Name: Hallie Benson Grade: 3rd Grade Subject: Mathematics

Lesson Title: Properties of Multiplication Date: October 1st, 2020

Unit Level Goals: Understand properties of multiplication and the relationship between multiplication and division

State Mandated Standard(s):

[Link].5 Apply properties of operations as strategies to multiply and divide. Examples: If 6x4=24 is known, then 4x6=24 is
known (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10
= 30. (Associative property of multiplication.)

IEP Goals to be Addressed in Lesson:

Given examples of the associative and commutative properties and a blank chart, student will be able to identify and match the
properties correctly with 100% accuracy.

Given examples of the zero and identity properties of multiplication, student will be able to correctly identify and match
properties with 100% accuracy.

Lesson Objectives: Assessment(s): Planned Feedback:

The lesson focuses on knowledge of the On a sheet of paper, students will have a Students will receive feedback from
zero and identity properties and being blank chart with 4 sections, one for each myself, the special ed teacher, or the
able to apply associative and multiplication properties. They are also general ed teacher and must have their
commutative properties of multiplication given another sheet of paper with several worked checked by one of the
in order to simplify and solve examples of each type of property. The aforementioned people before gluing
multiplication problems. students will cut out each examples and down their answers.
Students will understand that 2 factors place it where it goes. After being
can be multiplied in any order and the checked off by myself or another teacher,
product will be the same. the students will glue them down in their
Students will understand that the way in intended box.
which the factors are grouped does not
change the product.
Students will understand that any factor
multiplied by zero will equal zero.
Students will understand that any factor
multiplied by one will equal that factor.

Key Communication Skills Required: Vocabulary to be Taught: Use of Vocabulary and/or

The communication skills required in this Students will know the following terms: Communication Skill in the Lesson:
lesson include explaining mathematics Zero Property Vocabulary terms will be taught prior to
problem-solving strategies, answering Identity Property the on-hands activity using example
questions, appropriately expressing Commutative Property problems done by the teacher and I. I
frustration, responding to verbal and Associative Property tried to reinforce their knowledge of the
non-verbal communication, selecting Regrouping commutative property with an analogy of
appropriate visual graphics and math Multiplication commuting back and forth to work, just
manipulatives likfe how you can swap the numbers back
and forth
Instructional Resources & Materials: Use of Technology: Assistive Technologies:
-scissors For the genial ed teacher’s rotation, she None of the students in this class require
-glue utilizes the interactive whiteboard at the the use of assistive technology
-paper front of the classroom to put up and work
-pencil through questions
-chromebooks
-PowerPoint slides While the students are waiting to come
to my rotation or the general ed teacher’s
rotation, they will work on math
problems on their school-provided
Chromebooks
Planned Supports: While the general ed teacher goes through her groups and I go through my groups,
the special ed teacher will go around and provide support when needed. Students
who have trouble using scissors will have their property examples pre-cut
Differentiated Instruction Strategies: This lesson is based on group activities/rotations so when grouping student’s
readiness levels/abilities, prior knowledge, and preferences in learning are important
 to keep in mind. We grouped students with other students who are similar in these
components so that they are better able to understand and work with each other.
They stay at about the same pace, so we are not moving too fast for struggling
students, but also not hindering higher achieving students.

Planned Collaboration with Others: The general ed teacher will first introduce the lesson at the beginning of class. The
general ed teacher and I will then each lead a station while students rotate in groups
around to each station. The special ed teacher and the paraprofessional will support
students who may need help.
Management Considerations: The use of scissors may be an issue for some of the students, however the activity can
be pre-cut out. Another potential issue is a particular student’s tendency to blurt out
things that are unrelated to the lesson. Transitioning between stations could also
potentially be an issue for some students with disabilities, however I do not foresee it
being an issue for this particular class.
Introduction to Lesson/Activate Hook:
Thinking: The general education teacher introduced the lesson at the beginning of class with a
few word problems regarding the associative property (which the students had begun
learning in the previous class). For example, “Mrs. Matthews made muffins for her
classes. She has 2 pans. Each pan has 3 rows of 4 muffins. How many muffins did she
bake for her class?” She then explained to the students that we were doing group
rotations and what would take place at each station.

Connection to Background knowledge or Previous Learning:

At the beginning of my small group lesson, I made a connection to a YouTube video
about the associative property that the students had watched the previous class
called “King Parentheses”

Body of Lesson/Step-by-Step Introduce and Model New Knowledge:

Procedures/Teaching Strategies I will introduce and model new knowledge in a few ways. First, they are introduced to
 the associative property related word problems at the beginning of class. When the
students come to my station I will first show them an instructional graphic of the
commutative property, followed by direct instruction of a problem involving the
commutative property. After the students finished the commutative property section
on their chart, I showed them an instructional graphic of the associative property
followed by direct instruction of a problem involving the associative property.

Guided Practice:
I will provide guided practice because the students will work through the chart and
identify the zero property, identity property, commutative property, and associative
property and place them in the corresponding boxes at their own pace.

Independent Practice:
Independent practice takes place when the students are not in either the general ed
teacher’s or my rotation. This involves them sitting at their desks and quietly working
on math problems on their chromebooks.

Lesson Closure:
Review Standard/Summarize Learning:
After the students completed the lesson activity, I began an additional review
worksheet that involved reviewing and more practice with the associative property
and reinforcing multiplication strategies and skills.

Connection to Tomorrow’s Lesson:

Tomorrow’s lesson involves more practice with the commutative and associative
properties
Notes: I wish the teachers gave me a little more freedom in planning this lesson, because I
feel like I could have made this lesson much more fun and interactive. I am excited to
be in charge of my own classroom and being able to have complete freedom in lesson
planning. I also wish I would have made the quieter students participate more.