Math Lesson Plan 3rd Grade

Methodology

1) The first part I will have them due with out any direct instruction.

2) Then I will move to part two

3) I will have them look at rectangle A

4) I will ask them to touch the number five.

5) Then I will tell them that the number five means how many squares are in the columns. (I)

6) Then I will have them count the squares that are in the first column and then count the squares that are in the last column. (IP)

7) Then I will ask them how many squares were in each Column. (CU)

8) Then I will tell them that the number across the top shows them how many columns there are. (I)

9) Then I will ask them how many columns are there. (CU)

10) I will tell them that there the multiplication problem is to count by 5, 4 times. (I)

11) I will then have them write the multiplication problem down and answer it (IP)

12) Then on the dry ease board I will show them what the answer they should have gotten was. (M)

13) Then I will tell them to count all the squares in the problem (IP)

14) Once finished I will ask one of them how many squares were there (CU)

15) Then I will have them tell me what the multiplication problems are going to be for B, C, and D. (CU)

16) Once they tell me all the problems correctly I will have them answer the problem. (IP)

17) After ther4e is done I will show them on the dry ease board what they should of gotten as the answer. (M)

18) Once they all got the answer right I will move to part three.

19) I will write on the board 65 Ð'- 35 equals box. (M)

20) Then I will tell them that they are going to have to borrow here. (I)

21) They will rewrite the top number before you can subtract. (I)

22) Then I need to tell them that Here's how you figure out if you have to borrow: You read the problem in the once column. If the bottom number is bigger than the top number, you can't work the problem in that column, so you have to borrow. (I)

23) Then I will tell them that everybody read the problem in the ones column. (CU)

24) Then I will ask them if they can work the problem (CU)

25) Then

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