Artifact #6: Math Lesson Plan

The third artifact I have included in my portfolio is a math lesson plan on multiplication

and division. The material included in my lesson plan demonstrates my knowledge of the math

curriculum and ability to interpret and apply the math standards at the third-grade level. A large

portion of the lesson is play based; a method of learning supported by John Dewey. Dewey

strongly believed that when students partake in a physical and intellectual activity, they learn

best (Dewey, 1938). Experimental learning allows students to be engaged with the subject matter

but delivered in a play-based form. The assessment for this lesson is play based and suited for the

ages of the students, and cultural responsiveness is addressed during the instruction as the lesson

is structured to the maturity level of the students. Below you will find the professional standards

and curriculum related to the artifact.

Connections to Standards

DOE/CAEP Standards

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate

progression level(s) in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

INTASC Standards

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of

learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and

challenging learning experiences

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and

collaborative learning, and that encourage positive social interaction, active engagement in

learning, and self motivation

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to

engage learners in critical thinking, creativity, and collaborative problem solving related to

authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in

their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision

making.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage

learners to develop deep understanding of content areas and their connections, and to build skills

to apply knowledge in meaningful ways.

New York State Code of Ethics

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of

each student. Educators promote growth in all students through the integration of intellectual,

physical, emotional, social and civic learning. They respect the inherent dignity and worth of

each individual. Educators help students to value their own identity, learn more about their
cultural heritage, and practice social and civic responsibilities. They help students to reflect on

their own learning and connect it to their life experience. They engage students in activities that

encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

Principle 2: Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know the

curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Ontario Teachers Code of Conduct

Teachers and Other School Staff

Under the leadership of their principals, teachers and other school staff maintain a

positive learning environment and are expected to hold everyone to the highest standard of

respectful and responsible behavior. As role models, teachers and other school stadd uphold

these high standards when they:

 - Help students work to their full potential and develop their sense of self-worth;

- Empower students to be positive leaders in their classroom, school, and community;

- Communicate regularly and meaningfully with parents;

- Maintain consistent and fair standards of behavior for all students;

- Demonstrate respect for one another, all students, parents, volunteers, and other

members of the school community;

- Prepare students for the full responsibility of citizenship

NYS P-12 Common Core Learning Standards

CCSS. Math. Content. 3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between

multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of

operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Ontario Ministry of Education Elementary Standards

Grade 3: Number Sense and Numeration (Operational Sense):

Demonstrate and understanding of multiplication and division involving single and multi-

digit whole numbers using a variety of strategies – Multiply to 7 x 7 and divide 49 ÷ 7, using a

variety of mental strategies (e.g., doubles, double plus another set, skip counting).

NYS Next Generation Mathematics Learning Standards

Operations and Algebra Thinking

Represent and solve problems involving multiplication and division

1. Interpret whole-number quotients of whole numbers

ISTE Standards

Designer
Educators design authentic, learner-driven activities and environments that recognize and

accommodate learner variability. Educators:

5a – Use technology to create, adapt and personalize learning experiences that foster

independent learning and accommodate learner differences and needs.

 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Isabella Scarcella Date: April 7th, 2019

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: X Town:_______ Rural: ______

Grade level: 3 Number of students in the class: 24

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
IEP- ADHD 1  Preferential seating at the front of the classroom
 Frequent checks for understanding
 Additional time provided to complete tasks
 Fidget tools provided during lesson
 Directions read clearly and out loud
 Students will have access to a grid of 100
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
ESL (Spanish, Punjabi) 2  30-minute pull out daily with ESL Teacher, 30-minute
pull out daily with reading teacher
 Preferential seating in the front of the classroom or
near the teacher
  Teacher will give frequents checks for understanding
 Pre-teaching important vocabulary/information using
word walls, graphic organizers, handouts and images
 Simplified and repeat instructions
 Chunk tasks into smaller parts at a time
 Allow extra time in class to complete tasks
 Check for understanding
 Provide handouts of lessons for note taking or
references
 Allow for material to be read aloud
 Students will have access to a grid of 100

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Struggling Readers 3  30-minute pull out daily with reading teacher
 Preferential seating in the front of the classroom or
near the teacher
 Teacher will give frequents checks for understanding
 Pre teaching important vocabulary/information using
word walls, graphic organizers, handouts and images
 Simplify and repeat instructions
 Chunk tasks into smaller parts at a time
 Allow extra time in class to complete tasks
 Check for understanding
 Provide handouts of lessons for note taking or
references
 Provide breaks as needed
 Allow for material to be read aloud
 Students will have access to a grid of 100
 Lesson 3 of a 3 Day Learning Segment

Subject and Lesson Topic: Multiplication and Divisions within 100

Grade Level: 3 Lesson Duration: 45 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is for students to gain a conceptual understanding of multiplication and division and be able to apply
both operations using whole numbers.

