Lesson Plan Title:

hands on manipulatives.

Meanings in Multiplication

Concept/Topic to Teach: The students will model multiplication with Standards Addressed: Specific Objectives:
ALCOS: 3.3, 3.3.1. 3.3.2, 3.3.3

Math ALCOS 2003 Grade Level - #3: 3.3 Multiply whole numbers with and without regrouping using single-digit multipliers. a. Applying concepts of multiplication through the use of manipulatives, number stories, arrays, repeated addition, or problem situations b. Applying basic multiplication facts through 9 x 9 by using manipulatives, solving problems, and writing number stories c. Recognizing properties of multiplication

Required Materials:
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pencils (1 per student) Grid paper (1 per student) Markers (3 per student) Crayons (1 package per pair of students) Construction paper (1 per pair of students) Meanings for Multiplication example skill sheet (1 per student) Multiplication worksheet http://www.edhelper.com/ Counters (24 per student) Computer (1 per student) Checklist Today we are going to learn a shorter way to add a list of numbers together. This method is called multiplication.

Anticipatory Set (Lead-In):

Step-By-Step Procedures for Teaching the Lesson:

1. TEACHER WILL begin with KWL (facts mastered up until this point) 2. TEACHER WILL review double facts and simple repeated addition exercises. (i.e. 3 + 3, 2 + 2 + 2 + 2 +2 + 2, etc.) 3. STUDENT WILL respond orally to the review. 4. TEACHER WILL give each student one sheet of grid paper and three markers. 5. TEACHER WILL model how to draw an array on the board using three different colors and how to write a number sentence from the picture. 6. STUDENT WILL draw a 3-by-6 array on the grid paper and color each row a different color. 7. TEACHER WILL ask, How many squares are in the array? (18 squares) TEACHER WILL also identify the first number of rows as the first factor, the number of squares in each row as the second factor, and the total number of squares as the product. 8. TEACHER WILL have the students label the factors in their drawings and write the number sentence describing the product in the array. STUDENT WILL repeat the activity using different pairs of factors.

9. TEACHER WILL ask, If you added one more row to the array, how would you need to change the number sentence? (The first factor and the product would need to be changed: 4 x 6 = 24.) 10.TEACHER WILL place students into the previously chosen pairs. 11.STUDENTS WILL create a multiplication story problem by making a drawing on the construction paper that shows equal groups or an array, and then by writing a story problem to go with it. 12.After completing the cooperative work, one student will read the problem aloud to the group and show the illustration. The second student will ask another student to solve it. 13.TEACHER WILL tell the students that when groups or rows are equal, you can multiply to find the total. 14.TEACHER WILL ask, How can multiplication be used when equal groups are combined? (Multiplication can be used to find the total when you know the number of equal groups and the number in each group.) 15.TEACHER WILL present each student with a copy of the Meanings for Multiplication example sheet. 16.TEACHER WILL explain to students the importance of thinking things through. Remind them to think, I need to ask, What do I know? and What do I need to find out? 17.TEACHER WILL read both examples A and B on the worksheet with the students, pointing out the examples of each. TEACHER WILL point out that in Example A, the first factor is the number of rows and in Example B; the first factor is the number of plates. Students may notice that the products are the same. 18.STUDENT WILL model the examples with counters. 19.STUDENT WILL orally answer the Talk About it questions on the bottom of the page. The teacher will guide correct responses and allow for discussion. 20.TEACHER WILL remind the students that they wrote number sentences for the number of muffins. One number sentence was adding and the other multiplying. 21.TEACHER WILL hand out the multiplication worksheet to each student. 22.STUDENT WILL complete a Learning and Technology activity using a Spreadsheet from the Microsoft Excel program. 23.TEACHER WILL present the Excel document containing a completed spreadsheet with values listed and labels written. 24.TEACHER WILL explain that each block in a spreadsheet is called a cell. Cells are named by the column letter and row. 25.TEACHER WILL ask the following questions: a. What appears in cell B4? b. What appears in cell A3? c. Name the cell that contains the produce 4 x 1? 6 x 5? d. What number would appear in E5? D6? e. Name three cells that have the same number. 26.STUDENT WILL create his or her own Excel spreadsheet using the row factors 4, 5, and 6, and the column factors 5, 9, and 10.

Guided Practice/Monitoring:

The students will be in small groups but will complete worksheets independently as the teacher walks around and provides individualized help and instruction.

Closure (Reflect Anticipatory Set): So now it is easy to see that multiplication is a shorter way of adding a single number multiple times. Assessment Based on Objectives:
STUDENT WILL apply concepts of multiplication through the use of arrays and complete addition and multiplication sentences as she completes the multiplication worksheet. 1. TEACHER WILL monitor and guide student work and answer any questions. 2. STUDENT WILL complete the worksheet with 80% accuracy. 3. STUDENT WILL apply concepts of multiplication through the use of Microsoft Excel to create a data spreadsheet. 4. TEACHER WILL view the completed Excel project to check for 85% accuracy, assessing based on a checklist. K I know these multiplications W I want to know these multiplications L
I learned these multiplications

1s 2s 3s 4s 5s 10s 11s

6s 7s 8s 9s 12s 13s 14s 15s

Meanings for Multiplication

EXAMPLE A: Wesley is baking muffins. She has 4 rows with 6 muffins in each row. How many muffins does she have in all? Objects arranged in equal rows form an array. You can multiply to find the total number because the rows are equal.

4 rows of 6

6 + 6 + 6 + 6 = 24 4 x 6 = 24 factors product Joy has 24 muffins.

EXAMPLE B: Wesley put the muffins on 8 plates with 3 muffins on each plate. How many muffins does she have in all?

8 groups of 3

8 + 8 + 8 = 24 8 x 3 = 24 factors product Joy has 24 muffins. Talk About It! 1. Name the factors in Examples A and B. 2. Number Sense: If Wesley had 4 plates of muffins with 5 on each plate, how many muffins would she have?

Adaptations (For Students With Special Needs): An SLD student with a disability in math can use base ten blocks to model groups of factors. Extensions (For Advanced Students): More advanced students could make up problems where they are multiplying three or more digits. Possible Connections to Other Subjects: This lesson could be used in science class to discuss how germs multiply.

Reflection: This lesson reinforced my belief that math is learned best through hands on activities. When students can learn through real life situations and apply what they have learned they retain the knowledge with a higher success rate. An area for improvement would be to use more videos.