AchieveMath Intervention

AchieveMath

L.3

Instructional Intervention

AchieveMath Level # — Lesson 00Teacher Lesson Manual

SAMPLE

This document is for demonstration purposes only Š2013 Catapult Learning

Table of Contents OVERVIEW. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Manual Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Common Core General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Math Content Standards Simplified . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Math Practice Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Directed Math Activity Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Lesson Scope and Sequence/Standards Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Student Rubric Information/Group Skill Grid example. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

LESSONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X MATH REFERENCE PROBLEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Index of problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Appropriate Level Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

TEACHER RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Math at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Group Skill Sheet Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Orientation Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

©2013 Catapult Learning

AchieveMath – Level #

3

LEVEL 3 — LESSON 23

AchieveMath

Lesson Objective and Standards Basic multiplication facts through the 12 times table (3.OA.7, 3.NBT.3, PS.2, PS.3, PS.4)

Word Problem Objective Solve one-step word problems involving addition, subtraction, multiplication and division

Materials/Manipulatives Crayons, Two-Color Counters, pencils, loose-leaf paper, dry-erase boards/markers/erasers

Welcome (3 min.)

Brief Review and Practice (10 min.)

Skill: Complete three-addend addition (multi-digit addends) Teacher: Write the following problems on the board. Give the students dry-erase boards, markers and erasers. Each student will do two problems. Students will come to the board and record their solutions.

32 15 + 20 (67)

134 27 + 41

(102)

10 26 + 51 (87)

163 29 + 12

(104)

226 37 + 49

(112)

135 46 + 28

(109)

159 74 + 86

(219)

253 29 + 68

(150)

116 21 + 29 (66)

147 56 + 66

(169)

227 39 + 48

(114)

249 26 + 67

(142)

Word Problem Teacher: Write the problem on the board. Read it aloud to the students.

18 + 13 31 students

There are two classrooms going to the carnival for a field trip. Ms. Miller’s class has 13 students and Mr. Bob’s class has 18 students. How many students altogether will be going to the carnival?

(31) Teacher: Remind students to label their answers. Discuss the problem with the group.

Say: “Read the problem to yourself as I read it aloud. What do we need to do to solve this problem?”

(We need to add.)

Say: “What information does the problem give us?”

(The number of students in each teacher’s class attending the carnival.)

Say: “How should we set this problem up?” (as an addition problem)

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©2013 Catapult Learning

LEVEL 3 — LESSON 23

AchieveMath

Teacher: Give students time to solve the problem. Choose a volunteer to work the problem at the board.

Corresponding Vocabulary Teacher: Write the following vocabulary words on a board. Discuss these words and their meanings throughout the lesson.

Equals, times, multiplication, factors

Concept Development (10 min.)

Teacher: Have three groups of crayons with four crayons in each group.

Say: “Here we have 3 groups of crayons. How many are in each group?”

(3)

Say: “We need to know how many crayons we have altogether. But instead of counting them one by one we are going to skip count by 4. Let’s do this together.”

(4, 8, 12)

Say: “3 groups of 4 equal 12.

Say: “Write on the board: 4 + 4 + 4 =12. Is there a faster way to write this problem?”

(Yes, 3 x 4 = 12.)

Say: “Multiplication is a faster form of addition. Let’s try it again.”

Teacher: Divide crayons into 6 groups of 2. Students will skip count by 2. (2 – 4 – 6 – 8 – 10 – 12)

Say: “6 groups of 2 = 12.”

Teacher: Write on the board 2 + 2 + 2 + 2 + 2 + 2 = 12.

Say: “What is the faster way to write this problem?”

(2 x 6 = 12)

Say: “What do we call this process?”

(Multiplication) Teacher: Repeat the process for 3 x 5 = 15 and 7 x 2 = 14

Guided Practice (15 min.)

Teacher: Give Two-Color Counters to the students. Working in pairs, students will use the counters to display multiplication problems. Students will record number sentences and explain their answers. Distribute pencils to students. Students will need paper from their portfolios.

Say: “Using these examples, solve for the answer using the process we just practiced. As you solve each problem, write it on your paper.”

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©2013 Catapult Learning

LEVEL 3 — LESSON 23

AchieveMath

Teacher: Write on the board: 6 x 3 (18)

2 x 3 (6)

5 x 5 (25)

6 x 4 (24)

7 x 3 (21)

8 x 4 (32)

Teacher: Allow students time to solve for the answers. Circulate and ask each student to explain one problem until all problems have been explained. Ask: “How did you do that? What should you do now?”

Independent Practice/Application (7 min.)

Teacher: Write the problems on the board. Students will use their pencil and paper.

Say: “Solve these problems and record your answer on your paper:” 5 x 6 (30)

7 x 7 (49)

8 x 6 (48)

9 x 2 (18)

Teacher: Circulate and observe students’ abilities to solve the problems. Are they able to accurately transfer problems from the board to their paper? Share answers and have the students demonstrate the problems with the counters.

Closure (15 min.)

• Lesson Summary – 1 minute)

What did we do today?

Provide a real life application of this skill.

• Administer Daily Lesson Assessment – (8 minutes) Check all work. Score and record results on the Math Group Skills Tracking Sheets.

3 x 2 (6)

4 x 6 (24)

8 x 4 (32)

7 x 3 (21)

3 x 3 (9)

• Tokens/Token Tracker/Awards Center – (6 minutes)

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©2013 Catapult Learning

LEVEL 3 — LESSON 23

Daily Lesson Assessment

Name: ______________________________________________________________________________________ Date ���������������������������� SKILL: Basic multiplication facts through the 12 times table

3 x 2

4 x 6

7 x 3

3 x 3

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8 x 4

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©2013 Catapult Learning