Multiplication Lesson Plan

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Lesson Title: Burst into Jolly Multiplication & Division Factors!

Lesson Length: 31 to 60 Minutes

Target Audience: 3rd Grade

Instructional Objectives (Content & Technology) The following lesson will serve as a hands-on math activity reviewing the 2’s and 3’s multiplication and division factors. Students will examine the relationship between multiplication and division using Starburst and Jolly Rancher candy counters. In addition, the students will work in cooperative learning groups to solve multiplication and division problems using the candy counters.  Cooperative learning groups may be created to assist at-risk students if needed (pair low achievers with high achievers).

Corresponding AL Course of Study Objectives (National Subject Area Standards) & Technology Standards MA2013(3)     1. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. [3-OA1] MA2013(3)     2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. [3-OA2]

Materials: ·  Dry Erase Markers/Eraser ·  Review Worksheet ·  Pencils ·  Two candy buckets ·  Jolly Ranchers (Candy) ·  Starbursts (Candy) ·  Overhead Projector ·  Projector (for internet usage)

Procedures/Activities Activity 1 Explain today’s lesson will review 2’s and 3’s multiplication & division factors. Visually display a multiplication on the overhead projector (charts could be selected from  http://www.printable-math-worksheets.com/multiplication-charts.html, but focus on the 2’s and 3’s (one set of factors at a time). For example, the teacher the teacher will display the 2’s multiplication factors. The teacher will explain 2 x 6 is interpreted as to 2 groups of 6 objects each (teacher may illustrate on board if needed). The teacher will repeat this method several times using 2’s and 3’s multiplication factors. After students have reviewed 2’s and 3’s multiplication factors, the teacher will review basic concept of division and explain how multiplication is related to division. For example, the teacher will explain when you divide you are trying to share parts equally, and display the example below. After discussing the example, the teacher will explain that multiplication facts can be used to help solve division problems. Specifically, explaining and showing how to 2 x 6 = 12  is connected to 12 ÷ 2 = 6. Board Illustration There are 12 pieces of gum and 2 people want to share. How many pieces does each person receive? Key Information: 12 pieces of gum 2 people wanting to share 12 ÷ 2 = 6 2 x 6= 12 This is an excellent interactive site that educators can use to print student-friendly individual multiplication charts. This website also has short video tutorials that teachers can use to address other math objectives http://www.printable-math-worksheets.com/multiplication-charts.html. Activity 2 After students have demonstrated that they have a clear understanding of that concept, additional practice (guided or independently) can be provided by going to a website entitled Math Fact Café http://www.mathfactcafe.com/view/F/3 (select 2’s/3’s factors). The Math Fact Cafe is an interactive website that displays multiplication and division problems in the form of a flashcard form. After students have randomly completed 25 problems the games highlights all the incorrect problems and display the correct answers. Activity 3 Students will be divided into several groups (depends on class size). Some of the groups will work at the Starburst Multiplication Center, and some of the groups will work at Jolly Rancher Division Center. Teachers could create their own personal multiplication and division activity sheets or select activity sheets from the following website http://www.mathsisfun.com/worksheets/index.php (multiplication) or http://www.math-drills.com/division.shtml (division).  The Starburst Multiplication Center will contain Starburst counters that will aid students in solving multiplication problems using the two and three digit factors. The Jolly Rancher Division Center will contain Jolly Rancher counters that will aid students in solving division problems using the two and three digit factors. The teacher will walk around and assist the groups as needed. After students spend approximately 10 minutes at each station, the teacher will collect all of the center activity sheets. All students will come together in a whole group setting to go over the problems from both stations. Teacher will provide feedback as needed.

Evaluation. Math Powerpoint

Modifications Various links are already provided throughout the lesson to provide extra assistance if necessary.

This lesson provided by:

Author:            Alicia Curry

Organization:  Tuskegee University

And

Author:            Jahquille Ross

Organization:  Tuskegee University

           

Lesson Plan ID:          32551

Classification Lesson Plan

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Lesson Title: What's Your Classification?

Lesson Length: 61 to 90 Minutes

Target Audience: 3rd Grade

Instructional Objectives (Content & Technology) 1. The student will view a video featuring the six animal groups: birds, fish, mammals, insects, reptiles, and amphibians. 2. The student will describe and identify the different animal groups. 3. The student will classify animals into groups according to characteristics. 4. The student will demonstrate his or her knowledge of the six groups of animals by successfully completing a chart.

