Grand Canyon University Mathematics Lesson Plan Template

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Grand Canyon University


Unit plans form the scope of learning students will experience in your classroom. Each lesson plan found in a unit must build upon one another and make connections between lessons. This is especially true when incorporating literacy in a meaningful manner.

Use the “COE Lesson Plan Template” to create the second content area lesson for the three-day unit. Focus on utilizing literature-based materials and cooperative learning in this lesson. Make sure that your learning objectives align to the content area and ELA standards identified for the unit.


  • In the “Resources, Materials, and Equipment” section: Literature-based materials should be listed and described to support literacy development in your content area.
  • In the “Multiple Means of Representation” and “Multiple Means of Engagement” sections: Cooperative learning strategies should be listed and described.

Below the lesson plan, write a 250-500 word rationale justifying selection of literature and cooperative learning strategies and how these instructional decisions support literacy development in your content area.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines,

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Explanation & Answer

I have attached the complete lesson plans, please let me know if any corrections are needed. Goodbye buddy

GCU College of Education

Section 1: Lesson Preparation
Teacher Candidate

Grade Level:
Grade 3



Instructional Plan Title:

The student will become expected to select necessary tools, including real
objects, geometry sets, paper and pencil, and technology as appropriate,
and techniques, including literature-based materials for math, estimation,
and number sense as necessary, to solve problems

Lesson Summary and

In 2-3 sentences, summarize the lesson, identifying the central focus
based on the content and skills you are teaching.

Students will be able to demonstrate knowledge by seeking to understand
how to solve mathematical problems and expressions. They will get the
opportunity to achieve this by solving simple math problems to more
complex expressions as the progress.

Classroom and Student

The class will be composed of a total of 25-30students, with 30 as the
maximum number. The majority are ELL students; four falls under the
category of a particular classification, special needs students.

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education

National/State Learning

TSW and TTW work through the Unlock the Problem and Problem
Solving questions. TTW communicate mathematical ideas and reasons
and their implications through the use of multiple representation among
them symbols, graphs, and appropriate language.
TSW also work in small groups of three and solve mathematical problems
using the various tools provided.

Specific Learning

TSW solves one-step and two-step problems involving multiplication and
division employing strategies based on graphs and pictorial models,
including arrays, area models, and equal groups.
TSW analyze mathematical relationships to connect and communicate
mathematical ideas
TSW communicate mathematical ideas, reasoning, and their implications
using multiple representations including symbols, diagrams, graphs, and
the language as appropriate.
Given a mathematical problem, TSW solves using the available and
expected tools for the same.
TSW represents multiplication facts by using a variety of approaches such
as repeated addition, equal-sized groups, arrays, area models, equal jumps
on a number line, and skip counting.

Academic Language



Cumulative property,

Inverse operations,

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education



Associative property

Area model,

Inverse operations,

Equal shares

TTW uses the terms to show how they relate and get intertwined with
mathematical problems. The importance of this becomes the need to test
what they have already grasped and understood

Resources, Materials,
Equipment, and


companion books,

Writing companion,



Anchor chart paper/markers

© 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education


Section 2: Instructional Planning
Anticipatory Set

TTW introduce/review concepts- using doubles and using a number line to
multiply with 9s.
Instructional Process (Input/Modeling/Check for Understanding)
Guided Practice: TSW and TTW work through the Unlock the Problem and
Problem Solving questions. TSW works in partner pairs to complete Share and
Show items on the whiteboard.
Students will be able to relate different equations to the various multiples, as I
will discuss and highlight.
Students will be able to compare the different pictures and images drawn in the
stories and the characters/ theme they represent.


15 Mins

I will record their responses by posing in the course of the lesson and, from time to time,
ask rhetoric questions to assess whether the students are following. Their facial
expressions and body language would guide the next step.

Multiple Means of Representation

TTW solve a mathematical equation for the students to listen to and
TTW grasp the various forms where different steps have become used.
TTW all concentrate in class to listen and learn how the multiple of 9s
gets used.
The student should list the multiples of 9s at the end of the lesson.
The students should be able to solve the simple mathematical equation at
the end of the lesson.

© 2019. Grand Canyon University. All Rights Reserved.


10 Mins

GCU College of Education


Explain how you will differentiate materials for each of the following groups:

English language learners (ELL):

After learning to solve equations, students should be able to answer the questions that
have been given. The students will get subdivided into clusters and will together in
completing the exercises given out as a group.


Really useful study material!


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