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Educators can develop critical thinking and problem-solving skills for their students by asking strategically planned questions during lessons.

Design an original multiplication mathematics lesson plan for 3rd grade that promotes critical thinking and problem solving. Use the attached lesson plan template. 

In the Multiple Means of Expression section, include five questions that align to the lesson objective the teacher can pose to students.

The questions should:

  • Activate prior knowledge.
  • Identify potential student misconceptions that could interfere with learning.
  • Connect concepts, procedures, and applications.
  • Encourage critical thinking, exploration, and problem-solving.

In the Multiple Means of Engagement section include opportunities for students to consider real-world application, prior knowledge, and the steps to solve a problem.

Mathematical Thinking and Problem-Solving Lesson Plan On Single Digit Multiplication

Section 1: Lesson Preparation

Grade Level:




Instructional Plan Title:

Lesson Summary and Focus:

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

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards:

Interpret the factors and products in whole number multiplication equations (e.g., 4×7 is 4 groups of 7 objects with the total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.)

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:


Who is the audience


What action verb will be measured during instruction/assessment


What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach s

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