EDUC 2220- Educational Technology Lesson Plan Template

IPad Multiplication

Lauren Wilhelm
3rd Grade/ Mathematics

Common Core Standards:

3.OA.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. (Note: These standards are written with the convention that a x b means a groups of b objects each; however,
because of the commutative property, students may also interpret 5 x 7 as the total number of objects in 7 groups of 5
objects each).

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays,
and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent
the problem. See Table 2, page 96. Drawings need not show details, but should show the mathematics in the problem.
(This applies wherever drawings are mentioned in the Standards.)

Lesson Summary:

The goal of this lesson is to teach children how to multiply whole numbers and interpret them as a total
number of objects. I plan to do this by using a smart white board to show groupings of number (like 5 red
circles multiplied by 6 blue circles) students will have iPads at their desks to play along and be able to drag and
drop the appropriate number of objects into the correct fields. They will see this as more of a game then
memorizing times tables.
Estimated Duration:

This lesson will take about 105 minutes long. I plan to split this up into 3 days of 35 minute sessions. This is a
good enough time to allow students to stay entertained and not be drained.

Commentary: I plan for this lesson to be fun and engaging for my students. I see a possible challenge with
abusing the power of having IPads at their desks and not doing what is told of them. But by making this a
group work by their tables they can view it as a game and complete levels of problems. I hope this brings a
fun element to it.
Instructional Procedures:

Day 1:
First 5 minutes: Introductory activity- Students will explore their IPads while using an addition app to practice
solving problems by grouping and mentally and visually. This will get their brains thinking and focused on
grouping numbers before introducing multiplication.
10 minutes: I will redirect the students to the smartboard. On the smart board I will have written the words
addition, grouping, and multiplication. Students will then help by raising hands to see if they know the
definitions of these words. Once we have come up with clear definitions written on the smart board. I will then
explain why we use multiplication and let the students understand its importance in the real world. I will state
the daily learning target (state standard) so student know what our end goal is for the next couple of days.
5 minutes: I will Show a short YouTube video that is animated demonstrating grouping numbers by using
objects for multiplication.
10 minutes: I will then break off there and use the smart board to do a problem with the students help.
Last 5 minutes: Students will have an opportunity to come up to the smart board and try it themselves while
still working as a class for group learners. We will pick up the next day with more hands on learning through
the IPads individually for hands on learners.

Day 2:
First 5 minutes: Students will complete a problem that is set on the smart board with images and to try and
complete them it with their table mates by using their IPads while I go around and check homework.
5 minutes: We will go over any questions students had from the night before on their math levels homework.
15 minutes: Students will solve multiplication problems with me as I airplay my IPad screen and they do it on
their own IPads too. This will allow students to get a hands on approach while still being guided with a
teachers help the whole way.
10 minutes: Students will have a worksheet that they will complete on their own by using the IPads to visually
group and count to solve the problems.

Day 3:
First 5 minutes: Students will start to attempt to complete a more challenging question (with words) than what
was on their IPad homework from the night before while I check homework and answer individual questions.
3 minutes: students will watch a short YouTube video projected onto the smart board that introduces them to
word problems.
15 minutes: After the video is over as a class we will read a word problem and complete it. We will pick out
the important numbers we need and comprehend what is needed with them and how to set up the problem. We
will then together use the smart board to grab images of what the word problem is describing to visually group
to solve.
12 minutes: Students will individually or as a table solve word problems that are on their iPads by using
visuals drawn or dragged onto the screen to solve. To turn in at the end of class students will write out there
answer using numbers and then also using words to show their understanding of how they came to their
answer.

Pre-Assessment:
Without putting the pressure of a test onto the kids, we can have a conversation about what it means to
multiply something. This way I can get an idea if they have any clue. Another thing I can do is give the class
some adding problems that they can visually group to solve the answer so we can get an idea with how
comfortable they are with solving via that method. Another thing is by giving them all one word addition
problem t solve to get their level of knowledge on how to solve a word problem accurately and provide an
answer in sentences to show they understand how they got the answer instead of by a number.
Scoring Guidelines:
Students will be scored on their pre assessment by 3 simple checks.
Do they know what it means to multiply?
Can they solve a problem by visually grouping?
Can they solve a word problem and answer in words instead of numbers to explain how they got
the answer?

I plan to have a closing problem at the end of each day to check where they are at and if they are ready to move
onto the next step the next day.

Post-Assessment:
After the lesson is over I will have a math test with a few multiplication problems and one word problem and a
question asking one way we use multiplication outside of school. This will allow me to see if the student is
capable of meeting the standards and have proficiently learned the material.

Scoring Guidelines:
I will correct any wrong doings by the students. It will be a pass fail assessment. They will know how many
problems they got right and how many they got wrong. This will allow students to reflect on their work.
Corrections are available so students learn from their mistakes and can prove they can master the material if
they did not the first time.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: accelerated students may be asked to complete more complex word problems, or larger number
problems instead of the simple math to meet the standard.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Students struggling with the material might use a more one on one approach with the teacher instead
of relying on videos and group work for further explanation with their specific struggles.

Extension
https://www.youtube.com/watch?v=LD4zp8ruvaI
This is a YouTube video explaining step by step how to multiply using grouping that hits each state standard.

Homework Options and Home Connections

Students will be asked to practice their skills at home on their math practice app. This will allow me to see the
next day if they have completed their homework levels. Students will instead of being assigned a worksheet
of problems, levels in an app, each level being a problem, to complete for the next school day.

Interdisciplinary Connections
The lesson of teaching multiplication through IPads can be connected to Language Arts. Once multiplication
on its own is taught, word problems can be introduced. Critical thinking and comprehension is r\tested and
students ca write out their solutions in words rather than numbers too.

Materials and Resources:

For teachers I will need access to a smartboard, projector, and IPad myself. I can air play with apple
tv through the projector.

For students Students will each need an IPad, and stylus as well as access to a smart board.

Key Vocabulary
Multiplication
Addition
Grouping

Additional Notes