Corresponding AL Course of Study Objectives (National Subject Area Standards) & Technology Standards National Science Education Standards come from the National Academies of Science NS.K-4.3: As a result of activities in grades K-4, all students should develop an understanding of the characteristics of organisms.

Materials: 1. A basket or bag with several (8 to 10) different animals (stuffed, plastic, and/or pictures). These animals should represent the animal groups: birds, amphibians, reptiles, mammals, insects, and fish. 2. A chart for each student that includes the names of the six groups: birds, amphibians, reptiles, mammals, insects, and fish. (see Animal Chart attachment) 3. Pencil 4. Several computers with Internet access. 5. Projector

Procedures/Activities 1.)The teacher will begin the lesson by allowing students to view the attached video featuring the animal groups. 2.)After viewing the video, the teacher will briefly review the six animal groups. Then, the teacher will ask students for characteristics relating to each group and list the characteristics of each on the board as students respond. 3.)Have students to bring their materials (chart and pencil) and sit in a circle. The teacher will show the students the basket or bag of animals. Explain that some are stuffed, some are plastic, and/or some are pictures of animals. 4.)Show students each animal. Say the name of the animal and a few facts that are relevant. Examples would include: "This animal has six legs" or "This animal lays eggs." Be sure that all students write and correctly spell the name of the animal under one of the six groups located on the chart. 5.)After showing all the animals, put them in the center of the circle. Pick up one animal and ask students, "Who would like to share what other animals were grouped with this one?" As a student shares, physically group those animals together. Ask the student, "Why did you put these animals together? What do they have in common?" Accept all responses, but push students to share a reason these animals could be grouped together. 6.)Continue in this line of questioning, asking different students to share one of their categories. Ask students many questions that allow them to orally share their thinking among classmates. 7.)After completing this activity, share this with students: "Today you did what good scientists have already done. Scientists have decided how animals should be grouped together and what makes them belong in the same group. We will be learning more about these groups and what makes them unique in the next few days." Attachments:**Some files will display in a new window. Others will prompt you to download AnimalGroups.flv endangered_species_report.pdf animal chart.doc

Evaluation. Assess the charts for accuracy when students have completed them. Students can self-assess by visiting the following website: Classifying Critters Quiz

Modifications Students who demonstrate a weakness in this subject area (when paired with a student demonstrating strength in this subject area) may visit the following website: Classifying Game This site allows students to classify animals with similar characteristics

                                 This lesson provided by:

Author:                     Keisha Lewis

System:                     Perry County

School:                     Albert Turner Sr Elementary School

                                

Lesson Plan ID:        24009

Social Studies Lesson Plan

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Lesson Title: Where am I?

Lesson Length: 61 to 90 Minutes

Target Audience: 3rd Grade

Instructional Objectives (Content & Technology) ·  Students will locate an absolute location using the lines of latitude and longitude. ·  Students will comprehend the idea of relative location. ·  Students will examine the globe and illustrate their understanding of location. ·  Students will locate continents and oceans on the earth's surface. ·  Students will locate countries and important landforms on the globe.

Corresponding AL Course of Study Objectives (National Subject Area Standards) & Technology Standards SC(6) 8. Describe how Earth's rotation, Earth's axial tilt, and distance from the equator cause variations in the heating and cooling of various locations on Earth. SS2010(3) Geographic and Historical Studies: People, Places, and Regions 1. Locate the prime meridian, equator, Tropic of Capricorn, Tropic of Cancer, International Date Line, and lines of latitude and longitude on maps and globes. SS2010(3) Geographic and Historical Studies: People, Places, and Regions 2. Locate the continents on a map or globe SS2010(6) United States Studies: The Industrial Revolution to the Present 1. Explain the impact of industrialization, urbanization, communication, and cultural changes on life in the United States from the late nineteenth century to World War I.

