Brain-Based Learning Lesson Plan (3rd Grade Math)
Overview
This is a third-grade lesson that can be used as a great review of their multiplication and division skills. This can also be an introduction to how multiplication and division are related and talking about inverse operations.
Multiplication and Division (CCSS.MATH.CONTENT.3.OA.C.7, CCSS.MATH.CONTENT.3.OA.B.6, CCSS.MATH.CONTENT.3.OA.B.5)
Julie Sapp's Brain-Based Learning Lesson Plan
Brian-Based Lesson
Lesson Objectives:
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Grade: 3rd Time frame: 60 minutes | Lesson Title: Multiplication/Division Movement | ||
Brain-based Strategies Used in the Lesson:
| Formative or Summative Assessments: | ||
Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?
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Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.
Technology materials: (hardware, websites, video links,etc.) | |||
Content Core Standard: (List the standard(s) and then hyperlink it to the standards website. 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.warm-up end of Grade 3, know from memory all products on two one-digit numbers. | |||
Technology used: Smartboard, Flocabulary, GoNoodle, Google Slides | |||
Time | Materials | Lesson Procedures (Include the materials & technology.) | |
10 Mins | Beach Ball with numbers 1-6 | Intro activity to activate schema (background information)/Warm-up/or Bell-ringer -Students will come to the carpet and stand in a circle. We will discuss the rules of the warm up that are on our google slides presentation. Students will then partake in tossing the beach call and catching it with two hands. Whatever two numbers their thumbs land on they must multiply and share their answer. Once they have the right answer, they toss it to the next person. Music will be playing the background and students are allowed to dance in their spot as they wait and listen. This is a quick review from yesterday’s lesson of fact fluency. EXTRA CHALLENGE - Have students share the related division fact in the last 3 minutes of this activity. Example - 3x5 = 15 so 15/3 = 5 | |
15 Mins. | Smartboard Whiteboards | Introduce New Information: (Teaching) -Students will start today’s lesson by singing along to a flocabulary song on division and a flocabulary song on multiplicaiton. They can stand as they sing along. The song will shout out facts and students have to answer before the song does. This is a whole group activity. -We will now go through out Google Slides and answer the questions using our prior knowledge of multiplication/division strategies. These questions involve two digit numbers so provide examples and do 2-3 problems with the students before allowing them to come to the board on their own. -Students will be using whiteboards to show their understanding and to check for understanding/engage all students. They will also have opportunities to work in pairs. | |
| 10 Mins | Hands-on Activity Steps: (Prepare ways for students to practice the new information.) -Students will complete this fact family google slide activty on their own. This gives them time to show their undestanding individually. They can use whiteboards to check their work and submit it when they are complete. Early Finisher - Work on your fact fluency flash cards | ||
| 15 Mins. | Anchor Charts I have/Who has | Feedback: (How will the students provide feedback?) Group activity? Instructor feedback? -Students will receive two cards each. Their cards will say “I have __ who has __”. The blanks will be filled in with numbers that correspond with other cards their classmates have. This game requires attention and students must stand up each time it is their turn to share their card. The first student will start by saying “I have the first card, who has 3 x 10”. The next students will say “I have 30, who has 4 x 9”. The game will continue until we reach the end. If a student gets stuck, ask everyone to get their whiteboards out and use a strategy from their anchor charts around the room. | |
Homework or in-class assignment. | Assessment(s): (assignments and/or activities)
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