Knowing Your Learners

Using Prior Knowledge

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have a familiarity of interpreting products of whole-numbers, quotients of whole-numbers, and a familiarity with distributing
properties.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Students have completed two (2) lessons as part of this lesson segment. One lesson on the interpretation of products and quotients of whole-
numbers, and the second lesson where students extended their mathematical vocabulary when working with distributive properties of
multiplication and division.
Building on prior knowledge from their two (2) prior lessons, students understand what whole-numbers are, how to multiply and divide whole-
numbers, and able to demonstrate procedural knowledge, conceptual understanding, and demonstrate math reasoning when multiplying and
dividing whole-numbers.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students enjoy discussing math reasoning when multiplying and dividing whole-numbers in class. Students in the class like to conduct
experiments and enjoy cause and effect activities. Students enjoy working in groups and having opportunities to collaborate with peers when
using multiplication and division. Students are starting to develop an understanding of multiplicative and division comparisons.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

The teacher will use this knowledge to engage the students by applying mathematical operations in real world situations.

Curriculum Standards
New York State Common Core: CCSS. Math. Content. 3.OA.C.7 – Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3,
know from memory all products of two one-digit numbers.

Ontario Curriculum: Grade 3 - Number Sense and Numeration (Operational Sense): Demonstrate and understanding of multiplication and division
involving single and multi-digit whole numbers using a variety of strategies – Multiply to 7 x 7 and divide 49 ÷ 7, using a variety of mental
strategies (e.g., doubles, double plus another set, skip counting).

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Students will utilize their prior knowledge or Students will answer a series of multiplication  The teacher will have the
multiplication and division to solve equations. and division questions during a game of instructions and rules listed on a
Kahoot! They will work in groups of 4 to PowerPoint
complete the Multiplication and Divisions  Students will have access to their
within 100 worksheets, consisting of 9 Distribution Properties Foldable
questions.
The students will demonstrate procedural Students will complete the Multiplication and  Provide extra time to complete tasks
knowledge, conceptual understanding and Divisions within 100 worksheets. Their answers  Teacher will continuously check for
math reasoning by using distributive properties will exhibit conceptual understanding and understanding
when answering a series of multiplication and math reasoning when retrieving the necessary
division questions. materials for their Bunny Brownie jars.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Solve  Students will have access to their Distributive Properties
Looking at your standards and objectives, Foldable
choose the one Bloom’s word that best  A PowerPoint slide on the instructions and rules will be
describes the active learning essential for
students to develop understanding of
posted on the whiteboard for students to follow and
concepts within your lesson. reference during the activity
Vocabulary Multiplication  The teacher will consistently check for understanding during
Key words and phrases students need to be Division the instructional procedure and during group work when
able to understand and use Equals they are working on the Multiplication and Division
Ingredients worksheet

Syntax As students are working in groups  Simplified instruction will be provided if needed
Describe ways in which students will organize and completing the worksheets,
language (symbols, words, phrases) to students will use mathematical
convey meaning.
vocabulary and operations to
 solve multiplication and division
questions.
Discourse  Teacher will conduct frequent checks for understanding
How members of a discipline talk, write, and Students will be encouraged to  Students who require further support, the teacher will
participate in knowledge construction and use vocabulary words when guide them through the worksheet.
communicate their understanding of the
concepts
applying math reasoning on their  Directions read out loud in a clear fashion
worksheets.

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator  Students will be able to interact
with mathematical operations of
The teacher will begin the class with a game of Kahoot!. The students will answer a series of multiplication and division during
questions on multiplication and divisions within 100 to activate their prior knowledge. the game of Kahoot!

Once students have complete the game of Kahoot!, the teacher will introduce the topic of the  Preferential seating in the front of the
lesson. classroom or near the teacher
“Students, now that we have played a quick interactive game of Kahoot!, and your prior
 Repeat instruction
knowledge on multiplication and division has been activated, the purpose of today’s lesson is to
create your very own Bunny Brownie jars by answering a series of questions on multiplications and
 Directions read out loud in a clear
divisions!
fashion
The teacher will proceed with asking students to pull out their Distributive Properties Foldable and
tell students that they may use it for today’s activity.

Instructional Procedures  Mixed-ability groups

Once students have engaged with the game of Kahoot! and their prior knowledge has been  Students will have access to the
activated, the teacher will show students a Bunny Brownie jar (containing ingredients) and tell the quiet area of the classroom
students that today they will create their very individual Bunny Brownie jar by completing a math
activity. The teacher will continue by explaining to students that in groups of four (4), they will  Simplified instructions
answer a series of multiplication and division questions to obtain the necessary ingredients they
will need to create their Bunny Brownie jars.  Repeated instructions

The teacher will continue by explaining the instructions and rules of the activity. A PowerPoint
slide will be posted for the classroom to follow. They will go as follows:
Instructions:  Struggling students will have access
- Students will group into assigned groups to a grid of 100
- Students will be provided with the activity sheet
 Students will have extra time in class
- Students will answer all the questions. Each answer will provide each student with the to complete tasks
necessary ingredients to fill up their Bunny Brownie jars
- Once a group has completed the questions, students will present themselves to the
teacher to review their answers
- A worksheet with all correct answers = you will obtain all the ingredients necessary to build  Students will have access to fidget
the Bunny Brownie jars tool
- A worksheet with an incorrect answer(s) = revisit the worksheet until all answers are
correct
- Once your group has obtained all of the necessary ingredients for your Bunny Brownie jars,
students will fill-up the jars accordingly at their desks.  Allow extra time in class to complete
tasks
Rules
- Be clever and work together!
- Respect each other during the activity.
- Be courteous of the other groups. Approach the teacher in a calm fashion to have your
work reviewed.
- Have fun!
- DO NOT EAT THE INGREDIENTS!

