Grade Level Being

Taught: 3
What Standards (national
or state) relate to this
lesson?

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

Lesson Content
MACC.3.OA.3.7 Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division or properties of operations.

Essential Understanding

How can you write a set of related multiplication and division facts?

Objectives- What are you

teaching?

Write related multiplication and division facts.

Students will be able to use the idea of fact families to determine the inverse
relationship between multiplication facts and division facts by completing an interactive
math lesson and completing a math journal entry to explain their mathematical
thinking with little error.

Rationale
Address the following
questions:
Why are you teaching
this objective?
Where does this lesson
fit within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

I am teaching this objective to help students deepen their understanding of the inverse
relationship between multiplication and division. Students must understand that the
product and dividend are the same number and that the factors in a multiplication
equation become the divisor and quotient in a division equation.
This lesson fits with the overall plan by serving as a prerequisite skill for later work in
algebra.
I am teaching the math strategy this way to build upon prior knowledge of multiplying
and dividing within 100 and their knowledge of arrays.
It is important for students to learn this concept because they must continue to further
their development in math.

Evaluation Plan- How will

you know students have
mastered your
objectives?

Evaluation Plan:

Address the following:

What formative evidence
will you use to document

(1) Formative: Mini whiteboard, Fact family sheet

Students will use the mini whiteboards to demonstrate their understanding of family
facts in arrays.

Pre-assessment: Worksheet Students will do a quick worksheet that reviews students

understanding of multiplying and dividing within 100 and examples of arrays.

Grade Level Being

Taught: 3
student learning during
this lesson?
What summative
evidence will you collect,
either during this lesson
or in upcoming lessons?

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

Then, students will work on their family fun sheet. Students will use manipulatives to
accompany their arrays and use for their math journal.
As students are explaining their thinking, they must be able to construct knowledge
about the concept. They should be able to use the key vocabulary words effectively.
Students can not only refer to the vocabulary words, but describe each vocabulary
word and make meaningful connections to their reasoning. When students are
developing their knowledge, they reinforce their mathematics reasoning and
demonstrate their understanding.
The fact family worksheet is an engaging activity that
(2) Summative: Math journal
Students will work on page 242 in their math workbooks. Then students will answer a
question as an exit ticket.
Exit ticket: Students will answer a question as an exit ticket for their journal entry 1. Creating an array of 4 rows and 6 titles, discuss how knowing the multiplication
equations help you with the division equations?
Math journals not only help instructors in understanding students' feelings, likes, and
dislikes about classes but also help students to demonstrate their mathematical
thinking processes and understanding. Therefore, I plan to use students journals as an
assessment tool. I will check students' abilities to explain their thinking on paper.
Students should be able to show more about their thinking than just speaking about it.
The journals will help me to evaluate student progress and recognize their strengths
and needs. Also I will benefit from the students writing by getting access to student
thinking, which can be used to improve instruction for the next day. Overall, by
assessing students' journals, I am monitoring students' thinking process while they are
constructing their mathematical knowledge on concepts.

What Content Knowledge

is necessary for a teacher
to teach this material?

Arrays, inverse, multiplication facts, division facts, family facts, communicative

property

What background
knowledge is necessary
for a student to

The students will build upon prior knowledge multiplying and dividing within 100.
Students will use their knowledge on arrays to further their learning on fact families.

Grade Level Being

Taught: 3

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

successfully meet these

objectives?
What misconceptions
might students have
about this content?
Teaching Methods
(What teaching method(s)
will you use during this
lesson? Examples include
guided release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson?
Be thorough. Act as if you
needed a substitute to carry
out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.)
questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students

Lesson Implementation
Teaching methods will include:
1. Direct instruction through whole group, modeling, and scaffolding the activities.
2. Small groups and/or independently with students solving problems on their own.
3. Turn and talk with shoulder buddies: students discuss with their partners about
their work, explaining their mathematical thinking
4. Demonstration: model some student's work of their whiteboards and their use of
manipulatives. Provide instructions on the fact family and have students
demonstrate the first example on the board using the projector.
Time

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format.

Use whichever plan is appropriate for the content taught in this
lesson. For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
1. Introduce the concept of fact families (communicative
property); Model first example
Boys and girls, today we will be learning about facts families and
their relationship with multiplication and division. Suppose I create
an array of 3 rows and 5 tiles. How many is in my array? (Answer
15). Lets write the multiplication equation for this array. What is
the division equation for this array. Now lets turn the array
sideways. How many do I have in my array. What is the
multiplication equation? What is the division equation? Now, what
numbers did we use in all the equations? (Answer 3, 5, 15). The
numbers 3, 5, and 15, which were used in all the multiplication

Grade Level Being

Taught: 3

transition between
activities?
What will you as the
teacher do?
What will the students
do?
What student data will
be collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of coteaching are you using?

