# Educational Psychology (Mathematics)

Pages: 6 (2066 words) Published: December 4, 2012
Psychology 2220
12/4/2012

Part One

Illinois standards for mathematics
A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. 1. Identify whole numbers and compare them using the symbols <, >, or = and the words “less than”, “greater than”, or “equal to”, applying counting, grouping and place value concepts. 2. Identify and model fractions using concrete materials and pictorial representations. B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 3. Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and division. C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers. 4. Select and perform computational procedures to solve problems with whole numbers. 5. Show evidence that whole numbers computational results are correct and/or that estimates are reasonable. D. Solve problems using comparison of quantities, ratios, proportions and percents. 6. Compare the numbers of objects in groups.

Standards Aligned Classroom Lessons
1. Represent and solve problems involving multiplication and division. Interpret products of whole numbers. 2. Represent and solve problems involving multiplication and division. Interpret whole-number quotients of whole numbers. 3. Represent and solve problems involving multiplication and division. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. 4. Represent and solve problems involving multiplication and division. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 5. Understand properties of multiplication and the relationship between multiplication and division. Apply properties of operations as strategies to multiply and divide. 6. Understand properties of multiplication and the relationship between multiplication and division. Understand division as an unknown-factor problem. 7. Multiply and divide within 100. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. 8. Solve problems involving the four operations, and identify and explain patterns in arithmetic. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 9. Solve problems involving the four operations, and identify and explain patterns in arithmetic. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Part Two

There are three instructional goals that I have for my lesson plan. 1. By the end of my lesson, I would like my third graders to be able to multiply and divide on their own. This meaning that they will be able to do these tasks without the help of a teacher or a parent. They will be able to multiply and divide in their heads without the use of paper and pencil. They will also be able to do this without the use of a calculator. The only calculator they will be using is their brain.

2. During my lesson plan, they will also be learning the concepts behind multiplication and division. One way I can explain to the children is to write out, for example, 3 + 3 + 3 + 3 = 12. This will not only help the kids to review addition but this will also show them that there is a faster way to solve 3 + 3 + 3 + 3 by the means of multiplication. I will show them that 3 x 4 = 12 by having 3 rows and 4 columns using balls....