The teacher will check for understanding and ensure students understand the lesson instructions
and rules.
Once all students have acknowledged and understood the lesson instructions and rules, the
teacher will start grouping students into groups of four (4).

Once students have gathered in their designated groups, the teacher ask IEP student to hand each
group a worksheet. The teacher will advise students to listen closely to follow along as the teacher
explains the worksheet at-hand:

“Students! You will work with your group to answer all the questions on the worksheet. Some
questions are multiplication questions and the others are division questions. On the worksheet,
there are nine (9) questions. You are required to answer all the questions on the worksheet. Now,
some of your answers will provide you with the necessary ingredients you will need to assemble
your Bunny Brownie jar. Your group must work together to answer all of the questions!”. The
teacher will pause to check for understanding and answer any questions from students.

Once teacher has confirmed understanding from students, the teacher will continue:

“Once your group has answered all the questions, your group will come see me with your
worksheet for correction. All nine (9) questions must be correct. Any incorrect answers, your
group will have to review them and return for correction. Once all your answers are correct, the
questions with the ‘*’ symbol (teacher will make sure students acknowledge the ‘*’ symbol on the
worksheets) will provide each member of your group with the necessary ingredients to create
your Bunny Brownie jars.” The teacher will clarify any questions posed by students.

Once students have understood the task at hand, the teacher will count to 3 and students will
begin the activity.

The teacher will sit at the front of the class at a desk to correct student’s worksheets. The
ingredients and materials for students will be with the teacher, and at-hand for students to
acquire once the teacher has confirmed their worksheets are complete.
The teacher will correct worksheets as groups attend her desk. When a worksheet is correct, the
teacher will collect it for assessment. When students have acquired their ingredients and
materials, the teacher will advise students to work responsibly in their groups when assembling
their Bunny Brownie jars.

As students are working, the teacher will circulate the class to assist students if needed.

Once students have assembled their Bunny Brownie jars, the teacher will direct students to clean
up their work area and return to their seats.

Closure
 If a student(s) is having trouble
The teacher will bring the class back together and begin the closure of the lesson. coming up with a multiplication or
division equation, they may write
“Students! You all did excellent work today. Today, we continued working with multiplications and down “multiplication” or “division”
divisions, and you all did great work solving multiplication and division within 100 to create a to indicate which they had the most
Bunny Brownie jar! Does anyone have any question about today’s lesson? The teacher will answer difficulty.
and clarify any questions.

“To wrap up today’s lesson, I want everyone to write a multiplication or division equation that
they want to solve for next class. After writing the equation, I want all students to crumple their
paper and snowball them at me”. Once students have snowballed their papers at the teacher,
they will be collected for a future lesson.

“Thank you for your participation, you all did a fantastic job!”
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.

Bunny Brownie Jar ingredients: jars, sugar, m&m’s, marshmallow bunnies, PowerPoint, multiplication & division within 100 worksheet, Kahoot!,
 Multiplication and Division within 100 – Group Practice

Name: Date:

Solve the following problems:

a) *100 ÷ 2 = e) 72 ÷ 6 = i) 78 ÷ 6 =

b) 14 f) *1 ÷ 1 =
X 2

c) *32 ÷ 8 = g) 15
X 6

d) 16 h) *20 ÷ 20 =
X 4
Slide 1

BUNNY ACTIVITY INSTRUCTIONS 

 BeBeclever
cleverand
andwork
worktogether!
together!

BROWNIE JAR
& RULES
 Respect
Respecteach
eachother
otherduring
during
the
theactivity.
activity.

 BeBecourteous
courteousof
ofthe
theother
other
groups.
groups.Approach
Approachthe
theteacher
teacher
ininaacalm manner when
calm manner when
having your worksheets
having your worksheets
reviewed.
reviewed.

 Have
Havefun!
fun!

• Students will group into assigned groups


 &&DO
DONOT
NOTEAT
EAT
• Students will be provided with the activity sheet
THE
THEINGREDIENTS
INGREDIENTS
• Students will answer all of the questions. Each
answer will provide each student with the necessary (yet)!
(yet)!
ingredients to fill up their Bunny Brownie jars
• Once a group has completed the questions, students
will present themselves to the teacher to review their
answers
Instructions • A worksheet with all correct answers = you obtain all
of the ingredients necessary to build the Bunny
Brownie jars
• A worksheet with an incorrect answer(s) = revisit the
worksheet until all answers are correct
• Once your group has obtained all of the necessary
ingredients for your Bunny Brownie jars, students will
fill-up the jars accordingly at their desks.

[Back to Table of Contents]