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

and division equations are called fact families (related facts).

Now what does that mean? Lets look at our first equation, 3 x 5 =
15. The first fact that we know is that 3 x 5 = 15. Then for our
second equation, 5 x 3 = the third number of our fact family 15.
We noticed that the number 3 and 5 flips-flops, and the product
remains the same. Now for division, we notice the same numbers
be used. However, in a division equation, we start with the biggest
number because that is the number that is being broken up into
separate groups. So we know that 15 / 5 = the other number of
the family 3. Next we know that 15/3 = 5. All of these equations
are all part of the same family because they all have 3, they all
have 5, and they all have the number 15.
2. Example 2: Using their mini-boards, ask students to use
their manipulatives to create an array of 7 rows and 4 tiles.
Ask students to write the related facts (fact families) for
their array.
3. Project the fact family worksheet on the projector. Students
will model the first example. Pick one student to fill in the
part of the first missing blanks. Then allow student to select
their student of choice to continue the problem. Continue
this process until the example is solved. Then have students
work on fact family worksheet independently.
4. For students that are finished, they can begin on page 242
in their go math workbook.
5. As an exit ticket, have students answer a question as part of
their journal entry.

What will you do if

a student struggles with the content?

Step 1: If a student struggles with the content, I will use more math examples until
students understand the concept. Students will received more practice due to multiple

Grade Level Being

Taught: 3

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

examples. They will have a chance to apply knowledge by finding patterns throughout
the examples and applying the concept.
Step 2: Throughout the lesson, I will model the examples using manipulatives to build
student understanding. The manipulatives are an excellent way to engage students into
constructing their arrays and having their own visual aid to accompany their
understanding. It is also a way for students to play, using different aids such as titles,
blocks, dots, etc., to provide students many ways to demonstrate their understanding.
By playing, students are arranging the manipulatives to reflect their mathematical
thinking of what manipulatives to use and how it helps them with the concept.
Step 3: If my multiple attempts fail to help struggling students, then I will assist those
students one-on-one if needed.
What will you do if

a student masters the content quickly?

Step 1: If a student masters the content quickly, they will start working on page 242 of
their go-math workbook. The workbook provides content that will require cognitive
thinking of related fact families in the context of word problems.

Meeting your students

needs as people and as
learners

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students who need to be challenged with an enrichment activity will do page 242 of
their workbook and do their journal writing. The lesson has many activities that
challenges students from one level to the next. The workbook provides content that will
require cognitive thinking of related fact families in the context of word problems. The
journal writing is part of their exit ticket that challenges students to explain their
mathematical thinking on paper. Students must be able to explain their thinking. They
must be able to talk about the how, what, and the why of mathematical concepts.
When they explain their thinking, they are talking about what they are doing, how they
know, and why they did what they did. I plan to encourage student written
communication by problem solving. When writing about problem solving, students are
recording data/showing their work, and before they discuss their answer, they write
about what they did. Overall, students' communication should reinforce how they think
and reason. Students can explain how and why they use a mathematical concept to
solve a problem.

Grade Level Being

Taught: 3

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

How will you differentiate instruction for students who need additional
language support?
To accommodate students, I plan on using symbols and pictures as a method of
explanation. In other words, students can show their thinking through pictorial
representations, and with manipulatives. The math itself is a visual aid with mini
whiteboards being used to demonstrate the math content. I will write the order of each
activity so students know what to work on first. Also, I will pair my ELL student with
another native language speaker to assist them throughout the lesson. Finally, I will
walk around the classroom, providing assistance if needed.
As students are writing in their journals, they continue to improve on their writing skills.
Students reflect about their experiences, making better use of their vocabulary words
to write complete statements. Even if students do not have strong formal writing skills,
they can still use informal ways to express their ideas on paper through pictures,
illustrations, etc. When students continuously write in their journals, they can become
consistent with their mathematical writing and become a natural part of solving
problems in math.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Lesson Plan Outline:

Pre-assessment: Worksheet Students will do a quick worksheet that reviews students
understanding of multiplying and dividing within 100 and examples of arrays.
The instructions for the pre-asessment will be provided in their native language on an index card.
The teacher can use the program Google-translate to translate the directions into Spanish prior to the
lesson. The index cards will be helpful so the ELL student can quickly start on the task without
hesitation.
Formative: Mini whiteboard, Fact family sheet
Students will use the mini whiteboards to demonstrate their understanding of family facts in arrays.
The mini whiteboards will act as a graphic organizer that allows the ELL to gather their ideas into a
coherent form of expression. Since the teacher will model the first example, the ELL will have a
clear understanding of using the whiteboard to build their understanding of family facts and arrays.
Students will work on their family fun sheet
The ELL can refer to their index cards for directions. Also, sitting at the group table will include
some English speakers, as well as some Spanish speaking bilingual students to assist and support the
ELL student during the activity.

