Student Outcomes:  The students will be able to apply basic multiplication skills to real life situations, using a role play, with 90% accuracy.

 

• Standards:  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. [3-OA1]

• Teaching/Learning Procedure:  This is your action plan for what you will do with the students during the allotted lesson time. Be specific regarding the following steps:

 a).   Launch of Lesson  The students will first be presented a problem. It is Valentines’ Day and all of the local flower shops are struggling to get all of their flower orders prepared. They need our help and has asked some of the students to come work at a flower shop to help get the orders done and make this holiday special. The teacher will play the role of the boss and explain to each new employee what they can expect to be doing on their shift. The students who are not employees are the customers who will come to the shop to pick up their orders

 b).   Investigation/Presentation – The students who are employees will break up into groups and go to their shops and officially take on their role. The employees will have customer orders waiting for them at their shops that they will have to figure out and arrange. (each order will be paired with an additional problem for the customer to solve) They will see orders that look like,    The employees at each shop will assemble the orders to find the answers to their math problems while taking care of their customers. The other students will begin their role as the customers and break into groups at each flower shop. Each customer will be handed an arrangement and the math problem that goes with it. Their problems will look like this: The customers must answer their problems correctly in order to receive their flower arrangement.

c).    Accommodations/Modifications ) – Students will be working in groups and will be able to figure out the problems together. The teacher will also provide assistance where needed.  

d).    Extensions/Challenges – The students will switch roles and will receive problems without the number problem at the end. Once they can do that, they will be asked to make up their own problems. The customers create their own orders for the employees to solves, and the employees will make their own prices that the customers will use to figure out their totals. They will be told to keep the prices whole numbers.

e). Closure – All students will come back together for a class discussion on what we just did. We will discuss how acting out each role helped or didn’t help them with multiplication, what they found difficult, and what it was they were actually doing with math.