Ubd Lesson Plan Template
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2UbD Lesson Plan Template
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VITAL INFORMATION
Author
Niki Smith
*Subject(s)
Math
Topic or Unit of
Study
Math-Multiplication (Computation)
*Grade/Level
Grade 3
*Summary
I am going to teach multiplication facts using arrays. I will use worksheets, games, and activities to help students
learn arrays and master their multiplication tables.
STANDARDS
I will address standard 3.2.2 Computation: Represent the concept of multiplication as repeated addition. Example
Lynn made 3 baskets each week for 4 weeks. Draw a picture to show how many baskets she made.
*Standards
UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:
STAGE 1 DESIRED RESULTS
At the end of the lesson children will be able to multiply using arrays and drawings; or objects to show an array or
Established Goals
multiplication problem. Example there are 4 apples in each bucket, there are three buckets; how many apples are there
altogether? 4x3=12
Understandings
Students should know how to add 3 or more single digit numbers. Students should be able to double a number.
Overarching
Students should know that multiplication is repeated addition. Students should be able to master multiplying by
Understanding
0,1,2,3,4,5 by the end of the lesson. This is a revisiting concept. Some misconceptions could be that a child thinks, that
when you multiply by zero the number stays the same; Ex: 9x0=9.When using arrays students may easily confuse rows
Related
with columns; vice versa. Child may count in ones to find how many are in a collection of equal groups, doesn't
Misconceptions
understand 'groups of' or 'multiplied by'.
Can you use objects around your house to show an example of an array? What objects in the classroom could you use
Essential Questions
to make an array? Are rows and columns different? If you are told to show me 4 rows of 3, does it matter how you set
up the problem? Can you use the tables or desks in the class to show an array?
Knowledge
An array: is an arrangement of objects, pictures, or numbers in columns and rows. Columns: go up and down or
(vertical). Rows go across, from left to right or (horizontal). Multiplication: is repeated addition or means to add a
number to itself a specified amount of times.
Students need to be able to draw an array for visual representation by being told to draw ex: 3 rows of 4. Students
Skills
should be able to add with speed. Child should also be able to make equal groups of objects to show an array or
multiplication problem. Students should be able to multiply by two .
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