Grade Level Being

Taught: 3

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

Students will use manipulatives to accompany their arrays and use for their math journal
The manipulatives will served as another visual aid that will help the ELL to demonstrate
mathematical understanding. As students are constructing their knowledge, the ELL will meet with
the teacher and answer questions (yes/no, either/or, general questions,etc.) to further their
development in English language proficiency.
Summative: Math journal
Students will work on page 242 in their math workbooks. Then students will answer a question as an
exit ticket.
Exit ticket: Students will answer a question as an exit ticket for their journal entry - Creating an
array of 4 rows and 6 titles, discuss how knowing the multiplication equations help you with the
division equations?
The exit ticket question will be translated on an index card. The ELL student will be encouraged to
write in Spanish so he or she can still practice the mechanics of writing convention to express their
mathematical thinking. This will show that the ELL's native language is still relevant in the
classroom environment. The ELL will also have an opportunity to express their understanding by
meeting with the teacher one-on-one. After the meeting, the ELL will be encouraged to write their
response in English. Since their English may be limited, a Spanish/English dictionary will be
provided to help the ELL demonstrate their practice of writing in English.
Materials

1. Mini whiteboards, 2. Markers, 3. Math Journals, 4. pencils, 5. Math workbook, 6.

Math worksheet

Education Research Articles

Bibliography
1 - Kostos, K & Shin, E-K. (2010). Using Math Journals to Enhance Second Graders Communication of
Mathematical Thinking. Early Childhood Education Journal, v38. N3. pp.223-231. Retrieved from

Grade Level Being

Taught: 3

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

http://eds.b.ebscohost.com.ezproxy.lib.usf.edu/ehost/pdfviewer/pdfviewer?vid=3&sid=773e21de-a82c-44b8b57a-421095ba0ff6%40sessionmgr112&hid=126
2 Koirala, H. (2002). Facilitating Student Learning through Math Journals. International Group for the
Psychology of Mathematics Education. pp.1-9. Retrieved from http://files.eric.ed.gov/fulltext/ED476099.pdf
4 Burns, Marilyn & Silbey, R. (2001). Math Journals Boost Real Learning: How words can help your students
work with numbers. Instructor Magazine
Retrieved from http://www.coach4math.com/wp-content/uploads/2010/03/Math-Journals-Boost-Real-LearningArticle.pdf
Research Synthesis
Math communication
Students must be able to explain their thinking. They must be able to talk about the how, what, and the why
of mathematical concepts. When they explain their thinking, they are talking about what they are doing, how
they know, and why they did what they did. Students can show their thinking through pictorial
representations, and with manipulatives. Several ways that I could encourage written communication are by
problem solving, process prompts, language experience, and class discussion. When writing about problem
solving, students are recording data/showing their work, and before they discuss their answer, they write
about what they did. For process prompts, students reflect about what they learn, what I know about a
certain topic so far is, or what I like to know more about. Language experiences requires students to tell a

Grade Level Being

Taught: 3

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

teacher verbally about what they were thinking. After explaining their actions, students then can write about
them because they just talked about it. Then in class discussion, students can describe what they did for an
activity. Then the teacher can read some journal entries to the class, and asked the class for suggestions that
can improve the students' writing. However, students should avoid what they think writing because students'
responses may be too general. Overall, students' communication should reinforce how they think and
reason. Students can explain how and why they use a mathematical concept to solve a problem.
Increased use of vocabulary
As students are explaining their thinking, they must be able to use the key vocabulary words effectively.
Students can not only refer to the vocabulary words, but describe each vocabulary word and make
meaningful connections to their reasoning. When students are able to use their vocabulary words, they
reinforce their knowledge on mathematics and demonstrate their understanding. In other words, writing
about mathematics improve students' mathematical reasoning. Therefore, it is important for students to
construct their mathematical knowledge by knowing how to use the vocabulary.
Math journals as assessment tools
Math journals not only help instructors in understanding students' feelings, likes, and dislikes about classes
but also help students to demonstrate their mathematical thinking processes and understanding. Therefore,
teachers can use their students journals as an assessment tool. Teachers can check students' abilities to
explain their thinking on paper. Students should be able to show more about their thinking than just speaking
about it. Teachers can evaluate student progress and recognize their strengths and needs. Teachers also
benefit from student writing by getting access to student thinking, which can be used to improve their
instruction. Overall, by assessing students' journals, teachers are monitoring students' thinking process while
they are constructing their mathematical knowledge on concepts.