Materials: inflatable globe student handout ( See Attachment) Teacher Questionnaire ( See Attachment) Internet Access http://www.findlatitudeandlongitude.com/

Procedures/Activities Explain to students that they are going to learn about one of the themes of geography called location. Write on the board "Absolute Location" and "Relative Location". First begin with absolute location. Ask students what classroom they are in and write their answer on the board. Explain to them what the word absolute means. Explain to students that the best way to determine absolute location is to use latitude and longitude. Using the inflatable globe, show students the lines of latitude and longitude. Be sure to point out that these lines are imaginary lines that form a grid around the globe and help us to pinpoint an absolute location. Most history text books will have world maps on the reference pages. Have students to refer to one of the maps that display these lines and their degrees. Show how the Equator is located half way between the poles and that it represents 0° latitude. By moving north or south the degrees increase until they reach 90°. Now show how the Prime Meridian is 0° longitude and how by going east or west it increases to 180°.  Point out that on the opposite side of the globe from the Prime Meridian is the International Date Line. Have them find Alabama on the map and point out the lines of latitude Alabama is located between and the lines of longitude.  Have students to divide into groups of three. Assign each group to a computer and pick one student to be the navigator. Have them get on the longitude and latitude website. Give each group a copy of the student handout. You will need to get familiar with this website before the lesson so you can answer students questions along the way. When website has been pulled up have them to look to the top right of the screen and click to make the map a Hybrid. This will show the landscape. At the bottom of the screen find the box the says Load Location. In this box beside Latitude put these coordinates N 34 23' 44.083". Beside Longitude put W 85 37' 38.4801". Then click on the arrow by the Longitude and it will display the location of Little River Falls in Little River Canyon National Preserve. These coordinates are on the student handout. On the handout have them complete the section under absolute location. Now go back to the board and write some examples of relative location. Be sure to get student feedback. Have each group complete the relative location grid on handout. Now take the inflatable globe and explain that the class will be tossing the globe around the room and if they catch it they will need to answer your questions. Use the attached Teacher Questionnaire. You could use a points system, or divide class into teams. As the globe is being tossed around make sure that all students get to be involved. Don't let them throw it to the same ones over and over. Before lesson is over have students to generate their own questions. Students will pick locations to add that might be current in the media at the time. Example: Gulf Oil Spill, current natural disasters, countries at war, etc. Attachments:**Some files will display in a new window. Others will prompt you to download. Location.doc TosstheGlobe.doc

Evaluation. ·  Teacher should use observation to evaluate acquired knowledge and determine who might need remediation. ·  Teacher will collect group handout to determine completion and accuracy. ·         Have students work in pairs and explore Google Earth. Have them to locate specific locations.

Modifications

Adjectives Lesson Plan

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Lesson Title: Adjectives in a Bag!

Lesson Length: Greater than 120 Minutes

Target Audience: 3rd Grade

Instructional Objectives (Content & Technology) Students will use adjectives to describe unknown objects. Students will identify adjectives in a writing sample. Students will use adjectives in their writing.

Corresponding AL Course of Study Objectives (National Subject Area Standards) & Technology Standards TC2(3-5) 1. Use input and output devices of technology systems. TC2(3-5) 2. Use various technology applications, including word processing and multimedia software. TC2(3-5) 8. Collect information from a variety of digital sources. ELA2013(3) 37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.3.1]

Materials: Bags, a variety of objects to put in bags, highlighters (one per student). Computers with Internet access, LCD projector, printer, word processing software

Procedures/Activities 1.)Inform students that they are going to be learning about adjectives. Explain that students will not be given the definition for adjectives, but rather they will have to determine their own meaning of adjectives from an activity. 2.)Choose a student to come up to the front of the room. Have that student put his/her hand into the bag and describe what he/she feels. Let the rest of the class try to guess what the object is in the bag from the clues given by the student describing the object. 3.)The teacher will label the bags on the board and list the adjectives that were used to describe each object. Continue this activity until all unknown items have been identified. 4.)After the activity is complete, ask students to give their own definition of what an adjective might be. Help students come up with a working definition for adjectives. (Adjectives) This website has information about adjectives. 5.)Once students have a clear understanding of adjectives allow them to practice identifying the adjectives on the website below. http://www.wordle.net/show/wrdl/8218628/Find_the_Adjectives_ 6.) Adjectives and Character Traits ( Adjectives and Character Traits Handout)

Evaluation. After students have time to practice identifying adjectives on the website, have them write a brief story using at least 10 adjectives. Have students use word processing software to type their stories and publish them. After students have completed their stories, allow them time to share their stories with the class. Once everyone has shared their stories, have students exchange papers. Have students use a highlighter to highlight all the adjectives they can find in the story. (Sample Charcter Traits) A listing of numerous character traits.

Modifications Use cooperative learning strategies when appropriate Assign a peer helper to check understanding of directions Assign a peer helper to read important directions and essential information Assign a peer tutor to record material dictated by the student Other

This lesson provided by:

Author:            Jeni Wilhite

System:           Cullman County

School:            Vinemont Elementary School

           

Lesson Plan ID:          16021