write examples of turn-around facts. I will also know the lesson was successful if students are able to accurately describe how they knew what numbers to fill in as square numbers and what square numbers are. The same assessment is applicable to turn-around facts. I will also know if it was successful if the students are able to correctly answer the questions on the Exit Slip.

**Visualizing**

Grade: 3

Time: 1 hour

Standard: RI.3.7

Objective: Students will be able to describe the concept of visualizing and draw a picture to represent what they visualized while they are reading.

Materials: __A Tale of Antarctica__, Paper, Crayons/Colored Pencils

Lesson Sequence:

//Reflection: This lesson went very well. The students were extremely engaged. They were able to describe what visualizing was after the lesson was over, and they were also able to tell me why it is important. One piece of advice that was mentioned to me, was to draw a picture of what I visualized to show the students that I visualize when I read as well. I felt that this was excellent advice, and I will certainly try to apply this in future lessons. I think that the students would really benefit from seeing me do what I am asking them to do. I also need to remember to project my voice when I am teaching. This is important so that all students in the class can hear what is going on in the lesson.//
 * 1) Lesson Introduction/Anticipatory Set (Engagement)-
 * Read students the title of the book and the name of the author.
 * Ask students to predict what they think the book is going to be about.
 * Talk about what students already know about Antarctica.
 * 1) State Objective and Purpose-
 * Tell students that we are going to talk about visualizing today.
 * Ask students if they have an idea of what visualizing is. (Is there a word that sounds like a part of this word?)
 * 1) Teach and Model-
 * Tell students what visualizing is.
 * Relate the concept to making a movie in your mind.
 * Ask students why they think visualizing might be an important strategy for them to learn.
 * Once responses are discussed, let students know that visualizing will help them to be able to picture what is going on in the story, and that this will help them to better understand what is going on in the story they are reading.
 * Let students know that visualizing will also help them to be able to recall facts.
 * Let students know that the teacher isn’t going to show the pictures while the story is read. The book will be available later for them to look at.
 * Ask students to try to visualize what is going on in the story as the teacher reads it. They should draw what they visualize on the paper given to them while the story is read.
 * Read the story, __A Tale of Antarctica__.
 * 1) Guided Practice-
 * Once the story has been read, ask the students what pictures they saw in their mind.
 * Ask students what clues in the story caused them to create those visuals in their minds.
 * On page 9, give an example of what the teacher visualized. Also talk about how what the teacher visualized related to the pictures in the story.
 * Discuss how some books contain pictures that may help the reader to visualize what is going on in the story.
 * 1) Independent Practice/Assessment-
 * Ask the students to try to visualize what they are reading in their independent reading books.
 * Ask the students to draw a picture of what they were visualizing as they were reading.
 * 1) Closure-
 * Ask students to share their drawings with the person sitting next to them: What did the students visualize? What details in the story that gave them the visual in their mind?
 * Listen to students’ conversations.
 * Bring students back together as a class.
 * Ask for some volunteers to share what they discussed with their partner.
 * Ask the students what they learned today.
 * Ask the students why it is important and how it will help them as they are reading.
 * 1) How will you know the lesson has been successful?
 * I will know the lesson has been successful if the students are able to accurately describe what visualizing is and why it is important, and if they are able to successfully draw a picture of what they visualized while they were reading.