Grade Level Being

Taught: 3

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

Students' writing ability

As students are writing in their journals, they continue to improve on their writing skills. Students reflect
about their experiences, making better use of their vocabulary words to write complete statements. Even if
students do not have strong formal writing skills, they can still use informal ways to express their ideas on
paper through pictures, illustrations, etc. When students continuously write in their journals, they can
become consistent with their mathematical writing and become a natural part of solving problems in math.
Written Plan
I believe that math journals are vital to student success in mathematics. Being able to talk about math,
verbally and written, demonstrates students' mathematical thinking. My teaching philosophy centers on
effective teachers, building connections, and creativity. Effective teachers are able to make effective use of
students math journal to help their learning. Then, students are constructing their knowledge and making
meaningful connections by elaborating on their mathematical thinking while providing suggestions for their
peers. Then, creativity involves many choices that encourage students to record information in their journals.
Throughout the articles, research agree on the same idea: journals in the mathematics classroom support
students' understanding and learn content.
Implementation Plan
My plan is to use the information from the articles and implement a research mathematical lesson. The
lesson will have the following characteristics:
1 Use math journals to encourage student writing. I will not just ask students to write in their journals.
Instead, students will write in their journals through problem solving and class discussion. These two

Grade Level Being

Taught: 3

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

strategies will be used due to time constraint. According to Shin and Kostos (2010), they are in support of
math journals to explain how journal writing helps students reason and make sense of math (pp.225).
Providing different options for students can help them make better sense of concepts through different forms
of journal writing.
2 Limit teacher talk. Many times lectures may overcome the classroom time for students. Instead, I will
maximize writing time during the math learning. As students are learning a new mathematical concept, they
will be able to discuss their mathematical thinking and even listen to some of their peer's journal entries.
3 Prompting better forms of questions. The questions need to be precise to increase class time and
encourage student discussion. Providing high order questions can help students to develop effective
mathematical communication skills to drive their knowledge on content. Then, students can use their
knowledge to start their writing. Langer and Applebee (1987) asserted that writing can help students (1)
gain relevant knowledge and experience in preparing for new activities (2) review and consolidate what is
known or has been learned and (3) reformulate and extend ideas and experiences (Shin and Kostos,
pp.224).
Barriers
My biggest barrier has been and continues to be time. What I plan to do in a given amount of time always
takes more time because I am constantly revising and changing the decisions during a lesson. Even my best
planned lesson went over by a small amount of time. Perhaps, using a timer will be the best thing I can use
to track time in the classroom. I have used a timer, and it has kept me on track with many of my classroom
discussion and especially teacher time. Another barrier is whether students' writing ability. Can students
write their mathematical thinking with knowledge on the content? Can students write complete sentences to
explain math concept? According to Shin and Kostos (2010), even though some students had difficulty

Grade Level Being

Taught: 3

Subject/Content: Math

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14

writing, they were able to explain their steps in solving the problem
through writing and illustrations. Students used multiple representations such as tally marks, individual
pictures of each item, or tables to explain their answers. Some students explained their answers using a
combination of pictures and written words such as showing tally marks to represent numbers and explaining
in words what they drew and why (pp.230). This idea can served to help students who struggle with the
content as well.
Supports
The best support I can provide is to model throughout the lesson. Modeling and scaffolding so that each part
of the lesson can reinforce their next activity will help build knowledge and save time. Each activity will
become slightly difficult, with more and more application needed from students. The idea is to encourage
them to want to write about math, therefore, creating a graphic organizer or worksheet can get them
started. Also, my students work best when working in groups and having a specific job for the group. One
student can be the writer, one student the editor, another the reader, and another student can be the
speaker. They can be given different math examples and work together to build their mathematical thinking.
Evaluation
Part of my evaluation is to examine the data that I will be collecting from the lesson. The first thing will be
their graphic organizer, which will be a poster of the math samples. This will be collected from each group as
an attention grabber activity to get them started. I will look for how students are able to work together to
explain their mathematical thinking on the poster. Then, I will look at their math journals, and look for their
ability to respond to problem solving. Students will have to show their work, and use their math
communication skills to explain what they did. Throughout the writing, I am checking for correct use of
vocabulary and reasoning. Finally, my CT will be video-recording the lesson and I will be observed by my

Grade Level Being

Taught: 3

Subject/Content: Math

supervisor so they can provide some feedback on my lesson.

Group
Size:

Name: ____Daniel Barahona____

15
Date of Lesson:
11/5/14