Investigation-Solving a word problem with multiplication, write in numbers, words, and/or 3.1 activate or supply background pictures knowledge 5.1 use multiple Journal- Create and solve (using your own strategy) your own word problem with multiplication media for Exit Slip- Where would you place yourself on learning of Multiplication facts and communication 5.2 Use multiple strategies? 1 -Novice, 2- developing, 3-proficient 4 (see (for –exceeds tools for construction and composition 7.1 Optimize individual choice and autonomy 8.3 Foster collaboration and community 6.4 Enhance capacity for monitoring progress Lesson 5(40-60 minutes) Mini-Lesson: Connecting multiplication to division. Have them divide the grade 4s (or other group of students) into equal groups 1 provide multiple Investigation: provide students with a number of items and then have them put them in a means of specific number of groups (can be done hands-on or on the smart board /computer)(Teacher representation 3.1 activate or circulating taking notes, recording observations for next steps) supply background knowledge Journal/Reflection of learning: How are multiplication and division the same, and how are 5.1 use multiple they different? media for communication 5.2 Use multiple tools for construction and composition 7.1 Optimize individual choice and autonomy 8.3 Foster collaboration and community After Following the lesson students will work in groups or on their own to create a product to demonstrate their knowledge of multiplication. the lesson Students will also do the summative assessment for the achievement indicator N11. Teacher will look over the assessment data to see what the next steps should/will be. Reflections
Investigation-Solving a word problem with multiplication, write in numbers, words, and/or pictures Journal- Create and solve (using your own strategy) your own word problem with multiplication Exit Slip- Where would you place yourself on learning of Multiplication facts and strategies? 1 -Novice, 2- developing, 3-proficient 4 –exceeds (see (for Lesson 5(40-60 minutes) Mini-Lesson: Connecting multiplication to division. Have them divide the grade 4s (or other group of students) into equal groups Investigation: provide students with a number of items and then have them put them in a specific number of groups (can be done hands-on or on the smart board /computer)(Teacher circulating taking notes, recording observations for next steps) Journal/Reflection of learning: How are multiplication and division the same, and how are they different? 3.1 activate or supply background knowledge 5.1 use multiple media for communication 5.2 Use multiple tools for construction and composition 7.1 Optimize individual choice and autonomy 8.3 Foster collaboration and community 6.4 Enhance capacity for monitoring progress 1 provide multiple means of representation 3.1 activate or supply background knowledge 5.1 use multiple media for communication 5.2 Use multiple tools for construction and composition 7.1 Optimize individual choice and autonomy 8.3 Foster collaboration and community After the lesson Following the lesson students will work in groups or on their own to create a product to demonstrate their knowledge of multiplication. Students will also do the summative assessment for the achievement indicator N11. Teacher will look over the assessment data to see what the next steps should/will be. Reflections
udl_lesson_grade_3_multiplication_lesson.docx